Unity of Vision

1
Unity of Vision

• BTSA Induction and Intern State Directors
  Conference
• November 8 10, 2005
• Sacramento

2
Conference Strands

• Enhancing program design, implementation, and
  evaluation
• Linking across the Learning to Teach System
• Building teacher knowledge, skills, and abilities
• Connecting to State and Federal Initiatives

3
Reaching All Children Through Teacher Excellence

• This presentation will focus on
• Recognizing the accomplishments of BTSA/Induction
  Programs
• Summary of survey data for 2004-05 statewide
  program evaluation surveys
• Identifying future goals for partners in the
  Learning to Teach Continuum

4
BTSA Induction 2004-05 Snapshot

• October 2005 146 BTSA Induction programs
  approved
• 97.5 or 1021 school districts participate
• All programs collaborate with IHE partners

5
Participating Teachers

• 22,940 participating teachers
• in 2004-05
• 25 Males (up by 2)
• 75 Females
• 33 Ethnic minorities

6
Participating Teachers

• 88 received teacher preparation in California
  (up by 4)
• 7 at a UC
• 55 at a CSU
• 34 at a Private Institution
• 4 at a K-12 District program

7
Participating Teachers

• 57 Multiple subject (up by 1)
• 38 Single subject (up by 4)
• 8 Special Education
• 2 Designated subject

8
Participating Teachers

• First Year in BTSA?
• 60
• Second Year in BTSA?
• 40

9
Support Providers

• 10,459 Support Providers
• 22 Ethnic minorities
• 16 are male
• 84 are female

10
Support Providers

• 91 have taught 6 or more years
• Experience as a support provider
• 32 served 1 year
• 20 served 2 years
• 34 served 3 to 5 years
• 11 served 6 or more years

11
Support Providers

• 6 Full time release
• 3 Retired
• 19 (up 9 since 2001) participated in the BTSA
  program as a participating teacher

12
Accomplishments of 2004-2005

• 83 of BTSA participants have continued to teach
  five years and counting(BTs in BTSA 1999-2000)
• BTSA/Induction recommending teachers for a
  Professional clear credential
• Reformatted TPA training materials
• Initiated CFASST instrument modifications

13
Regional Support and Workshops

• Cluster Regional Directors Conducted
• Towards Equity Training
• Roles and Responsibilities of K-12 Organizations
• Formative Assessment Training of Trainers
• Trainer Network meetings
• Mentoring Matters training
• New Directors Academy
• Credentialing Workshops
• NCLB Updates

14
Regional Support and Workshops

• TPPR Training
• BT Participant Tracking Database Training
• CSET Multiple Subject test preparation
• IHE Network meetings
• Regional Director Meetings

15
Selected findings from

• Statewide Program Evaluation Surveys,
  2004-2005Participating Teacher (PT)
• Support Provider (SP)
• Site Administrator (SA)

16
Number of survey participants has increased
17
Number of PT, SP, and SA respondents has
increased
18
School Site Orientation

• Fairly or Very satisfied with school site
  orientation on the following
• 74 Available resources
• 83 Staff
• 76 Polices Procedures

Participating Teacher Survey, 2004-05
19
How often PTs and SPs communicate?
Participating Teacher and Support Provider
Surveys, 2004-05
20
How long PTs and SPs communicate?
Participating Teacher and Support Provider
Surveys, 2004-05
21
PT SP matching
Participating Teacher Survey, 2004-05
22
What is important in PT SP matching?
23
Most important in SP match?

• Nearly half the PTs (42) indicated that Subject
  Matter is the most important in SP match,
  followed by Knowledge of Student Population
  (27).
• Grade level was rated next (19) followed by
  Geographic Proximity (12).

24
Formative assessment activities Very Valuable
Participating Teacher and Support Provider
Surveys, 2004-05
25
PTs Satisfaction with current district, school
site, and teaching assignment
Participating Teacher Survey, 2004-05
26
In five years, will you teach at same district?
same school?
Participating Teacher Survey, 2004-05
27
SP - Number of BTSA teachers support and assess
Support Provider Survey, 2004-05
28
SPs Responsibilities

• More than one-third SPs (37) support and assess
  other teachers in addition to BTSA teachers
• SPs significant other assigned duties have
  increased dramatically 43 in 2003-04 and 63
  in 2004-05.

29
Extent PT support and professional development
activities match with school and district
priorities
Support Provider Survey, 2004-05
30
Serve as SP next year?
Support Provider Survey, 2004-05
31
Years as Site Administrator
Site administrator survey, 2004-05
32
SPs and SAs understanding of BTSA Program Fairly
Clear and Clear
33
SPs and SAs Familiarity with BTSA Evaluation data
Support Provider and Site administrator surveys,
2004-05
34
Overall Observations

• For the past four years, responses to most survey
  questions remain fairly steady for all three
  evaluation surveys
• All three groups indicated that the following
  areas needed improvement and support
• Using computer technology
• Teaching English learners
• Teaching special populations
• Supporting equity and diversity
• Working with families of students
• Performance levels of students

35
Observations continued

• Nearly two-thirds PTs responded that they are
  Very Satisfied with teaching at
• - current district (59)
• - current school (65)
• - current teaching assignment (65)
• Nearly two-thirds PTs responded that they are
  Fairly and Very Confident that they will
  remain in teaching in the next five years
• More than half SPs (51) indicated that it is
  Very likely that they will serve as SP next
  year

36

• In closing, lets continue to focus on
• Strengthening authentic relationships with Intern
  and IHE programs
• Recruiting and training dedicated support
  providers
• Providing differentiated support to new teachers
• Improving instruction to meet the needs of all
  students
• HQT support and K-12 academic standard
  implementation and alignment
• Share evaluation data with Support Providers and
  Site Administrators
• Coordinating District Professional development to
  Induction (15 20) requirements