BTSA Principles and Orientation

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BTSA Principles and Orientation

• Insert Audience for presentation
• Insert presenters name
• Insert presenters school district or BTSA
• Insert date

Adapted from a presentaion by Patricia Clark,
M.A. Cypress School District October 2001
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Insert own school district
Insert BTSA Program name 2001 - 2002
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• Our society can no longer accept
• the hit-or-miss hiring, sink-or-swim
• induction, trial-and-error teaching,
• and take-it-or leave-it professional
• development it has tolerated in the
• past. The time has come to put
• teachers and teaching at the top of
• the nations education reform agenda.

From the Report of the National Commission on
Teaching Americas Future, What Matters Most
Teaching for Americas Future, c1996
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A caring, competent, and qualified teacher for
every child is the most important ingredient in
education reform and, we believe the most
frequently overlooked.
From the Report of the National Commission on
Teaching Americas Future, What Matters Most
Teaching for Americas Future, c1996
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COMPLEXITY OF CALIFORNIA PUBLIC SCHOOL
ENVIRONMENT

• 6 million public school K12 students
• 1.6 million are English language learners
• 1000 school districts, ranging in size from 400
  districts with under 250 students to the second
  largest district in the nation with 875,000
  students (LAUSD)

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COMPLEXITY OF CALIFORNIA PUBLIC SCHOOL
ENVIRONMENT

• State-adopted student academic content standards
• High-stakes accountability measures
• Standardized tests
• No social promotion
• Incentives/sanctions for low performing schools
• High school exit exam

From the California Commission on Teacher
Credentialing and the California Department of
Education, c2001
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Californias Teacher Shortage

• 260,000 teachers in California Public Schools
• 26,000 are first and second year teachers
• 29,000 uncertified teachers
• (degree only, no credential)

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Californias Teacher Shortage

• 11,000 new teachers certified annually in
  California
• 35,000 new teachers needed annually in California
  over the next ten years (total of 350,000!)

From the California Commission on Teacher
Credentialing and the California Department of
Education, c2001
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New Teachers - 1988 -1991

• Most new teachers did not receive structured
  support
• New teachers were being challenged by the
  increasing complexity of teaching in California
• Approximately 50 of new teachers were leaving
  the profession within their first five years

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Findings of the California New Teacher Project -
1992

• 90 of beginning teachers who received ongoing
  support remained in the profession
• Their teaching practices improved as a result of
  the support.
• They were better able to meet the needs of their
  diverse student populations.
• The veteran teachers who supported them also
  noted improvements in their own teaching
  practices.

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What is BTSA?

• The Beginning Teacher Support and Assessment
  Program
• Created and funded by the California State
  Legislature in SB1422
• Designed to support new teachers in their
  continued professional growth
• A two year induction program

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The purpose of BTSA is to improve student
educational performance through improved
training, support, information and assistance for
new teachers. California Education Code,
Section 44279.2 (b)
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Californias Learning to Teach System
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Medical Profession Teaching Profession

• College Degree
• Medical School
• Issued a Medical License
• 1-7 years Internship/ Residency Programs
• Board Certified Physician
• Practicing Professional - Continuing Medical
  Education credits required to maintain status

• College Degree
• Pre-Service Credential Program
• Issued a Preliminary Credential
• 2 year Induction Program ( BTSA)
• Awarded a Professional Credential
• Practicing Professional - Continuing Education
  credits required to maintain status

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California Formative Assessment and Support
System for Teachers (CFASST)

• Supports the development of teaching knowledge,
  skill and ability
• Promotes collaboration and communication among
  beginning teachers and experienced teachers
• Integrates the California Standards for the
  Teaching Profession (CSTP) and the California
  Student Content Standards.
• Provides a framework for self-awareness and
  problem solving

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The California Standards for the Teaching
Profession

• 1 Engaging and supporting all students in
  learning
• 2 Creating and maintaining effective environments
  for student learning
• 3 Understanding and organizing subject matter for
  student learning
• 4 Planning instruction and designing learning
  experiences for all students
• 5 Assessing student learning
• 6 Developing as a professional educator

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California Formative Assessment And Support
System for Teachers Year 1
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California Formative Assessment And Support
System for Teachers Year 2
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Support Provider

• Guides and supports the Beginning Teacher through
  the CFASST process and utilizes the California
  Standards for the Teaching Profession to assess
  progress towards professional growth goals
• Establishes a regularly scheduled planning and
  conference time with the Beginning Teachers to
  help them reflect on their professional practices
• Attends county and district BTSA meetings and
  trainings.

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School Principal

• Acquires knowledge about the Beginning Teacher
  Support and Assessment (BTSA) program and the
  California Formative Assessment and Support
  System for Teachers (CFASST) process.
• Supports the logistical needs of the program
  including the provision of time for the Beginning
  Teacher and Support Provider.

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School Principal

• Actively supports the overarching focus of BTSA.
• Supports the Beginning Teacher by making a
  placement that will optimize their chances of
  success.

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Beginning Teacher

• Participates in the California Formative
  Assessment and Support System for Teachers
  (CFASST)
• Identifies professional development goals and
  assesses progress collaboratively with Support
  Provider during the first two years of
  employment.
• Learns how to analyze student work and increase
  student achievement by changing teaching practices

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Beginning Teacher

• Schedules regular classroom visitations and
  observations with Support Provider
• Attends county and district BTSA meetings, BTSA
  professional development opportunities and the
  Colloquium

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CFASST Year 1 Outcomes

• Learn the Plan, Teach, Reflect, Apply Cycle
• Use student work to examine teaching
• Use colleagues as resources
• Use multiple sources of data to examine/analyze
  practice

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CFASST Year 1 Outcomes

• Understand the CSTP as a basis for a systematic
  approach to teaching
• Deepen understanding of Standards 1, 2, and 4.
  Exposure to Standards 5 and 6
• Change practice based on evidence

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CFASST Year 2 Outcomes

• Use the Plan, Teach, Reflect, Apply cycle
• Know what to teach with respect to the discipline
  and to Student Content Standards
• Know how to plan activities that collectively
  produce student understanding of content
  standards.

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CFASST Year 2 Outcomes

• Know how to assess students on the content
  standards
• Critically evaluate instruction and materials in
  light of the discipline and student needs.
• Participate effectively in a community of
  learners

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California Beginning Teacher Support and
Assessment
Cluster 5 Orange, San Diego and Imperial
Counties
Orange County Department of Education BTSA
Consortium Brea Olinda Unified School
District Cypress School District Fountain Valley
School District Magnolia School District Orange
County Department of Education (ACCESS) Program
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The insert School District BTSA Team

• Orange County Department of Education BTSA
  Coordinator - Harriett Kelly
• PAR Panel - William Eller, Ed.D, Superintendent,
  Linda Bouman, M.A., Assistant Superintendent,
  John Alvis, Teacher, Julienne Whiteman, Teacher,
  and Marty Gonzalez, Teacher
• Cypress School District BTSA Lead Teacher -
  Patricia Clark
• Support Providers
• Year 1 and Year 2 BTSA Teachers

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Our BTSA Team
Ima New Beginning Teacher
Principal
Cindy Scaffold Support Provider