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Orientation for Year 2 PTs
- 1. Welcome to Year 2 PT’s Orientation September 24 & 26, 2013 While you are waiting, please consider, What burning questions do you have about BTSA? Write your questions on a sticky note, one per note. Then put your question(s) on the wall
- 2. The 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.
- 3. What’s the difference? • Introduce yourself to your group. • Find three things that everyone in your group has in common that you think no other group shares. • Be ready to share out.
- 6. First Word, Last Word: I nsight into self. N uanced understanding of growth. Q U I R Y
- 7. 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
- 8. Induction Timeline: FACT Traditional • Year 1 • Year 2 Context for Teaching and Learning Context for Teaching and Learning Assessment of Teach. & Learning Assessment of Teach. & Learning CSTP 1&2 Conversations Continuum of Teaching Practice One Inquiry into Teaching and Learning Two Inquiries into Teaching and Learning Summary of Teaching & Learning Summary of Teaching & Learning
- 9. Change is the rolling stone. More focused approach to selfassessment on the Continuum of Teaching Practice. More colleagues will be participating. Another BTSA Induction Coach.
- 10. • • • • Six Semester Units Available University of San Diego $450 per course Email reminders and registration link • Register and pay on-line (USD)
- 12. BTSA Web site
- 13. 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
- 14. BTSA & Teacher Quality Panel: Differences • • • • • BTSA Non-Evaluative Clear Credential Utilizes FACT Participating Teacher Support Provider • • • • • TQP Evaluative Change in Classification Utilizes Evaluation Doc. Probationary Teacher Consulting Teacher
- 15. Use the FACT portfolio to document your growth and reflections. eFACT Portfolio (http://bit.ly/newfact)
- 16. Prepare Reflect
- 18. Use the FACT portfolio to document your growth and reflections. eFACT Portfolio (http://bit.ly/newfact)
- 19. Growth from Last Year Distance + Time Away + Perturbations = Opportunity to Reflect New Approaches Re-framing New Questions In what ways are you a different teacher from the end of last year regarding equity for all students?
- 21. Continuum of Teaching Practice • 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
- 22. Continuum of Teaching Practice 9/24/11 LP: Adapted Explicit ELD lessons based on student interest and ability LP: Chose lessons based on CELDT levels 12/4/11 R: 3rd -5th grade boys did better when movement/TPR was included into the lesson SW: Interactive journals were differentiated and used as formative assessment/reflections on student learning
- 23. Prepare Reflect
- 24. Write five words that describe an intention in your teaching practice. Share three words with a partner. Choose one word to share with the group.
- 25. Thank you! Remaining questions? Complete Feedback: http://bit.ly/2013pt2 Bus your table Next Meeting: • Deepening Understanding of Inquiry • October 21, 22 & 24
- 26. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY Welcome to Participating Teacher Year 2 Orientation September 24 & 26, 2013
Editor's Notes
- 4:04 – 4:10Our mission as a BTSA program is tied to the overall mission of the San José Unified. Take a moment to read the mission statement.You’ll notice a few things:We try to tie back all program decision back to this mission. We want to align everything we do with this focus.You’ll notice that this focus of high quality induction begins with the culturally responsive mentoring and the formative assessment.The mission is aligned to the Opportunity 21 concepts, including the elimination of the opportunity gap. I’m not sure that the opportunity gap has been well defined throughout our district. It’s sometimes referred to as the ‘receivement gap’. Different people receive different treatments because of race and class. Therefore, academic outcomes are different. In the end, our goal is that all student’ are equal contributors to our 21st century society.Goals:Work towards meeting Induction Standards (to clear credential)Engage with issues of Equity & Culturally Responsive Teaching.4:01 – 4:03Tonight, you are going to refresh your understanding of BTSA. Some of the language is specific to BTSA and the work you are doing here, and some of it has broader application. It can become confusing and I know I need to stop and remind myself that I use these terms every day in my work. So if we say something or use a term that is unclear, stop us and ask. Remember, meeting the Induction Standards is how you clear your credential. Our students are expected to meet certain standards as they progress through school, the newly credentialed teachers are expected to meet the Induction standards. As you know, it is why you’re in BTSA.On a logistical note, I’ll be using the chime as an attention and transition signal, so come to an end of your discussion or activity when you hear it and move on to the next thing.
- 4:10 – 4:15Prepare: Connect to Pre-Service, current teaching status & looking forward as a participating teacher in our Induction ProgramWe are also going to focus on some content of the induction program and make some connections between what you have done in your Teacher preparation program and what you will be doing in BTSA.Reflect:ResourcesTimelineNow What? Where are we going with this? How are the conversations you have with your support provider supporting your growth as an educator—a part of your developing teacher persona. Using formative assessment, reflecting on and documenting your progress is how you are recommended for your clear credential. You receive the coaching and mentoring to support the clearing of your credential.You’ll notice a Parking Lot space, this is to share (perhaps) unrelated questions you have. As they come up, please write them on a sticky note and put in the Parking Lot. We will periodically answer questions throughout tonight’s meeting. Also, if you are new to this location, there are restrooms located near the entry as well as upstairs We’ll discuss the FACT a bit to clarify any questions or concerns and share tips on how to use SPs as a resource to meet professional goals. Lastly, we’ll dig a bit deeper into the Continuum of Teaching Practice (CTP) and consider how to use it is a growth-tool. You’ll notice a Parking Lot space, this is to share (perhaps) unrelated questions you have. As they come up, please write them on a sticky note and put in the Parking Lot. Also, occasionally we’ll have a few times when we ask you to write questions. We will periodically answer questions throughout tonight’s meeting. Intro to the audio clip with Alison, BTSA is the relationship that leads to growth. BTSA is not the binder.
- 4:15 – 4:19
- 4:18 – 4:28Begin 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,
- 4:38 – 4:44I’d like to share a flow chart of the FACT modules and give you a chance to think/write/pair/share to refresh your minds about the different modules. When thinking about the various modules, choose two modules to respond to the following questions in writing. In what ways can you use these tools to enhance your teaching and your students’ learning? In this module, what are some types of support you would like form your SP? Share your thoughts with your partner, as well as any questions you have about the modules. “I heard you mention ____________”What questions came up about the modules?
- 5:28 – 5:30-1)) 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. Cinco de Mayo that’s the date you should be finished.Review CalendarAttend one session of each Year 2 PT meeting
- 4:33 – 4:38We will also be hiring another induction coach. After fall break, we’ll be sending an email out with that information and .We are still analyzing data about the Advice and Assistance process to determine if changes will be made. They will likely be minor and you will be notified ahead of time.
- 4:44 – 4:45DarrenSix 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
- 6:08 – 6:11Six units are available for the year for being a participating teacher. You can apply for units each year as a participating teacher and as a support provider as well. Clarify credits, how many can be applied toward salary scale/pd growth
- 4:45 – 4:46Demonstrate/ set up BTSA website in the background: PDF of FACT User GuideCalendar gCal
- 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?
- 5:55 – 6:05TAKE TIME if we have it1) Direct link 2) Bookmark this so you can go here directly.3) Model what it looks like as a first time user, ask for someone’s employee ID, you may be Juan template save try to re-open template and saved versionIf not able to log in with employee ID, let us knowWARNING!!! DON’T CREATE MULTIPLE FORMS!!!
- Finish by 6:00Respond to Parking LotPrepare: We are also going to focus on some content of the induction program and make some connections between what you have done in your Teacher preparation program and what you will be doing in BTSA.Reflect:ResourcesTimelineNow What? Where are we going with this? How are the conversations you have with your support provider supporting your growth as an educator—a part of your developing teacher persona. One of our goals for you, besides clearing your credential, is that the Induction process is meaningful for you and it’s structures contribute to your growth as a teacher. In the following slide, BTSA “graduate” Christian Rubalcaba, a 5th grade teacher at Olinder Elementary, explains how he was able to do this with his mentor; how the FACT/BTSA format seemed to “organically” weave into his discussions with his mentor.
- 4:56 – 4:59Start of Module 2 The purpose of this slide is to keep the audience going and connect to the known aspect of our work as mentors
- 5:55 – 6:05TAKE TIME if we have it1) Direct link 2) Bookmark this so you can go here directly.3) Model what it looks like as a first time user, ask for someone’s employee ID, you may be Juan template save try to re-open template and saved versionIf not able to log in with employee ID, let us knowWARNING!!! DON’T CREATE MULTIPLE FORMS!!!
- 4:59 – 5:04Clarify the Continuum and relieve the stress about. Additional foci of the CTP are:To provide a common language to talk about classroom practiceTo help identify areas of strength and areas for professional growthTo guide the design and implementation of professional development experiencesTo link teacher preparation with induction and ongoing professional developmentThis year, you’ll re-visit the CTP at least 3 times, focusing on CSTPs 1-5. CSTP 6, Developing as a Professional Educator, is optional and not necessary. Now that we’ve established how the Continuum of teaching Practice ties in with FACT and the Induction Standards, let’s take a look at how you can effectively use this. These are suggested steps. There meant to help you based upon feedback from the A&As from last year and from observations of some of the folks who completed BTSA successfully as well. Recall that this is a self-assessment and growth tool. It helps you document your growth in the standards.The first step is the initial self-assessment. Since you are year two feel free to draw upon your recent teaching experience, including last year, as initial evidence. . When you were year one, you may not have had any evidence to place at this point. That’s fine. When providing evidence, you might want to include: prior experience, the context for teaching and learning, observation, lesson plans, reflection, or student work. Consider which descriptor is most closely aligned with your practice. You might think of this as a road map on how to improve your practice during the year to the highest level. Innovating is the highest level. Impossible? Difficult to achieveBecause there were so many questions last year, we’re going to take some time to work with the CTP, give some example of how you can begin set goals for growth. Only self-assess on elements listed CTP instructions Electronic or hard copyThree times during the yearFurther instructions onlineNow that we’ve established how the Continuum of teaching Practice ties in with FACT and the Induction Standards, let’s take a look at how you can effectively use this. These are suggested steps. There meant to help you based upon feedback from the A&As from last year and from observations of some of the folks who completed BTSA successfully as well. Recall that this is a self-assessment and growth tool. It helps you document your growth in the standards.The first step is the initial self-assessment. Since you are year two feel free to draw upon your recent teaching experience, including last year, as initial evidence. . When you were year one, you may not have had any evidence to place at this point. That’s fine. When providing evidence, you might want to include: prior experience, the context for teaching and learning, observation, lesson plans, reflection, or student work. Consider which descriptor is most closely aligned with your practice. You might think of this as a road map on how to improve your practice during the year to the highest level. Innovating is the highest level. Impossible? Difficult to achieveBecause there were so many questions last year, we’re going to take some time to work with the CTP, give some example of how you can begin set goals for growth. Only self-assess on elements listed CTP instructions Electronic or hard copyThree times during the yearFurther instructions online
- 5:04 – 5:10Cognitive Load: connection to prior self-assessments and describe how to use as a growth toolIn what ways might you use this as a growth tool? Think and share with a partnerFor my example, I collected evidence on 3.3, based on a small group of EL learners I worked with as an intervention teacher last year. There were 5 boys, all EL level 1 or 2, grades 3rd, 4th, and 5th. I model my next steps for growth. What are some thins I might do to grow from Applying to Integrating? What evidence could document my growth? To move from applying to integrating---I notice the language of integrate, within and across. To me this means I need to find ways to weave the content and strategies across multiple curricular areas. This was a pull-out ELD class, which provides its own challenges to improving my practice in an “integrating” manner. Some ways I might try this would be to collaborate more with their homeroom teachers, or at least get a pacing guide or idea about what future content they are going to be learning in order to find ways to link it to my work. I could also share a menu of curricular topics I recognized as a need for the students with their homeroom teachers and have them choose what I would work on next.
- 5:25 – 5:37Remind of the objectivesThere are several tools we use as an induction program. As we mentioned, the SJUSD BTSA program is accredited by the California Commission on Teacher Credentialing. The tools that we use to support you as a participating teacher have also been approved by the state. Specifically, these are meant to support your individualized growth through reflective inquiry. When you walked in, you all received a binder. It looks intimidating, but during the year, you will get support from us on using these tools. In a bit, we will begin to explore your binder as a resource. Before we begin, we want to acknowledge not only the challenges that you face as a new teacher, but also how our induction program can support you in problem-solving and growing as a reflective educator. One feature of SJUSD’s Induction program is that it is job-embedded.
- 5:37 - 5:43
- 5:43
- 4:00 – 4:04Welcome back to Year 2 Orientation.