Empfohlen
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (20)
Ähnlich wie Orientation for New SP
Ähnlich wie Orientation for New SP (20)
Mehr von SanJoseBTSA
Mehr von SanJoseBTSA (14)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Orientation for New SP
- 1. New Support Provider Orientation September 5, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
- 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 San José Support Provider
- 3. 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.
- 4. Our end-in-view is to strengthen our skill set in formative assessment and culturally responsive mentoring.
- 8. Being a new teacher is like _____ because _____.
- 9. Choose a postcard Write the prompt for your card on a post-it Share at your table (Introduce yourself!) As a table, choose one to share with the whole group
- 10. Being a new teacher is like _____ because _____.
- 11. Being a new teacher is like _____ because _____.
- 12. BTSA is a job-embedded, induction that culminates in recommendation for a clear credential. Beginning Teacher Support &
- 13. A support provider guides, challenges and shapes the professional vision of a new teacher.
- 15. Participating Teacher Orientation Classroom Management Support Provider Orientation
- 16. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development
- 17. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance
- 18. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly
- 19. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly Submit Collaborative Log
- 20. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly Submit Collaborative Log Gather Evidence Assist PT Gather Evidence
- 21. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly Submit Collaborative Log Gather Evidence Assist PT Gather Evidence Observe PT
- 22. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly Submit Collaborative Log Gather Evidence Assist PT Gather Evidence Observe PT Complete Surveys Complete Surveys
- 23. Participating Teacher Orientation Support Provider Orientation Classroom Management Professional Development Professional Development Advice & Assistance Advice & Assistance Meet Weekly Meet Weekly Submit Collaborative Log Gather Evidence Assist PT Gather Evidence Observe PT Complete Surveys Complete Surveys
- 24. Initiating work with your PT • Build relationship with Participating Teacher • Assist Participating Teacher with registration for professional development • Orient Participating Teacher to school and district resources • Collaborate in developing classroom procedures • Advise on classroom management • Listen
- 26. Read page 2-3 ! ? I am surprised by this I have a question about this I agree with this
- 27. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning Summary of Teaching and Learning
- 28. With a partner, explore each of the tools from the Context of Teaching & Learning. • Class Profile (Layout A-1 & A-1.2*) • Classroom (A-2) • School & District Information/Resources (A-3) • Home/School Communication (A-4) • Site Orientation Checklist (A-5) • Community Map (A-6)
- 29. With a partner, explore each of the tools from the Context of Teaching & Learning. • What information is being asked? • Where can you and your PT find this information? • How will this enhance instruction around differentiation and equity?
- 31. Program Logistics BTSA Consent Form http://bit.ly/btsa-sp
- 32. Break
- 33. • • • • Six Semester Units Available University of San Diego $450 per course Email reminders and registration link • Register and pay on-line (USD)
- 34. BTSA & TQP: The Same Both BTSA & TQP • Provide observations with feedback • Use evidence-based documentation • Housed in Human Resources • Linked to California Standards for Teaching Profession
- 35. BTSA & TQP: Different BTSA Non-Evaluative Clear Credential Utilizes FACT Participating Teacher Support Provider TQP Evaluative Change in Classification Utilizes Evaluation Doc. Probationary Teacher Consulting Teacher
- 36. Early Completion Option • Taught 2 or more years on preliminary or intern credential • Overall satisfactory evaluation with no ineffectives
- 37. The FACT modules the participating teacher completes depends upon their induction timeline. Traditional ECO Year 1 Year 2 Context for Teaching and Learning Context for Teaching and Learning Context for Teaching and Learning CSTP 1&2 Conversations Continuum of Teaching Practice Continuum of Teaching Practice Assessment of Teach. & Learning Assessment of Teach. & Learning Assessment of Teach. & Learning One Inquiry into Teaching and Learning Two Inquiries into Teaching and Learning Two Inquiries into Teaching and Learning Summary of Teaching & Learning Summary of Teaching & Learning Summary of Teaching & Learning
- 39. Reflective conversations are the center of learning focused relations. http://bit.ly/btsa-ctl
- 40. Reflective Conversation Resources • Choose Tool from Context for Teaching & Learning • Partner A: Guides conversation with Collaborative Log • Partner B: Responds as PT or yourself
- 41. Stipend is dependent on successful completion of all MOU requirements. Paid is generally paid by direct deposit on July 10. SP stipends are reduced by: $300 for the first and subsequent required Support Provider meetings not attended. SPs may be released if they fail to attend a second SP meeting. SP stipend is reduced by 1/9 for each month a collaborative log is not received and/or the SP has not met with his/her PT.
- 42. Communication Loop Information and Guidance Support Provider BTSA Website Complaint Process Support Provider BTSA Coach BTSA Coordinator or Manager
- 44. 5 – Write five words that describe BTSA and the work you will be doing this year with your Participating Teacher(s) 3 – Share three of the words with a partner 1 – Choose one of the words to say to the whole group, sharing around the room clock-wise
- 45. eFACT Portfolio
- 47. Remaining Questions Feedback – Online (do now!) September 18 – Assessment of Teaching & Learning
Hinweis der Redaktion
- 4:00 -4:05Welcome to BTSA. We’re so glad that you have decided to work with your new colleagues in a formal mentoring relationship. We’re here to help you grow as mentors and build learning-focused relationships with your participating teachers.Introductions.You should have picked up a binder as you walked in. You also should have signed in.Thank you for bringing computers. We’ll be using them later tonight. You don’t need them now. We’ll let you know. If you didn’t bring it, it’s not a problem, you’ll be able to share.We have our meetings generally at our union facilities. Bathrooms. Water in/out. Break somewhere in the middle.We’re going to try not to use unexplained acronyms. There are many. Please let us know when something needs to be clarified.Parking lot. We’ll get to those questions at different times during tonight. If you have a question in the moment, ask it, if it is on a different topic.
- 4:07-4:09Our 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.
- 4:09-4:11Specifically, 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. Developing our skill sets in formative assessment and coachingBuilding knowledge of formative assessment as a tool for improving instructionYearlong goals for us as support providers.
- 4:11-4:13Meeting Goals Prepare to work with your Participating TeacherAnalyze what mentors do within a BTSA. We’ll begin to understand the tools used in this formal induction program.Finally, we’ll practice some of the reflective language skills mentors use when working with novice teachers.
- 4:13-4:15Alison Cortes. A social studies teacher at Lincoln.
- 4:15-4:30DarrenWe’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.
- 4:15-4:30DarrenBeing 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.
- 4:15-4:30DarrenBeing 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.
- 4:15-4:30DarrenBeing 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.
- 4:30 – 4:35What is BTSA? Share with your table (2-3 minutes)Accredited to recommend teachers for a clear credentialDesigned to accelerate knowledge of the beginning teacherTechnically, BTSA is a Clear Induction Program accredited by Commission on Teacher Credentialing to recommend teachers for a clear credential.Just like colleges and Universities are accredited to have credentialing programs, so does SJUSD. That’s one of the reasons for the policies and procedures that the program has established. It’s what we’ve told CCTC that we’re going to do. In an audit, we have to match our actions to the program that was submitted. If not, we could lose our accreditation.This is a two year program –you’ll hear about an acceleration option at the end of the meeting that some participating teachers may qualify for called Early Completion Option or ECO.Designed for teacher to reflect and assess and accelerate teaching practice to a mature level. SPs mentor teachers, guide PTs through the formative process. Participating teachers collect evidence showing that they meet the Induction Standards and make progress on the California Standards for the Teaching Profession. Mentor Participating Teachers (PT’s)Assist & Guide PT’s through formative assessmentSupport PT to be recommended for Clear CredentialClear credential ProgramSupport Provider is guideFormative AssessmentProfessional Development
- 4:35 – 4:37There is a role shift from being a teacher to being a coach or mentor. Helping the person grow, not telling them what to do. What the basic premise is to accelerate the basic knowledge and skills of the beginning teacher through active listening and reflective questioning. That’s why you don’t tell them what to do. Practice, mature at a faster rate then when they’re working on their own.Regarding their role as a support provider, one experienced SP shared, “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.”As you meet weekly with your Participating teacher, you are mentoring and guiding them through the formative assessment process; sharing tips on the teaching and learning process as well as modeling how to be a critically reflective, evidence based, practitioner. Ultimately, your goal is to confirm that the PT is recommended for their clear credential.
- 4:37 – 4:47Darren
- 4:37 – 4:47Darren
- 4:37 – 4:47Darren
- 4:45 – 4:55Darren
- 4:45 – 4:55Darren
- 4:22- 4:32Darren
- 4:45 – 4:55Darren
- 4:45 – 4:55Darren
- 4:45 – 4:55Darren
- 4:37 – 4:47Darren
- 4:47 – 4:55Remember when you were a new teacher? What type of support did you want? (table share. Chime.)How many have met with your PT? Show of hands?What did you meet about?Guide them through the processWhat will your Participating Teacher need help with?Get to know Participating Teacher Get to know community & schoolNetwork and meet school resource personnelHelp Participating Teacher register for professional developmentCreate emergency sub plansOrganize teacher filesAnswer questions regarding lesson plans and curriculumHelp with classroom environmentProvide tips on ways to communicate with parentsLISTEN
- 4:40 -Analyze.There 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 mentor teacher have also been approved by the state. Specifically, these are meant to support the individualized growth of the teacher 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. Tonight we will take just a part.Our rationale behind whyYou might be experiencing the discomfort of liminality in the beginning phases of being a support provider. The binder seems daunting, there are many expectations, and it’s an official, important relationship that you have. Part of being a new support provider is living with some discomfort. There is an end in mind.We’re moving in to those tools to analyze what you have available to you. *click*With this in mind, take a look at the binder and open it up to the table of contents. Just take two minutes or so to scan the TOC. We will look at one of these sections in detail in a few minutes.In the binder are virtually all of the resources of the the Formative Assessment for California Teachers or FACT.
- The skills in becoming an effective are different than being an effective teacher. *Partner share*Share out.
- Formative assessment is the system that.Formative Assessment for California Teachers (FACT) as a tool for Cycle of Inquiry. We’ll unload all of this language throughout the meeting, but basically, the FACT is the overarching assignment and the Cycle of Inquiry, also called the IIP or Individual Induction Plan, is the focus of the FACT modules or sections. Is anyone familiar with the PACT, which is the signature assignment for some of the credentialing programs? The FACT is similar in that it is a way to critically reflect on one’s practice, but the FACT is done in the teacher’s own class and with the support and guidance of an experienced mentor, whereas the FACT is done in a “borrowed” class during student teaching and is completed alone.We will be developing our skill sets in formative assessment and coaching to engage inmeaningful conversations around the district initiatives of Equity & Culturally Responsive Teaching.***Turn to page 10. Read Page 10***
- Motivations for SP. Consulting stance and a coaching stance. Push you toward a coaching stance so that your participating teachers are able to solve problems.KellyPurpose: This type of information changes how you teach. You need to know your students and their community to be able to meet their needs. Differentiate, Equity, pedagogy & practice using the binderSpecial Ed asterisk Start Everything you need is behind tab 2Jigsaw at the tables Exploring the Green Module A forms in bindersStarting with A-1, each person choose a different form to become an expert on and consider the following questions regarding the purpose of the task. What type of information is being askedWhere can you and your PT find this information?How will this enhance instruction around differentiation and equity? Model Coaching/ConsultingResearch behind Coaching and teacher growth. Moving from novice to expert.Who are my students?What is my school setting?What is the community like?***Make speaking notes***Kelly5:00- 5:02Introduction. How will this type of information enhance your PTs instruction? Working with a partner, consider connections between the CSTPs and the BTSA Induction Program Standards. Person A please put dots next to the CSTPs that relate to the questions above. Person B please put dots next to the BTSA Induction standards that relate to the questions above. Then share with your partner.What connections did you notice? Purpose: This type of information changes how you teach. You need to know your students and their community to be able to meet their needs. Differentiate, Equity, pedagogy
- 5:02- 5:27KellyExploring the Green Module A forms in bindersWhat type of information is being askedWhere can you and your PT find this information?How will this enhance instruction around differentiation and equity? KellyRespond to this in 3-7 words and write it on the first page after tab 2 that has a flow chart about the Context for Teaching and Learning. Please be prepared to share with your group. It is a foundation on knowing one’s students within their context that enables the teacher to make more appropriate instructional decisions to meet the needs of the students.
- 5:25 – 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.
- 5:30 through breakDarren:CTC Consent form during meeting.Requirement from the State- sign on and get an id number
- 5:30 – 5:50 (complete consent form)We will email reminders about deadlines etc. Support Providers can earn these units twiceClarify SP credits, how many can be applied toward salary scale/pd growth
- 5:50 – 5:53DarrenSix 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
- 5:53 – 5:55
- 5:55 – 6:02What questions do you have?
- 6:02 – 6:04DarrenRespond to Parking LotIn order for someone to be eligible for an ECO, they must qualify under these conditions. Acceleration of BTSA completionOrientation is the only opportunity to receive an application. PT CANNOT qualify for this option without applyingMUST qualifyMUST apply by October 15 with all supporting documents
- 6:04 – 6:07Kelly -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.
- 6:07 – 6:09Reflect
- 6:09 – 6:Purpose: To help with self reflection on teaching practice and improve teaching abilitiesBefore working with your participating teacher you need to be prepared. You can review the collaborative logs and conversation guide questions to help you prepare. They are located in the binder ____________ and in the PDF listed under the book marks for conversation guides and appendicesThe focus of this activity is to improves the participating teacher teaching practice, to differentiate instruction and equity. You’ll be familiarized the conversation guide is in your binder. You’ll feel comfortable before meeting with them.Kelly is the participating teacher and I’m support provider. We’re going to meet be discussing the Context for teaching and Learning Module, We’ll be focusing on Classroom Layout Tool (A-2) and I’ll be using the questions in the conversation guide to help Kelly reflect on her choices in the classroom and how it effects differentiation.Say “Turn to Tab 2, we will be referring to green Context for Teaching and Learning Year 1 Conversation Guide”Explain we will be role playing PT and SP during a meeting with meaningful conversationsWe’re going to do this twice. The first time, Kelly is going to take a more consultative approach. It’s very easy as experienced teachers to want to provide answers, talk about our experience. The second time she will take a coaching stance and question me to use my own resources.We are going to do this for about 3 minutes maximum. We are going to have xx be a timekeeper.Listen for the questions that Kelly asks. And script her questions.Now, with a partner, talk about some of the differences you noticed between the two sets.***Click***https://www.dropbox.com/s/jhcgc4rjrn3nqlu/A%20CTL%20YR1%20Collaborative%20Log%20SY14.docx
- You are going to choose a tool from the Context of teaching and learning.Now it’s your turnThe collaborative logs provide instructions and questions to guide you, along with the instructions in the FACT guide.
- 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
- 6:35 – 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
- Meeting Goals Analyze and provide feedback on programPrepare to work with your Participating Teacher
- 6:38 – 6:48KellyCONSIDERING: linking this to the year long goalIf time…or turn to a partner
- 6:15 – 6:16DarrenSame as it ever was
- 6:14 – 6:16DarrenShow:PDF of FACT User GuideCollaborative LogsCalendar gCal
- 6:48 – 6:55KellyThank you for joining us today and if you have any other questions or concerns, please let us know.