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New SP Orientation Web

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2012-2013 Orientation for New Support Providers.

2012-2013 Orientation for New Support Providers.

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  • Kelly: Display the wordlehttp://www.wordle.net/show/wrdl/5680113/Support_Provider_Musings4:00 – 4:05Thank you for bringing computers. You should have picked up a binder as you walked in. Introduce Darren
  • Kelly4:05 – 4:07Yearlong goals for us as support providers.Formative Assessment for California Teachers (FACT) as a tool for Cycle of Inquiry. We’ll unload all of this language throughout the meeting, but basically, the FACT is the overarching assignment and the Cycle of Inquiry, also called the IIP or Individual Induction Plan, is the focus of the FACT modules or sections. Is anyone familiar with the PACT, which is the signature assignment for some of the credentialing programs? The FACT is similar in that it is a way to critically reflect on one’s practice, but the FACT is done in the teacher’s own class and with the support and guidance of an experienced mentor, whereas the FACT is done in a “borrowed” class during student teaching and is completed alone. We will be developing our skill sets in formative assessment and coaching to engage inmeaningful conversations around the district initiatives of Equity & Culturally Responsive Teaching.
  • Kelly4:05 – 4:07In today’s meeting in particular, our aim is to help you understand what it means to be a Support Provider, share some tools and tips to prepare you for your work with your PT especially becoming familiar with your BTSA binder and online resources, and dig more deeply into one of the PT’s first assignments.
  • 4:17 – 4:19KellyOne of the biggest challenges new SPs have is getting a handle on the language of BTSA. To help you with this, we have two versions of a note taking guide you are invited to use. This is a resource for you and you are welcome to use or not use at as you wish. One version is a sort of CLOZE activity with key concepts to be filled in. The other is a way to collect notes, in either sketch or text form, based on a topic.
  • 4:19 – 4:34DarrenWe’ve been back from summer vacation and we’ve had time to reflect. Maybe you’ve traveled abroad, camped went up to your summer home in the mountains. I saw this postcard and thought of how being a support provider is like fishing.Being a support provider is like fishing because you have to have patience. The best time to do this work is early in the morning or late in the afternoon, and you just sit back and reflect in between.
  • 4:19 – 4:34DarrenBeing a new teacher is like fishing because sometimes you have to go into choppy waters to get the biggest reward.There are some envelopes with postcards inside…Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
  • 4:19 – 4:34DarrenBeing a support provider is like fishing because you have to have patience. The best time to do the work is early in the morning or late in the afternoon, and you just sit back and reflect in between.There are some envelopes with postcards inside…select an image that spurs some ideas in connection to what it is like to be a new teacher. Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
  • 4:19 – 4:34DarrenBeing a support provider is like fishing because you have to have patience. The best time to do the work is early in the morning or late in the afternoon, and you just sit back and reflect in between.There are some envelopes with postcards inside…Choose one and complete the prompt. Then share at your table with your table partners. As a table decide which one you would like to share with the rest of the group. Take 10 minutes to think, share and decide. Then we’ll come back together as a group. They share, and share out.
  • 4:19 – 4:34DarrenThis activity is called synectics. It’s a way of creatively connecting two (seemingly) irrelevant concepts or ideas to further thinking around them.
  • 4:34- 4:38DarrenWhat is BTSA? Share with your table Technically, BTSA is a Clear Induction Program accredited by Commission on Teacher Credentialing to recommend teachers for a clear credential.Just like colleges and Universities are accredited to have credentialing programs, so does SJUSD. That’s one of the reasons for the policies and procedures that the program has established. It’s what we’ve told CCTC that we’re going to do. In an audit, we have to match our actions to the program that was submitted. If not, we could lose our accreditation.This is a two year program –you’ll hear about an acceleration option at the end of the meeting that some participating teachers may qualify for called Early Completion Option or ECO.Designed for teacher to reflect and assess and accelerate teaching practice to a mature level. SPs mentor teachers, guide PTs through the formative process. Participating teachers collect evidence showing that they meet the Induction Standards and make progress on the California Standards for the Teaching Profession.
  • 4:38-4:40Darren
  • 4:40-4:43DarrenThere is a role shift from being a teacher to being a coach or mentor. Helping the person grow, not telling them what to do. What the basic premise is to accelerate the basic knowledge and skills of the beginning teacher through active listening and reflective questioning. That’s why you don’t tell them what to do. Practice, mature at a faster rate then when they’re working on their own.Regarding their role as a support provider, one experienced SP shared, “Observations and reflections were really valuable to both myself and my PT's. It guided our conversations and led my PT's to what they felt they wanted to work on in their classrooms.”As you meet weekly with your Participating teacher, you are mentoring and guiding them through the formative assessment process; sharing tips on the teaching and learning process as well as modeling how to be a critically reflective, evidence based, practitioner. Ultimately, your goal is to confirm that the PT is recommended for their clear credential.
  • 4:43-4:45DarrenRemember when you were a new teacher? What type of support did you want? How many have met with your PT? Show of hands?What did you meet about?Are you ready for the next steps?Add info from data regarding PTs about what was most valuable for them from their SPs?Guide them through the processWhat will your Participating Teacher need help with?Get to know Participating Teacher Get to know community & schoolNetwork and meet school resource personnelHelp Participating Teacher register for professional developmentCreate emergency sub plansOrganize teacher filesAnswer questions regarding lesson plans and curriculumHelp with classroom environmentProvide tips on ways to communicate with parentsLISTEN
  • 4:45 – 4:55Darren
  • 4:55 – 5:00KellyOverview of FACT Purpose: Show the vision of the entire year. This is where you are going. We use Formative Assessment system to help teachers accelerate on their teaching practice.SPs look through their binder behind tab 1. Frontload you’ll learn about purpose of the four modules, or components of the FACT. While reading, please consider 2 things: How is the type of reflection/thinking that is asked of that module valuable to growing as a teacher? How can you begin to support your PT with this? Read and highlight important points on these 2 pages and share responses to these questions with your table group. Now we are going to have an opportunity to explore the first module, the Context for Teaching and Learning, more deeply to prepare you for your collaboration with your PT.
  • Kelly5:00- 5:02Introduction. How will this type of information enhance your PTs instruction? Working with a partner, consider connections between the CSTPs and the BTSA Induction Program Standards. Person A please put dots next to the CSTPs that relate to the questions above. Person B please put dots next to the BTSA Induction standards that relate to the questions above. Then share with your partner.What connections did you notice? Purpose: This type of information changes how you teach. You need to know your students and their community to be able to meet their needs. Differentiate, Equity, pedagogy
  • 5:02- 5:27KellyPurpose: This type of information changes how you teach. You need to know your students and their community to be able to meet their needs. Differentiate, Equity, pedagogy & practice using the binderSpecial Ed asterisk Start Everything you need is behind tab 2Jigsaw at the tables Exploring the Green Module A forms in bindersStarting with A-1, each person choose a different form to become an expert on and consider the following questions regarding the purpose of the task. What type of information is being askedWhere can you and your PT find this information?How will this enhance instruction around differentiation and equity?
  • 5:02- 5:27KellyExploring the Green Module A forms in bindersWhat type of information is being askedWhere can you and your PT find this information?How will this enhance instruction around differentiation and equity?
  • 5:02- 5:27KellyRespond to this in 3-7 words and write it on the first page after tab 2 that has a flow chart about the Context for Teaching and Learning. Please be prepared to share with your group. It is a foundation on knowing one’s students within their context that enables the teacher to make more appropriate instructional decisions to meet the needs of the students.
  • 5:27 – 5:47Darren:Walk though the steps to complete the BTSA consent form. State required sign up as a support provider. The login and passcodes for wireless access are listed by the door. The link is written here. If you feel comfortable, please begin. Otherwise I would encourage you to follow along with me. I’ll model it first, then you’ll have time to do it. If you need help, Kelly and I will walk around to help you. After this, we’ll have our break. Please return at 5:40. Model how to do this. Requirement from the State- sign on and get an id numberYou do not need to print out number info and give to us.
  • 5:27 – 5:47Darren:CTC Consent form during meeting.Requirement from the State- sign on and get an id number
  • 5:27 – 5:47Darren
  • 5:47 – 6:17DarrenRespond to Parking LotPurpose: To help with self reflection on teaching practice and improve teaching abilitiesBefore working with your participating teacher you need to be prepared. You can review the collaborative logs and conversation guide questions to help you prepare. They are located in the binder ____________ and in the PDF listed under the book marks for conversation guides and appendicesKelly and I are going to role play in a minute. She’s going to be the Participating teacher and I’m going to be a Support Provider. The focus of this activity is to improves the participating theacer teaching practice, to differentiate instruction and equity. You’ll be familiarized the conversation guide is in your binder. You’ll feel comfortable before meeting with them.Kelly is the participating teacher and I’m support provider. We’re going to meet be discussing the Context for teaching and Learning Module, We’ll be focusing on Classroom Layout Tool (A-2) and I’ll be using the questions in the conversation guide to help Kelly reflect on her choices in the classroom and how it effects differentiation.Say “Turn to Tab 2, we will be referring to green Context for Teaching and Learning Year 1 Conversation Guide”Explain we will be role playing PT and SP during a meeting with meaningful conversationsModel first- (Darren will be the SP and ask questions from log and Araceli will be PT)Three mins bell goes off and then, we switch rolesBell goes off and then we come back together as a whole group to share key insights and comments regarding collaborative logsCheck for understandingWhat is your first, second, third and fourth step?Role PlayGo around the room and say A, B, A, B, etc.Partner up with A/BA’s will be the SP (refer to collaborative log)B’s will be the PT (meaningful conversations)Bell will ring after 3 mins and then they switch rolesBell rings after 3 mins and then we come back to whole group to share key insights and comments.An effective way to create conversation….Collaborative logs is where you can find the conversation guidesUse of the collaborative logsHelp to have meaningful conversationsRecord of your weekly meetings (cover in logistics-time card)
  • 5:47 – 6:17DarrenIn addition to the structured FACT components, there are additional resources for you to use to guide reflective conversations. One of them is the Collaborative Log. It is used to document your weekly conversations and as a time sheet of sorts for you. We’ll explain more about the time sheet aspect later. How can you use these conversation questions to have
  • 5:47 – 6:17DarrenRespond to Parking LotPurpose: To help with self reflection on teaching practice and improve teaching abilitiesBefore working with your participating teacher you need to be prepared. You can review the collaborative logs and conversation guide questions to help you prepare. They are located in the binder ____________ and in the PDF listed under the book marks for conversation guides and appendicesKelly and I are going to role play in a minute. She’s going to be the Participating teacher and I’m going to be a Support Provider. The focus of this activity is to improves the participating theacer teaching practice, to differentiate instruction and equity. You’ll be familiarized the conversation guide is in your binder. You’ll feel comfortable before meeting with them.Kelly is the participating teacher and I’m support provider. We’re going to meet be discussing the Context for teaching and Learning Module, We’ll be focusing on Classroom Layout Tool (A-2) and I’ll be using the questions in the conversation guide to help Kelly reflect on her choices in the classroom and how it effects differentiation.Say “Turn to Tab 2, we will be referring to green Context for Teaching and Learning Year 1 Conversation Guide”Explain we will be role playing PT and SP during a meeting with meaningful conversationsModel first- (Darren will be the SP and ask questions from log and Araceli will be PT)Three mins bell goes off and then, we switch rolesBell goes off and then we come back together as a whole group to share key insights and comments regarding collaborative logsCheck for understandingWhat is your first, second, third and fourth step?Role PlayGo around the room and say A, B, A, B, etc.Partner up with A/BA’s will be the SP (refer to collaborative log)B’s will be the PT (meaningful conversations)Bell will ring after 3 mins and then they switch rolesBell rings after 3 mins and then we come back to whole group to share key insights and comments.An effective way to create conversation….Collaborative logs is where you can find the conversation guidesUse of the collaborative logsHelp to have meaningful conversationsRecord of your weekly meetings (cover in logistics-time card)
  • 5:47 – 6:17DarrenAnother resource for reflective conversation are the Conversation Guides. These are a set of questions that enhance your PT’s reflection on the 4 BTSA Induction standards of equity, pedagogy, Universal Access Els and Universal Access Special Populations. This is a screenshot of the Equity Conversation guide. Generally the Contextualizing questions are for year 1s, and Extending for year 2s. Please use the appropriate question for the needs of your PT.Take a moment to consider, when might you use them? How might this support your work? Make copies of the conversation guide (buff colored).
  • 6:17- 6:19DarrenRespond to Parking LotIn order for someone to be eligible for an ECO, they must qualify under these conditions. Acceleration of BTSA completionOrientation is the only opportunity to receive an application. PT CANNOT qualify for this option without applyingMUST qualifyMUST apply by October 15 with all supporting documents
  • 6:19- 6:22Darren-1)) PT1s applications are due October 1st and they should have a response by mid-October on whether they have been approved. We will share applications at their orientation. Until then, all PT1s are considered PT1s, not ECO.0) Purpose: Show the vision of the entire year for the various tracts of PTs. This is the direction your PTS are going in. We use Formative Assessment system to help teachers accelerate the growth of their teaching practice.The same across for all participantsHighlight the the second row and the change. 1st year teachers are able to go in depth with CSTP 1 Engaging and Supporting all Students in learning and CSTP2 Creating & Maintaining Effective Environments for Student Learning. As you may recall, PT 1s only need to mark CSTP 1 and 2 on their Continuums. The Assessment of Teaching & Learning is the same as well. A difference between Year 1 and Year 2 and ECOs is the number of Inquiries. For those conducting 2 inquiries, for the sake of time and sanity, we recommend they do one inquiry in the fall and one in the spring. Finally, all participants complete a summary of Teaching and Learning, which is basically a focused reflection on their year.
  • 6:22 – 6:30DarrenShow:PDF of FACT User GuideCollaborative LogsCalendar gCal
  • Darren: 6:30- 6:35This is where your PT submits their assignments. Please have them bookmark the page. Show an example
  • Darren6:35- 6:37
  • 6:37- 6:40Darren Collaborative logs serve for two purposes create meaningful conversations and time card.
  • 6:40 – 6:50 Darren:Pass out (make copies) and sign, and collect
  • 6:40 – 6:50 DarrenRead MOU. Ask questions.Ask participants to read the SP MOU and Calendar noting questions on a post-it. In order to save time and ensure all questions are clear, we will type all questions from both SP meetings and answer them in a FAQ format that will be emailed to all SPs next week. Will also be posted on BTSA web site 10 minutes
  • 6:50 – 6:52DarrenSix units are available for the year of being a support provider. The cost of the units is slightly higher this year.Clarify SP credits, how many can be applied toward salary scale/pd growth
  • 6:52- 6:57DarrenPost procedures for this Please use!MODEL HOW TO DO THIS
  • 6:52- 6:57DarrenModel how to do this, Highlight the BTSA Reason
  • 6:57 – 7:00 Darren
  • 6:57 – 7:00 Darren
  • 6:57 – 7:00 Darren
  • 7:00 -7:03DarrenCONSIDERING: This information is a BTSA program requirement to illustrate that the SP assigned to each PT is the first point of contact for the PT. Ask them any questions. If needed, the SPs will contact Kelly or I if they need additional support or are unable to come to a resolution over an issue. Finally, if the BTSA Coaches are unable to resolve the conflict, we will get our manager involved.Another resource for questions is the BTSA web site
  • 7:03 – 7:04DarrenJust a reminder about the note taking guides, at the end of the presentation the “key” or will be posted while you complete your survey.
  • 7:04 – 7:06DarrenJust a reminder about the note taking guides, at the end of the presentation the “key” or will be posted while you complete your survey.
  • 7:06- 7:07DarrenJust a review of our goals to see how we did.
  • 7:07- 7:12
  • 7:12- 7:15DarrenThank you for joining us today and if you have any other questions or concerns, please let us know. Post note taking guide after this slide
  • Transcript

    • 1. Welcome New Support Provider Orientation September 12, 2012SAN JOSE INSPIRING AND PREPARING ALL STUDENTS TOUNIFIED SCHOOLDISTRICT SUCCEED IN A GLOBAL SOCIETY
    • 2. Yearlong Goals• Developing our skill sets in formative assessment and coaching• Building knowledge of formative assessment as a tool for improving instruction
    • 3. Meeting Goals• Understand responsibilities & role of Support Provider (SP)• Prepare to work with your Participating Teacher (PT)• Begin to mentor utilizing the Context for Teaching and Learning
    • 4. Everyone’s It• Move safely around the room, if tagged freeze arms held out, un- freeze by answering a question, continue moving• What is your favorite dish?• What are some of your strengths as a coach?• What makes a good teacher?
    • 5. Note Taking GuidesThe important thing about BTSAInduction is supporting participatingteachers in the acceleration of theirgrowth.
    • 6. BTSA Induction
    • 7. BTSA InductionBeing a new teacher is like _____because _____.
    • 8. BTSA Induction• Choose a postcard• On a sticky, write a prompt related to an image on your card• Share at your table• As a table, choose one to share with the whole group
    • 9. BTSA InductionBeing a new teacher is like _____because _____.
    • 10. BTSA InductionSynecticsBeing a new teacher is like _____because _____.
    • 11. What is BTSA?Beginning Teacher Support and Assessment• Job embedded, Induction Program for teachers with a preliminary credential• Accredited to recommend teachers for a clear credential• Designed to accelerate knowledge of the beginning teacher
    • 12. Components of Clear Induction Program• Clear credential Program• Support Provider is guide• Formative Assessment• Professional Development
    • 13. Role of Support Provider• Mentor Participating Teachers (PT’s)• Assist & Guide PT’s through formative assessment• Support PT to be recommended for Clear Credential
    • 14. Initiating work with your PT• Build relationship with Participating Teacher• Assist Participating Teacher with registration for professional development• Orient Participating Teacher to school and district resources• Collaborate in developing classroom procedures• Advise on classroom management• Listen
    • 15. Participating Teacher Support ProviderOrientation OrientationClassroom ManagementProfessional Development Professional DevelopmentAdvice & Assistance Advice & AssistanceMeet Weekly Meet Weekly Submit Collaborative LogGather Evidence Assist PT Gather Evidence Observe PTComplete Surveys Complete Surveys
    • 16. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
    • 17. Context for Teaching & Learning• Who are my students?• What is my school setting?• What is the community like?• Connections to: • CSTPs • BTSA Induction Standards
    • 18. Context for Teaching & Learning Choose one to explore, different from the rest of your group• Class Profile (A-1 & A-1.2*)• Classroom Layout (A-2)• School & District Information/Resources (A-3)• Home/School Communication (A-4)• Site Orientation Checklist (A-5)• Community Map (A-6)
    • 19. Context for Teaching & Learning• What information is being asked?• Where can you and your PT find this information?• How will this enhance instruction around differentiation and equity?
    • 20. Context for Teaching & LearningWhat is the purpose of Context forTeaching & Learning module?
    • 21. Program LogisticsBTSA Consent Form
    • 22. Program LogisticsBTSA Consent Formhttp://bit.ly/spconsent
    • 23. Break
    • 24. Reflective Conversation Resources
    • 25. Collaborative Logs
    • 26. Reflective Conversation ResourcesChoose Tool from Context for Teaching &LearningPartner A: Guides conversation with Collaborative LogPartner B: Responds as PT
    • 27. Conversation Guides
    • 28. Early Completion Option• Taught 2 or more years or taught one year an Intern credential• Overall satisfactory evaluation with no ineffectives
    • 29. Induction Timeline: FACTTraditional ECO Year 1 Year 2Context for Teaching Context for Teaching Context for Teaching and Learning and Learning and Learning CSTP 1&2 Continuum of Continuum of Conversations Teaching Practice Teaching Practice Assessment of Assessment of Assessment of Teach. Teach. Teach. & Learning & Learning & Learning One Inquiry into Two Inquiries into Two Inquiries into Teaching and Teaching and Teaching and Learning Learning Learning Summary of Summary of Summary of Teaching & Teaching & Teaching & Learning Learning Learning
    • 30. Program LogisticsBTSA Web site
    • 31. Program Logistics• eFACT Portfolio
    • 32. Program Logistics• Review Calendar• Attend one session of each New Support Provider meeting & appropriate Inquiry meeting with each PT
    • 33. Program LogisticsCollaborative Logs• Conversation starters• Document weekly meetings• Due 5th of each month• One log labeled by each month• Submit via fax, pony, upload or email
    • 34. Program LogisticsSP MOUStipend is dependent on successful completion of allMOU requirements. SP stipends are reduced by:$300 for the first and subsequent required SupportProvider meetings not attended. SPs may be releasedif they fail to attend a second SP meeting.SP stipend is reduced by 1/9 for each month acollaborative log is not received and/or the SP has notmet with his/her PT.
    • 35. Program LogisticsMemorandum of Understanding (MOU)What clarifications are needed?
    • 36. Program LogisticsSix Semester Units Available • University of San Diego • $450 per course • Email reminders and registration link • Register and pay on-line (USD)
    • 37. Program LogisticsRelease time• Observation of PT for initial assessment & Inquiry• For PT observation related to Inquiry project, must be listed on IIP• Sub codes emailed each month to SPs
    • 38. Program Logistics
    • 39. Program Advisor: Darren x 14311Elementary Middle• Almaden • Hoover• Anne Darling • John Muir• Bachrodt • Willow Glen• Booksin High• Canoas • Broadway• Empire Gardens • Lincoln• Hacienda • Pioneer• Reed • Willow Glen• Schallenberger • Willow Glen Plus
    • 40. Program Advisor: Kelly x 14329Elementary • Los Alamitos• Allen at Steinbeck • Lowell• Carson • Olinder• Galarza • Simonds• Gardner • Terrell• Grant • Trace• Graystone • Washington• Hammer • Willliams• Horace Mann • Willow Glen
    • 41. Program Advisor: Kelly x 14329Middle• Bret Harte• Burnett• Castillero• River GlenHigh• Gunderson• Leland
    • 42. Communication LoopInformation and Complaint ProcessGuidance • Support Provider Support • BTSA ContactProvider • Manager (Linda Herschbach) BTSA Website
    • 43. Note Taking GuidesThe important thing about BTSAInduction is supporting participatingteachers in the acceleration of theirgrowth.
    • 44. Don’t be confused…
    • 45. Meeting Goals• Understand responsibilities & role of Support Provider• Prepare to work with your Participating Teacher• Begin to mentor utilizing the Context for Teaching and Learning
    • 46. ClosureWhat is one thing you might do next with your participating teacher?Share with a partnerBe prepared to share out with the group
    • 47. Program LogisticsRemaining questionsFeedback – Complete FormSeptember 20: Assessment for Teaching& Learning and the Continuum of TeachingPractice