1. SJUSD BTSA: Mentoring to Retain &
Improve Quality Teachers
Meagan Azevedo. Manager. Recruitment &
Induction.
Darren Battaglia. Coordinator. BTSA.

2. “Whatever success I had as a teacher, I
can credit to mentors I had throughout my
career. I want to pass on to others what I
have learned and help new teachers get
a good start in their profession.”
A SJUSD Support
Provider

3. Objective 4.
SJUSD will attract and recruit,
support and retain a highly
effective and diverse workforce.

4. Unified School District
BTSA program provides high quality
induction through culturally
responsive mentoring, formative
assessment, and inquiry to empower
newly credentialed teachers to
eliminate the opportunity gap and
shepherd all students in the mastery
of 21st century skills.

6. Induction forms part of
a system of supports
High quality mentors
are leaders
Embedded inquiry
leads to professional
growth

7. BTSA Induction an Integrated Part of
SJUSD’s System of Supports for New
Teachers
BTSA Support
Providers
TQP/Consulti
ng Teachers
C&I/Instructio
nal Coaches

8. SJUSD BTSA: By the Numbers
97:
Current total of mentor teachers
65:
Number of credentials cleared last year.
1 of 7: Proportion of all SJUSD teachers involved in
BTSA
92:
Percent of 1st year, 2012 BTSA participants
who returned to SJUSD in 2013
72:
Percent of teachers waitlisted in 2012 for
BTSA who returned to SJUSD in 2013
6086: Number of hours of total professional
development from weekly meetings and
trainings.

9. The SJUSD BTSA Induction Program
Serves
2
152 Participating Teachers
16
Single Subject
69
Multiple Subject
Ed Specialist
65
other

10. Induction forms part of
a system of supports
High quality mentors
are leaders
Embedded inquiry
leads to professional
growth

11. Teacher leadership through mentoring is
key to improving teacher quality.

12. Support Providers are Teacher Leaders
Who Take on a Variety of Roles
5
30
8
54
Classroom
Teacher
Instructional
Coach
Other
Retired

13. How Can Mentors Develop These Attributes
in Beginning Teachers?
•
Professional Behaviors/Communication
•
Instructional Agility (Frameworks)
•
Data-driven Instruction
•
Connection to School & Community
•
Perseverance & Motivational Skill
•
Equitable Classrooms
•
Reflection, Flexibility, and Collaboration
•
Understanding Student/Family Cultural Needs
•
Technology in Instruction

14. How Can Mentors Develop These Attributes
in Beginning Teachers?
In your table group, discuss the selected
attribute with your colleagues:
• What might this attribute look like?
• What skillsets do mentors need to be able
to support others to grow in this attribute?

15. Induction forms part of
a system of supports
High quality mentors
are leaders
Embedded inquiry
leads to professional
growth

17. Teacher improvement is
contextual, embedded in everyday
practice, and involves risk taking.

18. • Context
• Focus on Teacher
Practice
• SelfTransformation

19. How can I impact classroom management by
reinforcing classroom routines and procedures
during independent daily math (after recess) to
increase completion rate and self-monitor
classroom noise level?
How can I efficiently implement collaborative
activities to increase students' ability to make
sense of word problems and persevere in solving
them?
Through the presentation phase of EDI, how can I
effectively cue and prompt to increase my students’
ability to participate orally?

20. Induction forms part of
a system of supports
High quality mentors
are leaders
Embedded inquiry
leads to professional
growth

21. Current Support Provider Requirements
• Demonstrates knowledge of the content
standards, student performance levels, state
adopted curriculum frameworks, and California
Standards for the Teaching Profession
• Exhibits effective interpersonal and
communication skills
• Demonstrates commitment to personal
professional growth & learning
• Is an excellent professional role model

22. Next Steps…
Respond to e-Survey:
• How are we doing? Suggestions.
• Recommendations for support providers.
• Provide periodic insight & analysis.
Best Practices for Induction Programs
(Ingersoll, 2012):
• Regular meeting with a mentor teacher
• Ongoing professional development
• Reduced workload and/or assistance in the
classroom
• Regular supportive conversations with site
administrators

23. 
“When we cast our bread upon the waters
we can presume that someone
downstream whose face we may never
see will benefit from our action, even as
we enjoy the gifts sent to us from a donor
upstream.”
- Maya Angelou


24. SJUSD BTSA: Mentoring to Retain &
Improve Quality Teachers
Meagan Azevedo. Manager. Recruitment &
Induction.
Darren Battaglia. Coordinator. BTSA.

25. Image References
Ciupa, M. (2011). Green Rivers Lakes and the Wind River Mountains
(Black/White), WY. Retrieved from
http://www.flickr.com/photos/mac9001/6980440208/
Cooke, J. (2009). Footprints in the Sand. Retrieved from
http://www.flickr.com/photos/john-cooke-uk/3827198717/
Gore, D. (2009). School. Retrieved from
http://www.flickr.com/photos/dgdraws/4147118534/
Hodge, J. (2009). The Thinker. Retrieved from
http://www.flickr.com/photos/spaceyjessie/4410981597/
Loftesness, S. (2013). Learning - University of Havana - 2013. Retrieved
from http://www.flickr.com/photos/scottloftesness/8462013285/
Slade, G. C. (2011). West Point Trestle II. Retrieved from
http://www.flickr.com/photos/gslade/6385477359/
Verzo, R. (2012). Teacher. Retrieved from
http://www.flickr.com/photos/verzo/7736894556/
尹一帆. (2008). Jumping. Retrieved from
http://www.flickr.com/photos/yifany/2604176694/