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San José Unified BTSA Induction: Mentoring to Retain & Recruit Quality Teachers
- 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/