1. San José Unified School District
Beginning Teacher Support &
Assessment
Ahoy, Mateys!
Returning Support Provider
Orientation
2. “I received so much support from various
mentors at the beginning of my career. I
shudder to think how much more difficult
those early years would have been for
me had I not had their assistance.
Moreover, I have found that my
instruction has also benefitted as I
observed, talked about and thought about
our craft. As a result, I am a better
teacher for having done this program.”
A San José Support
Provider
3. 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.
4. First Word, Last Word:
M odels professional behavior
E ncourages growth in challenge
N areas
T
O
R
5. From where have we come?
• Continuing skill development of
culturally responsive mentoring
• Building coaching language
repertoire
7. Our Shared Context
BTSA is an Induction Program
SJUSD is implementing Common Core
Probationary teachers are undergoing a new
evaluation Process with Consulting Teachers
8. Communication Loop
For Information and Guidance
• BTSA Website
• Induction Coach for your school
If the Complaint Process is
Necessary
• First inform your Support Provider
• Then inform your BTSA Coach
• Finally, as needed inform BTSA
Coordinator or Manager
9. •
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Six Semester Units Available
University of San Diego
$450 per course
Register and pay on-line (USD)
October 15 – June 1
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What resources are available to
support learning focused
conversations?
Collaborative Logs
Conversation Guides
FACT Module Review
ePorfolio
Continuum of Teaching Practice
Release time for Observations
17. What are the procedures to submit
the collaborative logs?
• Collaborative logs are due on the
5th of each month
• Please have only one month
documented per log (i.e Do not
write “October/November”)
• Fax, pony, or email with electronic
signature
18.
19. 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
20. The FACT modules the participating teacher
completes depends upon their induction
timeline.
Traditional
ECO
Year 1
Year 2
Context for
Teaching and
Learning
Context for
Teaching and
Learning
Context for
Teaching and
Learning
CSTP 1&2
Conversations
Continuum of
Teaching Practice
Continuum of
Teaching Practice
Assessment of
Teach.
& Learning
Assessment of
Teach.
& Learning
Assessment of
Teach.
& Learning
One Inquiry into
Teaching and
Learning
Two Inquiries into
Teaching and
Learning
Two Inquiries into
Teaching and
Learning
Summary of
Teaching &
Learning
Summary of
Teaching &
Learning
Summary of
Teaching &
Learning
22. The tools fit together to support
reflective inquiry.
• Collaborative logs guide weekly
meetings
• Conversation guides support
deeper
• FACT Modules
• Continuum of Teaching Practice
23. How do I get a substitute for inquiry
observations?
• Monthly Elementary & Secondary substitute
codes are sent to the Support Providers.
• If the PT is using a substitute for observation, the
SP gives the code to the PT.
• The teacher enters their absence into SmartFind
Express using this code. Choose reason for
absence “300 - BTSA”.
• Secondary teachers requesting coverage from a
colleague for a single period do not call the
absence into SmartFind. Instead, the colleague
who covers the class fills out the Cert Prep Period
payroll form and submits it to Dana Marting in
BTSA (Human Resources).
24.
25. Program Updates
Fewer CSTPs for Year 2 PT Self Assessment
Continue with CSTPs 1 & 2
CSTP 3.3, 3.6; 4.1, 4.4; 5.3, 5.7
More rigorous ECO option:
More PTs
At least 2 prior years of teaching for all
From 124 to 155!
Communication with Teacher Quality Panel
Erin Van Bebber: evanbebber@sjusd.org
Johanna Appel: jappel@sjusd.org
26. BTSA & Teacher Quality Panel:
Similarities
Both BTSA & TQP
• Provide observations with feedback
• Use evidence-based documentation
• Housed in Human Resources
• Linked to California Standards for Teaching
Profession
29. Support Provider Best Practices
Regular weekly meetings scheduled and kept
FACT is open (ePortfolio or binder)
SP provides confirmations and affirmations
31. Write five words that describe a change in
your mentoring practice.
Share three words with a partner.
Choose one word to share with the group.
Editor's Notes
These are the main resources you have available to support the learning-focused conversations you will have with your Participating Teacher. As you recall, each of these resources has it’s own guidelines and serves a specific purpose towards formative assessment for your Participating Teacher. Before we review them, please consider, “What questions do you have about these resources?”
In considering the goals for this year we examined the feedback from last year’s SP trainings and saw the desire to continue around a similar theme and focus. Specifically, this year’s trainings will target a fine tuning of mentoring skills to support greater integration between the induction standards and responding to the needs of new teachers. You will notice these are aligned to the Opportunity 21 concepts, which ideally will help the PTs recognize the connection between their BTSA work and issues of equity.
First word last word.Begin thinking again about your mentoring work this year. Through this protocol, we want to continue to build our collective understanding and language by discussing in groups how we conceive certain concepts. In this case, we are brought together by our mentoring work. In a moment you are going to work in groups of four. Each group of four will determine a phrase that begins with a letter of the word “Mentor” You’ll have about 8 minutes to discuss, record your phrases and then we’ll quickly share out.For example,
As you may recall, last year we targeted developing our culturally responsive mentoring skills… This year, we have made a few programmatic changes based on data and feedback and we renew our commitment to mentor development within the changing context of SJUSD.
The goals/outcomes for thisSP meeting are to:Contextualize the BTSA experience for PTsExamine the program resources available to support mentor & teacher growth and share programmatic changes we’ve made based on data evaluationReflect upon mentoring practices and consider next stepsWe’ll begin with contextualizing the BTSA experience
As we detail the logistical pieces that provide the validity/integrity/structure to our work, it is important to consider both the end goal for new teachers as well as some changes to our shared context that will likely impact the BTSA experience.The purpose of our induction program is to shepherd new teachers into the teaching profession utilizing the formative assessment process in order to clear their preliminary credential. Basically, we are helping them develop the habits of mind and best teaching practices early in their career, so that they are more likely to stay in the profession. As you know the life of a new teacher is challenging as is, and perhaps this year even more so with the curricular shift to the Common Core and the accountability change to the new evaluation process with the Consulting Teachers (CTs). These contextual changes are something we continue to grapple with on a programmatic level, and you live and breathe at the site and classroom levels. System-wide changes of this sort often lead to anxiety and fear of the unknown. With that in mind, please take a moment to consider your own experience with managing change of this sort: How have you successfully managed change of this sort for yourself, or how will you do it this year? In addition to detailing the changes in the context surrounding SJUSD’s BTSA program, we continue to have similar programmatic features, opportunities, and requirements—which followThe documents for this section are: The purpose of this slide is to set up the context: Who are we & what are the parameters of our work? How is our charge/task/endeavor different and the same?Our known context:Working with new teachers within an induction framework towards a clear credentialLess known and perhaps foreign context:Grappling with the implementation of common core for ourselves and the support of its understanding for othersOur new teachers are some of the first expected to undergo the new evaluation processLogistically, If problems occur, please follow the communication loop.And we have semester units available again!We are grounded by the PD calendar and our work is defined locally by our MOU and globally by our Consent ID
This information is a BTSA program requirement and illustrates 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 their BTSA Coach for additional support or if they 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.
We will email reminders about deadlines etc. Support Providers can earn these units twice. Up to 12 SP units can be applied towards your salary schedule.
Before you continue on to the next module, please Take a moment to:Look over the calendar and choose which of the returning SP trainings you will attend. Print out, sign, and pony in the MOUGo to the link and complete the consent ID process. Respond to one of the prompts listed on the following slideReflection:With these contextual changes in mind, how might your mentoring practice this year differ from that of previous years?
5:30 through breakDarren:CTC Consent form during meeting.Requirement from the State- sign on and get an id number
The goals for thisSP meeting are toContextualize the BTSA experience for PTsExamine the program resources available to support mentor & teacher growth and share programmatic changes we’ve made based on data evaluationReflect upon mentoring practices and consider next stepsNext, we will examine resources you can use to provide structure and greater depth to your mentoring as well as data analysis of SJUSD’s BTSA program.
These are the main resources you have available to support the learning-focused conversations you will have with your Participating Teacher. As you recall, each of these resources has it’s own guidelines and serves a specific purpose towards formative assessment for your Participating Teacher. Before we review them, please consider, “What questions do you have about these resources?”
Collaborative logs are the heart of many learning-focused conversations. They have guiding questions that correspond to the FACT component and they suggest a sort of pacing for about how long each FACT module may take. The logs also serve as a sort of time-sheet documenting your weekly meetings with your PT. As you may recall collaborative logs are due on the fifth of each month. You can send them by fax, pony, or email if have an electronic signature or as a photographMAKE SURE EACH LOG DOCUMENTS ONLY 1 MONTH AT A TIMENot October/NovemberAll dates on each monthShow the link, here it is
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? How are these supporting you? What are some ways that you can use these effectively during the meetings with your PTs?
I’d like to share a flow chart of the FACT modules and give you a chance to refresh your minds about the different modules. When thinking about the various modules, please consider:What is the purpose of each of the modules? In this module, what did you do with your PTs?What questions came up about the modules? Link these questions to the prompts for module 2
A word about ECO’s. we’ve received many questions about ECOs already. 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.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 minorchange. 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. Second year and ECP PTs reflect on CSTPs 1 & 2, as well as a specific elements within Standards 3, 4, and 5. This is different from last year and will be detailed further in this presentation. The Assessment of Teaching & Learning is the same for all PTs. 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.
Same as it ever wasMAKE SURE THE LINK WORKS
In addition to the FACT components, there are a few other resources to guide your work with your PTs.Collaborative logs are on the website. Everybody begins working on PT1 collaborative logs if your PT is approved, then move over to the ECO collaborative logs. The conversation guides are a series of leveled questions regarding the 4 BTSA Induction standards of: Pedagogy, Equity, Special Populations, ELLs as well as the topic of Class, School Community and District. The questions are similar to those on the Collaborative logs. They are located near the end of your FACT user’s guide, pgs 90-94.
Release TimeObservation of PT for initial assessment and InquiryFor PT observation must be related to Inquiry Project & listed on IIPSub Codes emailed to SP at end of each monthReason is at the end “300 BTSA”Link to smart find express?
Changes are a response to data as well as state and district mandates
4:56 – 5:00In addition to the roles and responsibilities you and your Support Provider have within the Induction context, you may also be working with a Consulting Teacher from the Teacher Quality Panel, which is SJUSD’s new evaluation process.Because this impacts the professional world of new teachers, we want to take a moment to clarify how BTSA and the Teacher Quality Panel are similar, and how we are different. During this explanation, pay particular attention to the titles and acronyms.
5:00 – 5:09What questions do you have?
Start of Module 3 The goals for thisSP meeting are toDetail the current context of a teacher in SJUSDExamine the program resources available to support mentor & teacher growthReflect upon mentoring practices and consider next stepsNow you’ll have an opportunity to reflect upon your current mentoring practice and consider next steps for growth. We’d like you to meet Mike Chu, a science teacher at Hoover.
As you begin to reflect on your role as a support provider, one thing we’d like you to ponder are what we are calling Support Provider Best Practices. Based on on-going discussions with you, as well as feedback from Participating Teachers and our own experiences as support providers, we have generated a list of best practices. This is a growing resource we’d like to add to your mentoring “tool box”/bag of tricks A few of the best practices are listed here. In addition to these five, there is a larger list you’ll use to self-assess from that is in a google form format. Read and complete the Support Provider Best-Practices Checklist In what ways can you use this resource to support your mentoring practice?Top Ten Support Provider Best Practices.
Remaining QuestionsComplete feedback formNext TrainingThank you for joining us today and if you have any other questions or concerns, please let us know.
