WORKSHOP FUNDING SOURCES

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1 Participating Teacher: Site Orientation Checklist (A-5) School: DIRECTIONS: Knowledge of the policies and procedures at your site is important to you as a professional educator. This list of discussion topics will help you understand your local teaching context. In a meeting with your site administrator or designee, discuss each of these items and obtain your administrator s signature. If your school/district provides this information in another format, you may attach it. Staff Roster School Office Procedures Daily Communication Procedure School Vision and/or Mission Statement Staff Responsibilities Teacher Evaluation Process Intervention Programs Substitute Request Emergency Procedures School Information School Policies Homework Policy Room Environment Expectations Schoolwide Discipline Procedure Back-to-School/Open House Expectations Lesson Plan Expectations Available Technology and Equipment Teacher/Student Internet Use Agreement Attendance Procedures Hours to be on Campus Access to Cumulative Records Available Translation Services Pedagogy - Content and Subject Matter Grading and reporting policies Universal Access - Equity and Diversity Board Policy on Sexual Harassment Universal Access Teaching English Learners Guidelines for communicating with parents Reporting Procedures for Sexual Harassment and Child Abuse Instructional program for English learners Universal Access Teaching Special Populations Site resources available to meet the needs of special populations Legal requirements of Individualized Educational Plan (IEP) Date: Site Administrator/Designee (signature indicates completion) 13

2 WORKSHOP FUNDING SOURCES BTSA Teachers Intern Teachers Veteran Teachers or PIP or STSP Teachers ANY QUESTIONS REGARDING ACCUMULATED CREDIT, CONTACT JAN CLARK VIA , OR EXT (53207) 14

3 Salary advancement credit District-Sponsored Accumulated Credit EQUIVALENT 15 hours equals 1 semester unit. MAXIMUM PER SALARY CLASS A maximum of 6 semester units per 15 unit salary class advancement is allowed for district-sponsored courses and workshops. HOW TO ACCUMULATE DISTRICT IN-SERVICE HOURS Attend designated district in-service events and indicate that you want to earn credit. Credit may be accumulated only for seminars attended after school hours. A record of your hours will be kept in the Personnel Division. When you accumulate 15 hours, complete the Accumulated Credit Request Form. Take, or forward the Accumulated Credit Request Form to the Personnel Office and have your unit credit recorded. (Be sure to keep a copy for your records.) For conversion of CSUB credit, each quarter unit equals 2/3 semester unit. ANY QUESTIONS REGARDING ACCUMULATED CREDIT, CONTACT JAN CLARK VIA , OR EXT (53207) 15

4 CSUB EXTENDED UNIVERSITY CREDIT Dept./Course Number (No CRN # s) Course Title Instructor On record Units Assignments to be completed for credit EDCI 604A Teachers as Reflective Practitioners Jan Clark 2 FACT Year 1: Complete Modules A, B EDCI 604B Teachers as Reflective Practitioners Jan Clark 1 FACT Year 1: Complete Module C EDCI 604C Teachers as Reflective Practitioners Jan Clark 1 FACT Year 1: Complete Module D EDCI 604D Teachers as Reflective Practitioners Jan Clark 2 FACT Year 2: Complete Module C Special Populations EDCI 604E Teachers as Reflective Practitioners Jan Clark 1 FACT Year 2: Complete Module C ELL EDCI 604F Teachers as Reflective Practitioners Jan Clark 1 FACT Year 2: Complete Module D/PLC Training EDCI 605A Content Standards and Pedagogy Jan Clark or Darrell Bernard 2 Data Driven Decision Making (Site specific workshops) EDCI 605E English Language Development Jan Clark 3 Assessing English Learners And completion of one of the following: Kate Kinsella Workshop Susan Dutro (Workshop: What Language Got to do With It) Project Peak (Long Beach Unified School District) EDCI 605 Advanced Technology Jan Clark 3 Complete 3 Technology Trainings EDUC 992 Classroom Organization (COMP) Jan Clark 2 Complete 3 sessions of COMP & 2 periods of observations EDUC 992 Implementing the Standards Jan Clark 1 Attend Unwrapping the Standards Seminar or Site based Data Driven Decision Making Inservice Program EDUC 992 Diversity Instruction Jan Clark 1 Attend Toward Equity Seminars EDUC 992 Professional Growth for Secondary Educators Jan Clark 1-3 Attend 10 hours of workshops for each unit Cost: $50 per unit payable to CSUB by check or credit card Directions: Submit completed registration form and fees to Jan Clark, KHSD Project Specialist, Staff Development 16

5 Observation Guidelines: Step 1. Step 2. Discuss observation plans with your support provider to schedule each observation. Make observation arrangements at least one week in advance. You are required to complete an observation in the afternoon session after COMP. a. Call for a substitute and complete a Request to be Absent. FUNDING STRINGS: BTSA: Intern: Veteran Teachers or PIP or STSP Teachers b. Contact the teacher and Specify what you are interested in seeing e.g., transitions, management, small group instruction, writing, etc. Think about your IIP goals and be specific. Ask the host teacher what period he/she would like you to come into his/her classroom. Ask how he/she would like to receive questions, (in writing, during a break or transition, after school, etc.) Never Interrupt A Class! Step 3. Step 4. Step 5. STEP 6. STEP 7. Please be on time and stay for the entire lesson or demonstration. Remember to thank the teacher you observe. After your observation, fill out the observation sheet and have it signed by the host teacher. Review the observation with your support provider or site coach. SEND THE OBSERVATION FORM TO JAN CLARK C/O INSTRUCTIONAL SERVICES 17

6 OBSERVATION SHEET Creating and Maintain Effective Classroom Environments Form A: Informal Observation Record Name Date Teacher Observed Site of Observation Class/Grade Observed Subject After conducting an informal observation, the beginning teacher will make notes regarding The following items: Establishing and maintaining standards for student behavior Planning and implementing class procedures and routines that support student learning Using instructional time effectively 18

7 OBSERVATION SHEET Class Period Date of Observation Number of girls Number of boys Student Aide Adult Aide Signature of Teacher Observed Classroom Set-up Time Activity Details 19

8 Personal Information Professional Credential Candidate: Home Address: School: Kern High School District Professional Credential Candidate Agreement Contract Start Date: Street City Zip District: Home Phone: ( ) School Phone: ( ) Home School Teacher Preparation Completed at: Date Completed: (Name of College/University) Credential Type: Subject Area: (Multiple/Single Subject, SPED) Years of teaching experience: California Private School California Public School Out of state: (Specify state) Have you previously participated in BTSA? Name of School District of BTSA Consortium Please check all years that apply: I have been advised that it is my responsibility to enroll in a Professional Teaching Credential Induction Program within 120 calendar days of the start of my initial teaching contract. (Initial) By completing and signing this agreement I am enrolling in the KHSD/BTSA Induction Program as of (Today s date) I have been advised that it is my responsibility to complete the Induction Program within the two year allotted time line. (Initial) Should extenuated circumstances arise, it is my understanding that I am required to apply for an extension through the BTSA Induction Program. (Initial) Professional Credential Candidate Requirements Please read the following carefully. For each year of participation in the BTSA/IP, I agree to complete and submit a BTSA Consent Form as required by the California Commission on Teacher Credentialing and California Department of Education. As part of the consent form, I agree to participate in ongoing program evaluation. For each year of participation in the BTSA/IP, I agree to attend and fully participate in the following program requirements as described in the Induction Program Handbook: BTSA/IP Orientation at the beginning of Year 1 and Year 2; BTSA/IP required Professional Development and Colloquia; and CFASST Box Review, including formative assessment information, as practical evidence of credential completion. I understand that advisement with the Kern High School District BTSA Project Specialist/Director may be required when deemed appropriate by BTSA/IP Program Staff. Professional Credential Candidate Responsibilities Please read the following carefully. I understand that participation in the following program activities is my responsibility as a Professional Credential Candidate. This includes but is not limited to: regular contact with my BTSA/IP Support Provider; completion of formative assessment materials in collaboration with my Support Provider; and participation in informal and formal classroom observations by my BTSA/IP Support Provider. I understand that should questions or concerns arise about the pairing of myself and my support provider, it is my responsibility to contact the BTSA/IP Project Specialist/Director as per guidelines in the Induction Handbook for consideration of reassignment. I understand that it is my responsibility to make timely progress toward completing the Kern High School District BTSA Induction Program within the two-year guidelines as described in the BTSA Induction Completion Timeline. 20

9 Professional Credential Candidate Acknowledgements Please read the following carefully and initial after each statement. I acknowledge that failure to fulfill any of the above BTSA Induction Program requirements and/or responsibilities could result in my not receiving a recommendation to the California Commission on Teacher Credentialing for the Professional Teaching Credential. (Initial) I acknowledge that the BTSA Induction Program requirements and responsibilities leading to completion of the California Professional Teaching Credential do not imply or ensure continued employment in my district of employment, as licensure requirements and employment criteria may differ. (Initial) I acknowledge that information submitted to the program director/project specialist for evidence of completion of the California Professional Teaching Credential is confidential and may not be used for employment evaluation purposes. (Initial) I acknowledge that it is my responsibility to submit all required evidence for program completion, including formative assessment evidence, as outlined in the Induction Handbook. (Initial) Candidate Signature Date KHSD BTSA Induction Director/Project Specialist Signature Date 21

10 Kern High School District Site Administrator BTSA Agreement The Kern High School District s Beginning Teacher Support and Assessment program is an integral part of staff development. In order to create a positive climate necessary for this program to be successful, I realize as a site administrator that I must assume certain responsibilities for ensuring and facilitating the successful implementation and operation of the BTSA program. These responsibilities include: 1. Providing on-site orientation prior to the opening of the school year for all new teachers as well as information concerning site resources, personnel, procedures and policies. 2. Becoming familiar with the Formative Assessment for California Teachers (FACT) process to be used with participating teachers in the BTSA program. 3. Supporting and facilitating participating teacher participation in the BTSA program and other professional development activities. 4. Taking into consideration numbers of preparations and extra duty assignments for new teachers. 5. Participating in the BTSA program s evaluation and development. 6. Participating in the Site Administrator Training. In addition, I understand that participating teachers and support providers will need to meet together on a regular basis. This includes monthly one-hour meetings at the site level. I understand that funds are available to allow for release time for BTSA program activities, which are coordinated by the BTSA program team. Administrator Signature: School: Date: 22

11 BTSA Support Provider Log Kern High School District SUPPORT PROVIDER PARTICIPATING TEACHER MONTH SCHOOL SCHOOL TOTAL HOURS FOR MONTH Date Total Time Type of Contact Focus of Contact/Notes REPORTING KEY AND ADDITIONAL NOTES ARE ON THE BACK OF THIS FORM 23

12 SUPPORT PROVIDER PARTICIPATING TEACHER Reporting Key A = FACT B = Pre Observation Conference C = Formal Observation D = Post Observation Conference E = Indirect Contact (phone, , journal) F = Demonstration Lesson G = Meetings, Workshops, or In-services H = Prepared or sent Resource Materials I = Meeting with Administrator Re BTSA J = Networked with other support providers K = Preparation of BTSA Reports/Paperwork L = District Activities (Non-BTSA related) *Please explain M = Other - *Please explain FACT EVENT(S) COMPLETED DURING THIS MONTH MODULE A MODULE B MODULE C MODULE D ADDITIONAL NOTES SPECIFY: Mainstreaming, GATE, Technology, Home Contact, Student Health, Content Standard, EL Strategies, SDAIE, Differentiated Instruction, Assessment, etc. Date Total Time Type of Contact Focus of Contact/Notes Signature of Support Provider Signature of Participating Teacher Date Date PLEASE RETURN LOGS TO JAN CLARK, KHSD OFFICE OF INSTRUCTIONAL SERVICES, AT THE END OF EACH MONTH 24

13 BTSA: FACT YEAR 1 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS BTSA Participant School Site Support Provider School Site Assessor Completion Date September Module A Context for Teaching October December Module B Initial Assessment Y E A R 1 Class Profile A-1 Classroom Layout A-2 School/District Information/Resources A-3 Home/School Communication A-4 Site Orientation Checklist A-5 Community Map A-6 Completion Date: Assessor: January April Module C Inquiry Individual Induction Plan C-1 Essential Components for Instruction C-2 Entry-Level Assessment Resource C-3 Focus Student Selection C-4 Lesson Plan Template for Observations C-5 Observation Record C-6 Analysis of Student Work C-7 Alignment Chart Discussion Guide B-1.3 K-W-O Chart B-2 Informal Observation-Evidence B-3.2 Post Observation Reflection B-4 Completion Date: Assessor: May Module D Summary of Teaching Practice Question Guide D-1 Reflective Summary of Teaching Practice D-2 Summative Assessment Part 1 C-8 Completion Date: Assessor: Completion Date: Assessor: 25

14 BTSA: FACT YEAR 2 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS BTSA Participant School Site Support Provider School Site Assessor Completion Date September October December Module A Context for Teaching Module C Inquiry Class Profile A-1 Class Profile Extended A-1 Individual Induction Plan C-1 Essential Components for Instruction C-2 Y E A R 2 Completion Date: Assessor: January April Module C Inquiry Individual Induction Plan C-1 Essential Components for Instruction C-2 Entry-Level Assessment Resource C-3 Focus Student Selection C-4 Lesson Plan Template for Observations C-5 Observation Record C-6 Analysis of Student Work C-7 Summative Assessment Part 1 C-8 Entry-Level Assessment Resource C-3 Focus Student Selection C-4 Lesson Plan Template for Observations C-5 Observation Record C-6 Analysis of Student Work C-7 Summative Assessment Part 1 C-8 Completion Date: Assessor: May Module D Summary of Teaching Practice Question Guide D-1 Reflective Summary of Teaching Practice D-2 CONVERSATION GUIDES Conversation Guides CSDC A-7 Conversation Guides Standards 5,6 A-7 Completion Date: Assessor: Completion Date: Assessor: 26

15 START UP ACTIVITIES Support Provider and New Teacher Discussion AS400 Referrals-Deans, Counselor Duplicating requests Seating Chart Classroom Rules Request to be absent Form/CASE Textbook room procedures Check out teacher editions from Library Computer lab sign-up procedures Staff Room/Lunch Room Use of Edusoft Purpose of Professional Learning Communities (PLCs) Fire Drills/Emergency Procedures 27

16 C-1 Individual Induction Plan Year One FOCUS: PEDAGOGY Participating Teacher Sample Teacher Support Provider District Kern High School School Which Induction Standard(s) will be addressed? (Identify the specific focus within the standard) FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on findings from the Self-Assessment, determine area(s) of focus. 2. Develop a focus question for this inquiry. My focus is to gain better control over my classes to help facilitate student learning. 3. Which CSTP element(s) will be addressed? What different strategies can I use to keep students on task and diminish misbehavior/distractions? 4. What are the anticipated, measurable outcomes for student learning? PLAN 2.5 planning & implementing classroom procedures & routines that support student learning. Parental involvement. Referrals diminish behavior improved as evidenced by less disruptions. 5. Date of research ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom 6. Research: Describe resources used: Talked to colleague; Research on-line; Other 7. Application: How new knowledge was implemented. 8. Results: Impact on teaching/student achievement. PLAN/TEACH REFLECTION/APPLICATION 9. As a result of the Inquiry process, what was the impact on (list specific evidence): Instructional/classroom practices; Student achievement. REFLECT 10. Describe how you will apply new learning to future practice? APPLY 28

17 Verification of Completion Form (41-Induction) Multiple and Single Subject Only This form is to be completed by a Commission-approved SB 2042 Professional Teacher Induction Program Sponsor and submitted to the CCTC with the application form (41-4) and appropriate fees. If verifying completion for both a Multiple and Single Subject Credential, please use a separate form for each. Approved Induction Program Sponsor: Kern High School District Name of Applicant: First Middle Last Social Security Number: Type of Credential: Multiple Subject Single Subject Subject (s) Completion Date of Induction Program: As the authorized representative of a Commission-approved SB 2042 Professional Teacher Induction Program, I have reviewed the applicant s application, preparation, and certify that the applicant has completed the Commission-approved Induction Program requirements for the Multiple or Single Subject Teaching Credential. Signature: Date: Name: Title: Connie Sack Director of Staff Development Contact Phone Number: Address: connie_sack@khsd.k12.ca.us This information may be computer generated. Please send a draft of the computer format to the Certification. Assignment and Waivers Division (attn: Donna Nakamura) for approval before implementing the new format. 41-Induction (5/03) 29

18 California s Learning to Teach System Level 1 Preparation Pre-Integrated Program Subject-Matter Preparation Professional Preparation Support and Supervision Integrated Program Subject-Matter Preparation Professional Preparation Support and Supervision Level Summative Assessment Post- Baccalaureate Program Subject- Matter Preparation Professional Preparation Support and Supervision Level Summative Assessment Integrated Program Subject- Matter Preparation Professional Preparation Support and Supervision Level Summative Assessment L e v e l I C r e d e n t i a l Level 2 Preparation Induction Program Advance Curriculum Preparation Formative Assessment and Support Frequent Reflection on Practice Individual Induction Plan Application of Prior Learning L e v e l II C r e d e n t i a l Credential Renewal Professional Growth Program Individual Development Plan Advance Curriculum Studies Advance Subject Matter Reflection on Practice Based on Teacher s Goals 150 Hours of Professional Development SYSTEM QUALITIES Multiple Entry Routes to Teaching for Teachers from Different Backgrounds CSTP-Driven Multi-tiered Credential Structure ACCOUNTABILITY Candidate Assessment Program Accreditation COLLABOORATION Schools/Universities State Agencies Practitioner Teamwork 30

19 BTSA Websites Teacher Credentialing California Department of Education BTSA Website (CLUSTER 3 information) Kern County Superintendent of Schools Instructional Services School To Community Partnerships Beginning Teacher Consortium Beginning Teacher Consortium 31

20 California Standards for the Teaching Profession (CSTP) Placemat STANDARD ONE: ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching STANDARD THREE: UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING 3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standardsaligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content STANDARD FIVE: ASSESSING STUDENTS FOR LEARNING 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families STANDARD TWO: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning STANDARD FOUR: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS 4.1 Using knowledge of students academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students STANDARD SIX: DEVELOPING AS A PROFESSIONAL EDUCATOR 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct 32

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