North C ount y Profess iona l Deve lopm e nt Federat ion Beg inning Te ac her Sup port and As s ess men t

Welcome!!!

Mission Statement: NCPDF BTSA ’ s mission is to provide a safe environment where participants, with support, will build upon teacher preparation experiences to reflect on student work and instructional strategies to improve in professional practice and become a life long, reflective learner.

1988

Historical Perspective

SB 148 1988-1991 C.N.T.P.

Pilot, Research & Development 1992-1997 SB 1422 (BTSA Project) 1997 2002 2004 2009-10 AB 1266 (BTSA System) SB 2042 AB 2210 (BTSA Induction Programs)

Learning to Teach Continuum

(SB 2042 Credential Structure for MS/SS Credentials)

Preliminary Credential Preparation Clear Credential Preparation Clear Credential Renewal Blended Program Post Baccalaureate 5th Year Program Internship Program * Teaching Performance Assessment (TPA) Induction Program Advanced Curriculum Demonstration Formative Assessment and Support Frequent Reflection on Practice Individual Induction Plan Application of Prior Knowledge Credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every five years.

Ongoing professional growth is the responsibility of the credential holder and based on any requirements the employing school district may have

.

2009-10

•

Teacher Preparation

•

Teacher Induction

– Teacher Performance Expectations – Standards of Quality and Effectiveness for Professional Teacher Preparation Programs –

California Standards for the Teaching Profession (CSTP)

– Standards of Quality and Effectiveness for Professional Teacher Induction Programs 2009-10

Academic Content Standards

Teaching Performance Expectations

Definition: Criteria by which Multiple Subject and Single Subject credential candidates are evaluated for recommendation for a preliminary teaching credential. 2009-10

Domain A Domain B Domain C Domain D Domain E Domain F

Teaching Performance Expectations

Making Subject Matter Comprehensible Assessing Student Learning Engaging and Supporting Students in Learning Planning Instruction and Designing Learning Experiences for Students Creating and maintaining Effective Environments for Student Learning Developing as a Professional Educator 2009-10

Learning to Teach Continuum

(SB 2042 Credential Structure for MS/SS Credentials)

Preliminary Credential Preparation Clear Credential Preparation Clear Credential Renewal Blended Program Post Baccalaureate 5th Year Program Internship Program

•

Teaching Performance Assessment (TPA) Induction Program Advanced Curriculum Demonstration Formative Assessment and Support Frequent Reflection on Practice Individual Induction Plan Application of Prior Knowledge Credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every five years.

Ongoing professional growth is the responsibility of the credential holder and based on any requirements the employing school district may have

.

2009-10

Comparing Teaching Criteria

TPE Domain A: Making Subject Matter Comprehensible To Students

CSTP 3:

Understanding and Organizing Subject Matter For Student Learning

TPE 1 Specific Pedagogical Skills for Subject Matter Instruction 3.1 Demonstrating knowledge of subject matter and student development a) b) Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments 3.2 Organizing curriculum to support student understanding of subject matter 3.3 Interrelating ideas and information within and across subject matter areas and . . .

2009-10

Comparing Teaching Criteria

TPE Domain B:

Assessing Student Learning

TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and Use of Assessments

CSTP 5: Assessing Student Learning

5.1 Establishing and communicating learning goals for all students 5.2 Collecting and using multiple sources of information to assess student learning 5.3 Involving and guiding all students in assessing their own learning and . . .

2009-10

A Closer Look at the California Standards for the Teaching Profession

(CSTP)

2009-10

2009-10

CSTP

Definition:

What teachers should know and be able to do

The Six CSTP

1. Engaging and supporting all students in learning (TPE Domain C) 2. Creating and maintaining effective environments for student learning (TPE Domain E) 3. Understanding and organizing subject matter for student learning (TPE Domain A) 2009-10

The Six CSTP

4. Planning instruction and designing learning experiences for all students (TPE Domain D) 5. Assessing student learning (TPE Domain B) 6. Developing as a professional educator (TPE Domain F) 2009-10

A Tale of Two Program Standards

• Standard 8 Teacher Preparation: Pedagogical Preparation for Subject-Specific Content Instruction • Standard 5 Teacher Induction: Pedagogy 2009-10

A Tale of Two Program Standards

• Standard 9 Teacher Preparation: Using Technology in the Classroom • Standard 5 & 6 Teacher Induction: Pedagogy Universal Access: Equity for All Students 2009-10

A Tale of Two Program Standards

• Standard 5 Teacher Preparation: Equity, Diversity and Access to the Core Curriculum for All Children • Standard 6 Teacher Induction: Universal Access: Equity for All Students 2009-10

A Tale of Two Program Standards

• Standard 10 Teacher Preparation: Preparation for Learning to Create a Supportive, Healthy Environment for Student Learning • Standard 5 & 6 Teacher Induction: Pedagogy Universal Access: Equity for All Students 2009-10

A Tale of Two Program Standards

• Standard 13 Teacher Preparation: Preparation to Teach English Learners • Standard 6 Teacher Induction: Universal Access: Equity for All Students a) Teaching English Learners 2009-10

A Tale of Two Program Standards

• Standard 14 Teacher Preparation: Preparation to Teach Special Populations in the General Education Classroom • Standard 6 Teacher Induction: Universal Access: Equity for All Students b) Teaching Special Populations 2009-10

Guiding Standards for Induction Programs

•

Academic Content Standards

•

California Standards for the Teaching Profession (CSTP)

•

Standards of Quality and Effectiveness for Professional Teacher Induction Programs

2009-10

Implications for Support

California Standards for the Teaching Profession (CSTP)

Support Providers assist and observe teachers using the

CSTP as the measure of their practice.

2009-10

Implications for Support

Standards of Quality and Effectiveness for Professional Teacher Induction Programs

•

Support Providers assist and support Participating Teachers in understanding and demonstrating Induction Standards 5 & 6.

2009-10

Support Provider Roles and Responsibilities

• pairing by site/content area/grade level • observations • conversations • formative assessment • evidence collection/reflection • • attend trainings

weekly

contact • maintain confidentiality – what is confidential and what isn’t?

2009-10

FACT System

Formative Assessment for California Teachers

(FACT) System is a reflective assessment and support process designed to help participants continue their development as teachers.

The FACT is

….

• The FACT System is offered by the State (Commission on Teacher Credentialing and California Department of Education) as an option for formative assessment with program responsibility to meet Induction Standard 4 • The FACT System will be accessible to all programs through an online format • Induction Standards 5 and 6 are embedded within the tools and reflective conversation structures 2009-10

2009-10

The FACT system is….

• focused on action research • allows participating teachers to identify areas of strength and areas of study or focus , directly related to his/her classroom • centered on data and research • engages the support provider agent for growth as a guide and

Formative Assessment

• The purpose of formative assessment during Induction is to improve teaching as measured through:  California Standards of the Teaching Profession (CSTP)  State adopted academic content standards and performance levels for students  Standards of Quality and Effectiveness for Professional Teacher Induction Programs 2009-10

2009-10

FACT is an

ongoing

learning process that follows the

plan, teach, reflect and apply cycle.

2009-10

FACT…

• is designed to assist teachers in meeting the learning needs of students while growing as professional educators.

• promotes teacher confidence, efficacy, and increases teacher retention.

2009-10

FACT System

FACT System Modules

A. Context for Teaching B. Initial Assessment of Teaching Practice C. Inquiry D. Summary of Teaching Practice

2009-10

Context for Teaching

• overview the teaching environment and the resources and challenges it offers to the teacher and the students • collect information and discuss prompts focused on their class, school, district, and community • graduated depth and complexity of information gathering

2009-10

Initial Assessment of Teaching Practice

• The outcomes and processes of the teacher preparation program with introduction to those of induction programs • Use evidence gathered in a classroom observation of the participating teacher by a trained support provider • Information guides participating teachers to self assess their current practice

Inquiry

• guides and informs participating teachers about their own professional growth • measures each standard of the California Standards for the Teaching Profession (CSTP) in relation to the state adopted academic content standards and performance levels for students • engages the support provider and participating teacher in a collaborative assessment of teaching practice against a set of specific criteria within the research cycle 2009-10

2009-10

Inquiry

• Participating teachers gather information, collaborate and/or observe a colleague, develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice • Results are used to guide professional development • On-going opportunities for participating teachers and support providers to explore the impact of instruction on student achievement

Inquiry-based Formative Assessment Individual Induction Plan

• Data Gathering • Professional Development • Essential Components/ Teaching Plan • Summary of Teaching Practice 4/15/2009 FACT Pilot Training: Commission on Teacher Credentialing and California Department of Education 36

2009-10

Summary of Teaching Practice

• a holistic reflection on teaching year • reviews the processes that were engaged in throughout the year: – – – Assessment of Teaching Practice Context for Teaching Inquiry • captures the progress made in relation to the

California Standards for the Teaching Profession,

the State-Adopted Academic Content Standards and the Standards of Quality and Effectiveness for Professional Teacher Induction Programs, explored during action research.

Participating Teacher Roles and Responsibilities

• Complete FACT •Attend professional development relates to your growth needs ; strand as it •Collect evidence demonstrating growth in the three components of BTSA Induction (CSTP, induction standards, content standards delivery); •Maintain confidentiality ; •Clear your credential .

Early Completion Option

• Three or more years of teaching experience • Exceptional practice • Letter of recommendation from current principal • Evidence of educational leadership • Application • Observation • Timeline • Program coordinator approval

Extension Beyond Two Year Program

Other info to keep in mind....

Questions?

NCPDF BTSA Induction Program Sheiveh N. Jones, Coordinator 760-761-5182 255 Pico Avenue, Suite 101 San Marcos, CA 92069