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 88