Returning Support Provider Orientation

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  • Darren: 4:00 – 4:03Welcome to the Returning SP Orientation. Thank you for your dedication…I think I know everybody.Araceli decided to take a teaching position at River Glen and she’s very excited about that.Introduce Kelly Mack. She is new to SJ. She has been a teacher and BTSA SP form many years in Franklin McKinley. She’s also worked with FACT so she comes with a lot of knowledge already.There will be very few handouts. Thank you for bringing computers.
  • Darren4:03 – 4:07In 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 training will target mentoring skills and providing PTs more support with the induction standards. 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.
  • 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 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 – 4:34DarrenBeing 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 – 4:34DarrenBeing 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 irrelevant concepts or ideas to further thinking around them.
  • 4:34 – 4:37DarrenWe’re going to take a look at some data about the San Jose program and some results form last year’s surveys, both SPs and PTs, and think about ways we can improve the program. This year we have 130 PTs, the program is capped and there is a wait list.
  • 4:37 – 4:38DarrenThis data is the same. Thank you for continuing to be awesome in similar ways to what last year’s data reveals…The information from the PT results of the San Jose survey showed that, on average, you met slightly more than one a week. This numerical data is supported by information you shared from your application to be a support provider. We have narratives to add to the numbers as well, when I say the # of your quote, please read your quote aloud. Quotes:Just having someone to talk to helped her. Meeting on a regular basis both informally and formally was beneficial.As a SP I have found that by meeting with my PT's on a regular basis I am able to get to know them on a personal as well as a professional level.
  • 4:38 – 4:39DarrenEven though you met frequently, time preparing for the PT meetings was slightly less than last year at between 30-60 minutes a month. I have a feeling, it was actually more. Your presence now is greater than 3 hours, which is time spent preparing for your PT meetings.
  • 4:39 – 4:40DarrenThis dedication on the value you place on observing your colleagues is also supported by your sentiment. Quotes:3) 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.
  • 4:40 – 4:41DarrenAccording to your PTs, the following 3 items had a strong impact on their classroom practice: From SP reapps. Being familiar with resources helped PTs.Quotes: 4) There's a certain satisfaction that comes with coaching, consulting, and collaborating with beginning teachers. There's mutual learning, growth, and respect that is gained throughout our time together. Many of the teachers I have worked with have remained in contact with me and know we are there for each other.5) I like knowing that I can be one person that a new teacher can turn to for advice and support their first two years in this profession. I've been a support provider for a few years now and I find satisfaction in creating a trusting bond with new teachers and helping them find value in the inquiries and how itapplies to their teaching practices.
  • 4:41- 5:15Kelly Now you’re going to have an opportunity to look at some of the data and help us determine next steps to improve the BTSA program. The format for analyzing the data is the same as last year’s Here’s What, So What?, Now What? In groups, you’ll be looking at either SP or PT data. The first piece we wanted to share is regarding alternate means of communication, besides in person, between SPs and PTs. This is from the PT survey. Here’s What!-------READ PROMPT-------Click to see graph
  • 4:41- 5:15Kelly So What?-------(get volunteers to read) -------- which makes me wonder, read question
  • 4:41 – 5:15 (end this slide by 4:50)KellyNow What? Implications for SPs, PTs, and the program -------(get volunteers to read)---and for the program I READ
  • 4:41- 5:15 (end this slide by 4:52)Kelly You’ll have about 10 minutes to analyze the data. CONSIDER HOW TO DILENIATE WHO IS RESPONSIBLE FOR WHICH NUMBERS ON THE WORKSHEET. Show me thumbs up, thumbs down if you’re ready. Have the hand outs behind the PP so it can be referenced while sharing out and to add thoughts too while they are sharing
  • 5:15 – 5:30Darren:Walk though the steps to complete the BTSA consent form. State required sign up as a support provider. Last year you may recall we had problems with the internet, but Steven has assured me we should not have problems. 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.
  • 5:15 – 5:30 Darren:CTC Consent form during meeting.Requirement from the State- sign on and get an id number
  • 5:30 -5:40
  • Kelly5:40 – 5:50Welcome Back.  I’d like to share a flow chart of the FACT modules and give you a chance to think pair share to refresh your minds about the different modules. When thinking about the various modules, please consider, and share with a partner:What is the purpose of each of the modules? In this module, what did you do with your PTs?“I heard you mention ____________”What questions came up about the modules?
  • 5:50 – 5:55 Kelly -1)) 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.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.
  • 5:55 – 6:10KellyIn 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 approved moved ECO collaborative logs. One resource we have noticed is not widely used, but may prove very useful are the conversation guides. 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.
  • 6:00 – 6:10 KellyThis 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).
  • 6:10 – 6:13Darren Hand out the calendar (MAKE PRINTOUTS/COPIES)Overall, the calendar is a bit different from last year. Note Classroom Management changes
  • 6:13 – 6:14DarrenSix 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
  • 6:14 – 6:16DarrenShow:PDF of FACT User GuideCollaborative LogsCalendar gCal
  • 6:16 – 6:17DarrenCollaborative logs are due on the fifth of each month. You can send them by fax, pony, upload or email. Not October/NovemberAll dates on each monthShow the link, here it is
  • 6:15 – 6:16DarrenSame as it ever was
  • 6:17 – 6:20Darren: Post procedures for this Please use!MODEL HOW TO DO THISShare (posted?) link to the Smart Find Express Website
  • 6:16 – 6:20Darren: Model how to do this, Highlight the BTSA Reason
  • 6:20 -6:30Darren:Reminder.CONSIDERING: adding a link to the MOU for them to print out and mail to usPass out (make copies) and sign, and collect
  • 6:20 – 6:30DarrenRead 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
  • 6:30 –6:35Kelly
  • 6:30 –6:35Kelly
  • 6:30 –6:35Kelly
  • 6:35 – 6:38KellyCONSIDERING: 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 Darren 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
  • 6:38 – 6:48KellyCONSIDERING: linking this to the year long goalIf time…or turn to a partner
  • 6:48 – 6:55KellyThank you for joining us today and if you have any other questions or concerns, please let us know.
  • Returning Support Provider Orientation

    1. 1. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETYWelcome toReturning Support ProviderOrientationSeptember 4 & 6, 2012
    2. 2. What’s the big deal?“Whatever success I had as a teacher, I cancredit to mentors I had throughout my career.I want to pass on to others what I havelearned and help new teachers get a goodstart in their profession.“ An Awesome San José Support Provider
    3. 3. Yearlong GoalsStrengthening our skill sets in formativeassessment and mentoring to engage inmeaningful dialogue around Equity &Culturally Responsive Teaching
    4. 4. Support ProviderMeeting Goals• Analyze and provide feedback on program• Prepare to work with your Participating Teacher
    5. 5. 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?
    6. 6. BTSA Induction
    7. 7. BTSA InductionBeing a support provider is like _____because _____.
    8. 8. BTSA Induction• Choose a postcard• Write the prompt for your card on a sticky (or on the back of the card if you’d like to keep it)• Share at your table• As a table, choose one to share with the whole group
    9. 9. BTSA InductionBeing a support provider is like _____because _____.
    10. 10. BTSA InductionSynecticsBeing a support provider is like _____because _____.
    11. 11. District Data Participating Teachers145 140140135 130130125120 117115110105 2010/2011 2011/2012 2012/2013
    12. 12. SJUSD State Survey ResultsOn average, how frequently did you meet? Slightly more than weekly
    13. 13. SJUSD State Survey ResultsHow much time did you spend inmonthly prep for your PT meetings? 30-60 minutes
    14. 14. SJUSD State Survey ResultsHow frequently, on average, did you observe your PT? 3 or more times
    15. 15. SJUSD State Survey ResultsThe following examples of supporthad a strong impact on your PTs’classroom practice: Coaching/observing & providing feedback Sharing SP experiences of teaching Providing emotional support
    16. 16. Here’s What! So What? Now What? SPs,PTs&On average, how Programfrequently did youcommunicate with yourBTSA SP in waysOTHER THAN INPERSON (email, phone,or other)? I never Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this way, 1% Twice per month, 2-3 times 14% a week, 30 % Weekly, 43%
    17. 17. Here’s What! So What? Now What? SPs,PTs&On average, how • Over 75% of SPs Programfrequently did you communicate withcommunicate with your their PTs, otherBTSA SP in ways than inOTHER THAN IN person, quitePERSON (email, phone, frequently.or other)? I never Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this • What frequency of way, 1% communication is Twice per both supportive of 2-3 times month, 14% a the PTs and week, 30 % reasonable for the SPs? Weekly, 43%
    18. 18. Here’s What! So What? Now What? SPs,PTs&On average, how • Over 75% of SPs Program SPs:frequently did you communicate withcommunicate with your Check in with PTs their PTs, other about how often, andBTSA SP in ways than inOTHER THAN IN best way to person, quite communicate. SetPERSON (email, phone, frequently.or other)? I never communication goals. Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this • What frequency of Program: way, 1% communication is Practice/model Twice per both supportive of communication with 2-3 times month, 14% a the PTs and SPs and PTs in week, 30 % reasonable for the multiple SPs? ways, i.e., share cell phone #s. Weekly, 43%
    19. 19. Your TurnWith your table group:• Look over the data• Discuss the So What? & Now What• Write ideas• Have a speaker prepared to share• Chime signals sharing in about 10 minutes
    20. 20. Program LogisticsBTSA Consent Form
    21. 21. Program LogisticsBTSA Consent Formhttp://bit.ly/spconsent
    22. 22. Break
    23. 23. Formative Assessment forCalifornia 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
    24. 24. Induction Timeline: FACT Traditional ECO Year 1 Year 2 Context for Context for Context forTeaching and Teaching and Teaching and Learning Learning Learning CSTP 1&2 Continuum of Continuum ofConversations Teaching Practice Teaching PracticeAssessment of Assessment of Assessment of Teach. Teach. Teach. & Learning & Learning & LearningOne 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
    25. 25. Putting it all togetherContinuum ofTeaching Practice FACT ModulesCollaborative Logs Conversation Guides
    26. 26. Program LogisticsReview CalendarAttend one session of each ReturningSupport Provider meeting & appropriateInquiry meeting with each PT
    27. 27. Program LogisticsSix Semester Units Available University of San Diego $450 per course Email reminders and registration link Register and pay on-line (USD)
    28. 28. Program LogisticsBTSA Web site
    29. 29. Program LogisticsCollaborative Logs• Due 5th of each month• One log labeled by each month• Submit via fax, pony, upload or email
    30. 30. Program LogisticseFACT Portfolio
    31. 31. 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
    32. 32. Program Logistics
    33. 33. 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.
    34. 34. Program LogisticsMemorandum of Understanding (MOU)What clarifications are needed?
    35. 35. 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
    36. 36. Program Advisor: Kelly x 14329Elementary • Olinder• Allen at Steinbeck • Simonds• Galarza • Terrell• Gardner • Trace• Grant • Washington• Horace Mann • Willow Glen
    37. 37. Program Advisor: Kelly x 14329Middle• Bret Harte• Burnett• Castillero• River GlenHigh• Gunderson• Leland
    38. 38. Communication LoopInformation and Complaint ProcessGuidance • Support Provider Support • BTSA ContactProvider • Manager (Linda) BTSA Website
    39. 39. Support ProviderMeeting Goals• Analyze and provide feedback on program• Prepare to work with your Participating Teacher
    40. 40. Closure5 – Write five words that describe BTSA andthe work you will be doing this year withyour Participating Teacher(s)3 – Share three of the words with a partner1 – Choose one of the words to say to thewhole group, sharing around the roomclock-wise
    41. 41. Program LogisticsRemaining questionsFeedback – Complete FormOctober 8 & 10: Coaching for Induction

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