BTSA Induction Historical
Perspective
Skill Building Two
1
Purpose
 Provide support providers with a historical
perspective as well as the evolution of the BTSA
program
 Provide support providers with an understanding
of the implications these changes have on program
and district responsibilities
 Provide support providers the rationale for high
quality Induction Programs
2
Outcomes
 Support Providers will have an overview of the
historical perspective and evolution of the BTSA
program
 Support Providers will gain a holistic
understanding of the changes, and the implications
these changes have on their role as a support
provider
 Support providers will gain an understanding of
the importance of high quality Induction Programs
3
California’s Teacher Supply
 290,000 teachers in California Public schools
 18,000 First and second year teachers
 19,000 New teachers certified annually in
California
 1,000 Uncertified teachers (degree only, no
credential)
 100,000 Teachers expected to retire in the next 10
yrs
The Center for the Future of Teaching and Learning , 2007
4
Fiscal Impact for Teacher
Replacement
 The teacher dropout problem is costing the nation
billions of dollars, draining resources, diminishing
teaching quality, and undermining the nation’s
ability to close the student achievement gap,
according to a new policy brief released today by
the National Commission on Teaching and
America’s Future (NCTAF)
 NCTAF estimates that the national cost of public
school teacher turnover could be over $7.3 billion
a year
National Commission for Teaching and America's Future - June 20, 2007
5
Fiscal Impact for Teacher
Replacement
 NCTAF has developed the Teacher Turnover Cost
Calculator, which uses the data collection and
analysis protocol from the pilot study.
 Using the NCTAF Teacher Turnover Cost
Calculator, educators and members of the public
can estimate the dollars spent on teacher turnover
for a specific school or school district anywhere in
the country.
 NCTAF’s Teacher Turnover Cost Calculator can
be found at www.nctaf.org
National Commission for Teaching and America's Future - June 20, 2007
6
Historical Perspective
1988
SB 148
1988-1991 C.N.T.P.
Pilot, Research & Development
1992-1997 SB 1422 (BTSA Project)
1997
AB 1266 (BTSA System)
2002
SB 2042
2004
AB 2210 (BTSA Induction Programs)
7
Legislative Call for Action: SB 1209
 “The commission shall review induction
programs to determine whether local
teacher induction programs are meeting
standards of quality and effectiveness
adopted pursuant to subdivision (b) and to
assure greater program quality and
consistency. The commission shall schedule
regular reviews following the initial review
of programs pursuant to this subdivision.”
8
Scribe-Share-Pack
1. What ideas do you have regarding
how a support provider might use
the history of BTSA to support
Participating Teachers?
2. Share your ideas with others at your
table
9
Skill Building Six
FACT Overview
10
Purpose
• To provide an overview of the
foundational concepts in the design of
the FACT System
• To provide a preview of the major tools
and reflective conversation structures
within the Modules of the FACT System
11
Outcomes
• Support Providers begin to create a
scaffold for the FACT System that can be
articulated with Participating Teachers
including rationale for the induction
experience
• Support Providers will understand and be
able to articulate the relationship between
the foundations, processes and structures
of the FACT System
12
FACT System
Formative Assessment for California
Teachers (FACT) System
is a reflective assessment and support
process designed to help participants
continue their development as teachers.
13
As a new teacher, identify areas where you
would have needed more support in your
first two years?
14
The FACT is….
• The FACT System is offered by the State (Commission
on Teacher Credentialing and California Department of
Education) as an option for formative assessment with
program responsibility to meet Induction Standard 4
• The FACT System will be accessible to all programs
through an online format
• Induction Standards 5 and 6 are embedded within the
tools and reflective conversation structures
15
The FACT system is….
• focused on Action Research
• allows participating teachers to identify areas of
strength and areas of study or focus, directly
related to his/her classroom
• centered on data and research
• engages the support provider as a guide and
agent for growth
16
Formative Assessment
• The purpose of formative assessment
during Induction is to improve teaching as
measured through:
 California Standards of the Teaching Profession
(CSTP)
 State adopted academic content standards and
performance levels for students
 Standards of Quality and Effectiveness for
Professional Teacher Induction Programs
17
FACT is an
ongoing learning
process that
follows the plan,
teach, reflect and
apply cycle.
18
FACT…
• is designed to assist teachers in meeting the
learning needs of students while growing as
professional educators.
• promotes teacher confidence, efficacy, and
increases teacher retention.
19
Teacher Inquiry Defined
“Teacher research enables me to investigate
one of my wonderings in a deliberate
fashion. I used the tools of a researcher to
investigate my own environment. Teacher
research provides the impetus for teachers
to find various solutions to their own
questions. By definition then it is relevant
inquiry.” (Borst, 1999)
20
Conceptual
Framework
of
FACT
21
FACT
System
22
Context
for
Teaching
and
Learning
23
Context for Teaching and Learning
• overview the teaching environment and
the resources and challenges it offers to
the teacher and the students
• collect information and discuss prompts
focused on their class, school, district, and
community
• graduated depth and complexity of
information gathering
24
Assessment
of
Teaching
and
Learning
25
Assessment of
Teaching and Learning
• The outcomes and processes of the
teacher preparation program with
introduction to those of induction programs
• Use evidence gathered in a classroom
observation of the participating teacher by
a trained support provider
• Information guides participating teachers
to self assess their current practice
26
Inquiry
into
Teaching
and
Learning
27
Inquiry into Teaching and Learning
• guides and informs participating teachers about their
own professional growth
• measures each standard of the California Standards for
the Teaching Profession (CSTP) in relation to the stateadopted academic content standards and performance
levels for students
• engages the support provider and participating teacher
in a collaborative assessment of teaching practice
against a set of specific criteria within the research cycle
28
Inquiry into Teaching and Learning
• Participating teachers gather information, collaborate
and/or observe a colleague, develop an action plan,
implement that action plan, reflect on collected evidence
and apply new learning to future practice
• Results are used to guide professional development
• On-going opportunities for participating teachers and
support providers to explore the impact of instruction on
student achievement
29
Summary
of
Teaching
and
Learning
30
Summary of Teaching and Learning
• a holistic reflection on teaching year
• reviews the processes that were engaged in
throughout the year:
 Assessment of Teaching and Learning
 Context for Teaching and Learning
 Inquiry into Teaching and Learning
• captures the progress made in relation to the California
Standards for the Teaching Profession, the StateAdopted Academic Content Standards and the
Standards of Quality and Effectiveness for Professional
Teacher Induction Programs, explored during action
research.
31
[From the User’s Guide]
Skill Building Eight
45
 What
challenges might participating teachers
have at each stage?
 List
appropriate support at this stage
 Share
in table groups
46
 How
have I used the Plan, Teach, Reflect
and Apply cycle in my teaching?
 How
will you use the Plan, Teach, Reflect
and Apply cycle in your role?
47
Reflective Conversations
Skill Building 16
49
Purpose
• Provide a model for one-on-one
conversation structure for Participating
Teacher and Support Provider reflection,
problem solving, and goal setting
• Establish common understanding of
rapport and the mentor’s intention in
conversational structures
50
Outcomes
• Support Providers understand their role in
reflective conversations
• Support Providers can recognize the physical
postures, intonation, and language elements of
a reflective conversation
• Support Providers understand how their
language and behavior can contribute to a
teacher’s thinking and professional growth
51
Communicating Intention
“Human beings are highly attuned to the
nonverbal signals of others. We
communicate our intention and degree of
attention to others by our posture, degree
of muscle tension, and how we respond
verbally and nonverbally.”
Lipton, L. & Wellman, B. (2003) Mentoring Matters: A Practical Guide to LearningFocused Relationships. MiraVia, Sherman, Connecticut, page 35
52
Dimensions of Attention
• Internal Attending to Self




Body
Emotional State
Internal Dialogue
Toolkit - use of
silence, intonation,
pattern of pause,
paraphrase, inquire or
probe
• External Attending to Others




Non-verbal cues
Emotional State
Linguistic Elements
Content/Context listening for problem
frame, perception of
issues and
perspectives
53
Elements of Rapport
Rapport –
• A sense of harmony, accord, or shared
understanding with another
• Being in sync verbally and nonverbally
by reflecting the essence of:
 Physical posture and gestures
 Support Provider language
 Participating Teacher language
54
Reflective Conversation
Observe for the following while watching
the video:
1’s Physical posture and gestures
2’s Support Provider language
3’s Participating Teacher language
Use the note-taking guide to record
information.
55
Video Model
• Observe the Video and take notes for your
assigned number
• Form trios at tables and discuss the notes
taken for each area
• Share out notes in the room to be posted
on charts
What connections are made across the
modeled reflective conversation?
56
57
Self Assessment
• What are some of the influences of the
reflective conversation structure that you
are noticing?
 For you
 For a Participating Teacher
• What are some personal learning goals
you are setting for yourself as a result of
this experience?
58
59
Attitudes for Active
Listening
•
•
•
•
truly want to hear what the other person
has to say
view the other person as separate from
yourself with alternative ways of seeing
the world
be able to genuinely accept the other
person’s feelings, no matter how
different they are from your own
trust the other person’s capacity to
handle, work through, and find, solutions
to his/her own problems
60
61
[From the User’s Guide]
Skill Building Nine
Understanding New Teacher
Needs and Development
68
Purpose
Bring awareness of the phases of
development through which novice
teachers move during their first years of
teaching
 Assist Support Providers in selecting
appropriate support/coaching strategies
to fit the need of their participating
teacher at a given time

69
Outcomes
Support Providers will refine their
knowledge about the learning stages
participating teachers experience
 Support Providers will maximize their
mentoring effectiveness by identifying
appropriate support strategies for each
developmental phase participating
teachers experience

70
What I Wish I’d Known
That First Year
71
72
“Me Too” Strategy
•
In table groups of 4-5, participants take turns sharing
one item from their list.
•
Anyone in the group that has the same item on their
list says, “Me too” and makes a check mark next to it
on their list.
•
If you didn’t have it on your list, add it.
•
Next, share a new item from your list, and so on
around the group until all ideas are shared.
73
“I Wish I’d Known… “
Through the Eyes of Veteran teachers
Who was REALLY in charge…the chain of
command
 I was not going to accomplish everything
 It was alright to say “HELP!”
 What should go into the grade book and
what can be left out
 To save receipts for taxes
 Other teachers were experiencing similar
frustrations

74
“I Wish I’d Known”…(continued)
To be their teacher, not their friend or
parent
 To save samples or projects to use the next
year
 How to achieve personal/professional
balance
 To acknowledge those who made a
difference by reaching out to me

75
Article and T Chart
Read “What New Teachers Need to
Learn” by Sharon Feiman-Nemser
 Look for additional perspectives on
novice teachers to record on the right
side of the T-chart
 Share at your table
 Each table shares one idea
 Add to your T-chart

76
77
78
The Anticipation Phase
Excited
Optimistic
Committed to “make a difference”
Idealistic
79
The Survival Phase
Overwhelmed
Bombarded with unanticipated
problems and situations
Consumed with day-to-day routines
Little time spent reflecting
80
The Disillusionment Phase
Low morale
Disenchantment
Uncertainty
Self-doubt
Illness
81
Rejuvenation Phase
Renewed hope and optimism
Realistic
Better understanding of the system
New coping strategies and skills
Focus on curriculum development
82
The Reflection Stage
Focus on successes
Invigorated
Plans for changes in management,
curriculum and strategies
Realistic vision of next year
83
The Next Anticipation Stage
Excited
Confident
Committed to “make a difference”
Realistic expectations
84
Strategies for Support
Discuss with a partner:
What are some effective strategies
for supporting a new teacher
through each of the attitudinal
phases?
85
Phases of First-Year Teaching
Directions:
 In pairs: Review “Calendar of Options”
 Complete the Phases of First-Year Teaching
Graphic Organizer by matching phases of
first-year teaching with examples of
appropriate support
86
Strategies for Support
87
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