Sacramento City
BTSA Program
Program Assessment 2011
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Sacramento City Unified School District BTSA Induction 5.24.2012
Standards of Quality and Effectiveness for Professional Teacher Induction Programs
Table of Contents
BTSA Program Narrative ........................................................................................................................................................................................ 3
Program Standard 1: Program Rationale and Design ................................................................................................................. ............................................... 4
Program Standard 2: Communication and Collaboration .......................................................................................................................................................... 7
Program Standard 3: Support Providers and Professional Development Providers ................................................................................................................ 10
Program Standard 4: Formative Assessment System ............................................................................................................................................................... 15
Program Standard 5: Pedagogy ................................................................................................................................................................................................ 20
Program Standard 6: Universal Access: Equity for All Learners ............................................................................................................................................... 23
Program Standard 6a: Universal Access: English Learners ....................................................................................................................................................... 26
Program Standard 6b: Universal Access: Special Populations ................................................................................................................................................. 28
BTSA Course Syllabus ............................................................................................................................................................................................ 32
Assessment Tools as reported in the Biennial Report .............................................................................................................................................................. 51
State Survey. .............................................................................................................................................................................................................................. 52
Mid-Year Survey ....................................................................................................................................................................................................................... 52
Program Exit Survey .................................................................................................................................................................................................................. 57
BTSAsupport.com Logs ............................................................................................................................................................................................................. 57
Assessment of Candidates ........................................................................................................................................................................................................ 64
Program Summary .................................................................................................................................................................................................................... 58
Program Design ........................................................................................................................................................................................................................ 59
Course of Study (Curriculum and Field Experience) .................................................................................................................................................................. 60
Assessment of Candidates ........................................................................................................................................................................................................ 77
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Sacramento City Unified School District BTSA Induction 5.24.2012
Standards of Quality and Effectiveness for Professional Teacher Induction Programs
Part I: BTSA Program Narrative
Program Standard 1: Program Rationale and Design
Program Standard 2: Communication and Collaboration
Program Standard 3: Support Providers and Professional Development Providers
Program Standard 4: Formative Assessment System
Program Standard 5: Pedagogy
Program Standard 6: Universal Access: Equity for All Learners
Program Standard 6a: Universal Access: English Learners
Program Standard 6b: Universal Access: Special Populations
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
INDUCTION PROGRAM STANDARDS
Category A: Programs Exhibit Effective Design Principles
Program Standard 1: Program Rationale and Design
The induction program incorporates a purposeful, logically sequenced structure of extended preparation and
professional development that prepares Participating Teachers to meet the academic learning needs of all P-12
students and retain high quality teachers. The design is responsive to individual teacher's needs, and is consistent
with Education Code. It is relevant to the contemporary conditions of teaching and learning and provides for
coordination of the administrative components of the program such as admission, advisement, participant support and
assessment, Support Provider preparation, and program evaluation.
The program design provides systematic opportunities for the application and demonstration of the pedagogical
knowledge and skills acquired in the preliminary credential program. The program design includes intensive
individualized support and assistance to each participant, collaborative experiences with colleagues and resource
personnel, and an inquiry-based formative assessment system that is built upon the California Standards for the
Teaching Profession. The induction program collaborates with P-12 organizations to integrate induction program
activities with district and partner organizations’ professional development efforts.
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Evidence Sources
Narrative
`
The Sacramento City Unified School District BTSA Induction Program is designed
to offer support and induction to eligible first and second year teachers in order to
improve student achievement, offer equitable learning opportunities and to retain
quality teachers in the district. The Induction Program is based on program goals
and specific learning outcomes for Participating Teachers and is consistent with
Education Code to provide:
 Participating Teachers the opportunity to complete all the requirements for
the California Professional Clear Credential.
 Implementation of an effective system for formative assessment, Formative
Assessment for California Teachers (FACT) based on the California
Standards for the Teaching Profession (CSTP), Induction Standards and
state adopted student content standards.
 Participating Teachers the opportunity to be effective in teaching students
who are culturally, linguistically, and academically diverse performance on
state-adopted content standards through enhanced training information and
assistance for Participating Teachers.
 A trained Support Provider to provide intensive individualized support to
each Participating Teacher based on assessed needs.
 An effective transition into the teaching career for first-year and second-year
teachers in California.
 Improve the educational performance of pupils through improved training,
information, and assistance for new teachers
 An opportunity for the professional success and retention of new teachers.
California Credential Requirements
CSTP
Induction Standards
CRTPN Meeting Agendas
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
 Improve the rigor and consistency of individual teacher performance
assessments and the usefulness of assessment results to teachers and
decision makers.
 An individual induction plan (IIP) is in place for each participating beginning
teacher and is based on an ongoing assessment of the development of the
beginning teacher.
 Foster continuous program improvement through ongoing research,
development, and evaluation.
IIP
Program goals and vision
BTSA Induction Handbook
These program goals and vision are illustrated in the BTSA Induction
Handbook that is provided to all Participating Teachers and is also explained
at the annual BTSA Induction Orientations/Academy.
The design is relevant to the contemporary conditions of teaching and learning
and provides for coordination of the administrative components of the program
such as admission, advisement, participant support and assessment, Support
Provider preparation, and program evaluation.
Admission
The Sacramento City Unified BTSA Induction Program has established formal
linkages with the Human Resources department. The personnel analysts provide
written information about the BTSA Induction Program to all new hires as part of
their contract package. New hires complete a New Hire Form, which the
personnel analysts submit to the BTSA Induction Program upon completion. The
contract package also includes a BTSA Induction brochure and a program
application. Each eligible teacher signs either the Participating Teacher
Agreement or the Decline to Participate Form and submits it the Personnel
Department as part of their contract package. The BTSA Coordinator reviews
New Teacher Hire Form
BTSA Induction brochure
Program App
Participating Teacher Agreement
Decline to Participate Form
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
each New Hire Form to ensure that all eligible Participating Teachers are
identified and eligible for placement. The Induction program leader informs
eligible teachers of their options to complete the requirements for the professional
credential at one of the BTSA Induction Orientations/Academies in
September/October. Participants also receive a credential advisement from the
BTSA Coordinator via email and district mail. The coordination of admission and
advisement ensures that all Participating Teachers are identified and matched in
a timely manner with a Support Provider.
Credential Advisement
BTSA Induction Academy
Orientation
The program hosts a BTSA Induction Orientation/Academy each September. For
those participants that join the program after this time, the program provides
additional orientations. The orientations/academies are intended to offer a venue
where Participating Teachers and Support Providers can obtain program specific
information, engage in initial conversations, have the opportunity to identify with
the larger group, and mingle. The program leader describes the requirements for
the clear credential and informs Participating Teachers of their responsibility to
accumulate evidence of reflective practice, to document all professional credential
requirements, and, at the end of program participation, to organize this evidence
to support their application for a professional credential. These details are
explained in detail at the Orientation/Academy, are provided in written form to
each participant via the Formative Assessment for California Teachers User’s
Guide, and are available on BTSAsupport.com.
PTRA cycle
CSTP
Induction Standards
Continuum of Teaching Practice
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Sacramento City Unified School District BTSA Induction 5.24.2012
Standards of Quality and Effectiveness for Professional Teacher Induction Programs
Induction Components and Assessment
The Sacramento City Unified School District BTSA Induction Program is designed
to achieve specific learning outcomes for Participating Teachers. Through
completion of the FACT system, professional development opportunities, and a
focus on the Induction standards, Participating Teachers:
 Use the plan, teach, reflect and apply cycle to improve their teaching
practice;
 Use the California Standards for the Teaching Profession (CSTP), Induction
Standards and The Continuum of Teaching Practice as the basis for a
systematic approach to teaching;
 Apply knowledge of the state-adopted framework and instructional materials
in one content area to support student achievement of the state content
standards;
 Demonstrate effective teaching strategies for meeting the needs of diverse
learners, including English learners and special populations;
 Use technology and healthy environment strategies to support student
learning;
 Actively participate in a professional learning community with colleagues.
FACT User’s Guide
Program Assessment
2012\FACT2010\C.Inquiry into
Teaching and Learning
FACT Materials
The Support Provider uses The FACT User’s Guide to inform and guide the
Participating Teacher in assessing his/her own skills and growth as a professional
educator based on evidence collected over time. Professional decisions related to
teaching and professional development are documented in a formal, written
Individual Induction Plan (IIP).
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
The Inquiry Process
During the BTSA Induction process each Participating Teacher develops at least
two (2) Induction Inquiries that contain evidence and reflections from:
1)
2)
3)
4)
5)
6)
7)
8)
9)
Class profile, School Resources and School Context
Three (3) Focus Students Case Studies
Observations by Support Provider
Individual Induction Plan (IIP) to guide each inquiry
Reflective conversations that demonstrate progress through the IIP and
summarize a growth recorded on the IIP
Self- Assessment
Continuum of Teaching Practice
Focused Inquiries
Evidence to support completion and competence of the Induction Standards
components
The purposeful collection of these items during the Induction program
assists in the systematic demonstration of skills and knowledge acquired
during the preliminary credential program.
Professional Development for the Participating Teacher
The Participating Teacher is provided an opportunity to network with other
professionals during weekly meetings with their support provider. The Support
Provider, each year, spends a total of sixty (60) contact hours, in Year 1 and a
total of fifty-five (55) hours in Year 2 in individualized formative assessment
activities with the Participating Teacher. These are recorded on the
BTSAsupport.com.
Induction Standards Evidence
Records
Winter Seminar: Agenda
Article 1
Bookmark
Colloquium agenda and materials
Professional Development Catalog
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
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All Participating Teachers are to attend:
The development and maintenance of Individual Induction Plans
Winter Seminar: a Support Provider/Participating Teacher collaborative
event held in January
Colloquium: an end of the year Support Provider/Participating Teacher
collaborative and reflective event held in May or June
Individual weekly meetings with the Support Provider
Professional development opportunities are provided through the district’s
Academic Office around each of the Induction Standards helps to ensure
that all students receive fair and unbiased instruction in an equitable
learning environment. Through conversations with their Support Provider,
each Participating Teacher chooses specific professional development
sessions to attend. Session attendance is based on needs and desires as
identified by the participant. The intent of the professional development
sessions is to surface previous learning from their teacher preparation and
help Participating Teachers identify meaningful ways in which to
demonstrate their knowledge. A representative from the BTSA Induction
program is also a member of the Academic Office, which published an
annual Professional Development Catalog.
Participating Teachers complete 20 professional development hours in addition to
the 18 Common Planning Time hours required by the district each year related to
their site goals as well as related to their Individual Induction Plan, approved and
documented by their Support Provider in BTSAsupport.com.
Site administrators facilitate Common Planning Time with each grade level or
S:\Departments\nts\ECO\ECO
Application.pdf
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
subject area team. This is a very powerful strategy for Participating Teachers to
learn from colleagues and the site administrator, as they become equal members
of the grade level team at their site. The structure of Common Planning Time is a
site driven reflective conversation, facilitated by the site administrator, with the
intent to increase every student’s achievement through an instructional response
by engaging in data inquiry in order to examine:
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ECO
Alternative Induction/Early
Completion Option Timeline
Demographic data
Social and emotional data
Academic achievement data
Past and current practices
It is also a time to:
 Develop an action plan as an instructional response
 Establish targets for students, classes, and the grade level
 Identify needs, responsibilities, and resources
Many of the activities that Participating Teachers participate in during Common
Planning Time are supplemented and directly connected to the activities
experienced through the FACT Modules. Both Common Planning Time and FACT
are driven by data inquiry processes and provide direct linkages to what is taking
place in the classroom.
Early Completion Option (ECO)
The BTSA Induction ECO program was designed to “enable interested
candidates with previous teaching experience to serve in the public schools”. Ed
Code section 44468 (e) allows eligible individuals to complete a Commission-
Mid-Year Survey
Support Provider IIP
BTSAsupport.com
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Standards of Quality and Effectiveness for Professional Teacher Induction Programs
approved induction program in a shorter time frame (one year instead of two). It
also allows the individuals the opportunity to earn a Professional Clear Credential.
Candidates who are interested in this option must complete an ECO application
and agree to the attached requirements for the program. Candidates must have
previous teaching experience and a letter of recommendation from their current
site administrator. Applicants must also include contacts for three professional
references.
Alternative Induction Program (AIP)
The Bechtel Foundation and the Workforce Investment Board have provided
grant funding, to SCUSD and California State University, Sacramento (CSUS) for
collaborating to create and implement an Alternative Induction Program for
unemployed teachers and offer an opportunity to expand credential authorizations
in order to increase employability.
The Alternative Induction Program (AIP) is an opportunity that will enable recently
unemployed teachers to complete their Induction program requirements in order
to clear their multiple or single subject credential. This program is designed for
recently laid off beginning teachers who have five-year, preliminary teaching
credentials. The Alternative Induction Program will give recently laid-off novice
teachers an opportunity to clear their credential by teaching a before-school or
after-school class in math or science under the tutelage, and with the support of,
experienced teachers in these fields of study. In addition, Participating Teachers
will complete all the requirements of the state’s Formative Assessment for
California Teachers (FACT) system and Induction Standards.
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Evaluation
Participant outcomes and program goals provide criteria for program evaluation.
Evaluation data is analyzed to inform the Induction program about identified
strengths and areas for growth. The program examines data from Participating
Teachers, Support Providers, site administrators and program leadership
regarding program services and professional development offerings. Sources of
evaluation data include:
 BTSA Statewide Survey results,
 Formal and informal review results,
 Local evaluation data completed by Participating Teachers, Support
Providers, and site administrators
 FACT documentation
 Individual Induction Plans
 BTSA Induction Participant Logs, available on BTSAsupport.com
The program uses these multiple measures to collect feedback about program
quality, effectiveness, and pacing of the formative assessment system from
participants over time. This evidence is reviewed not only for completion but
analyzed for trends that might indicate program weaknesses in professional
development for program participants. The structure of the delivery of services
and/or the kinds of professional development offered to program participants is
frequently revised to better achieve program outcomes and goals. All program
evaluation data is shared with program sponsors and participants through
program meetings (e.g., Advisory Committee, Leadership Team, and Support
Provider Trainings and meetings) on-going in order to systematically improve the
Monthly Support Provider Network
Meetings
BTSA Induction Handbook
Roles and Responsibilities:
Support Provider
Support Provider Agreement
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SCUSD Induction Program.
The program provides systematic opportunities for Participating Teachers to learn
and apply successful strategies for English learners and special populations
through FACT participation, development of related Individual Induction Plan,
courageous conversations, and directly aligned professional development
opportunities. As a result of their experience in and completion of an Induction
program, Participating Teachers have the skills and the commitment to engage in
regular, job-embedded, collaborative professional learning.
The Program Leader verifies completion of the Induction requirements, as well as
any other requirements as listed on the Participating Teacher’s Preliminary
Credential, and then completes an online application for the Participating Teacher
for his/her Professional Clear Credential. The participant is notified at each step
of the application process. The recommendation for the professional credential is
based solely on the verification of satisfactory completion of all specified teacher
performance. Evaluation of teacher performance remains the responsibility of the
designated site administrator. Evidence collected by Participating Teachers or
their Support Providers in formative assessment activities and/or to document
completion of the requirements for the professional credential is not used in
employment decisions made by the district.
Leadership Meeting Agendas
Advisory Board Agendas
Invite to the Advisory and Leadership
team
Participating Teachers are advised to retain a copy of all documents submitted to
the BTSA Induction Program. If a program participant leaves the program before
completing the requirements for the professional credential, the Induction
program to which the teacher transfers can request his/her file. The files will be
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sent to Induction programs upon written request from the Induction program. All
individual files for Participating Teachers will be maintained at the District for
seven years.
Support Provider and Training
The Sacramento City Unified School District BTSA Induction Program’s first goal
is to assign Support Providers to Participating Teachers that are at the same
school site, grade level(s), and/or subject matter area(s). Every conscious effort is
made to make these types of matches happen. On the application Participating
Teachers may identify a Support Provider by name or select one of the following
options as being most important in the consideration of their future match: same
site, same grade level/assignment, similar student demographics, or close
proximity to their school site. Teachers are thoughtfully paired considering criteria
such as geographic proximity, grade level and subject matter assignments. As
noted, the BTSA Induction program leader considers all the information about the
Support Provider’s background and experiences to make the best matches with
Participating Teachers who have applied to the program. Effective interpersonal
and communication skills are criteria for Support Provider selection. All Support
Providers receive specific training in interpersonal skills, developing a trusting
relationship, beginning teacher development, and differentiating support during
the FACT Training. The Sacramento City Unified School District BTSA Induction
Program has clearly defined the roles and responsibilities of Support Providers in
writing in the BTSA Induction Handbook, the Support Provider Roles &
Responsibilities form and the Support Provider Agreement. These are provided to
all Participating Teachers, Support Providers, and Site Administrators. All Support
Providers sign the Support Provider Agreement, affirming their understanding of
the program goals and expectations, and their intent to carry out the
responsibilities of the program at the first Support Provider Meeting in August.
Regional Cluster Meetings
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Program Leadership
The SCUSD BTSA Induction Program design includes a full-time interim
coordinator with oversight and implementation authority over all aspects of the
program. The Coordinator facilitates two leadership teams: Advisory Board and
the BTSA Leadership. The program also provides ongoing professional
development and any additional program training components (e.g., FACT
new/refresher training and IRIS). The Program Coordinator facilitates these
professional development opportunities.
Program Assessment 2012\CRTPN
Agendas
The SCUSD BTSA Advisory Board serves as the representative team that
supports and collaborates with the program to implement the program
components. The Advisory Board provides input from many constituencies
involved in the induction program. Members of the Advisory Board are chosen for
their experience and/or expertise in teacher education and their willingness to
gather and share information with their constituency group. Each member has
received general training in induction and formative assessment and is familiar
with the Sacramento City Unified School District Induction Program. It is the
responsibility of the program leader to convene and facilitate the meetings. The
Advisory Board includes:
 First Year Induction Participating Teacher
 Second Year Induction Participating Teacher
 New Support Provider
 Experienced Support Provider
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Site Administrators
Human Resources Director
Sacramento City Teachers’ Association Representative
Institute of Higher Education Representatives
Leadership Team Member
BTSA Induction program leader
The Advisory Board members demonstrate a commitment to the Sacramento City
Unified School District Induction Program through attendance and active
participation at advisory meetings quarterly. They agree to a two-year service
term.
In addition to an Advisory Board, the induction program is supported by an
Induction Program Leadership Team that works in collaboration with the BTSA
Induction program leader to provide guidance and to ensure a complete induction
program for all Participating Teachers. This decision making team consists of
several members, all of which are Support Providers representing various
contexts (elementary, middle school, high school, and special education) and is
chaired by the BTSA Induction program leader. The Leadership team meets
monthly.
The collaborative relationships that have been built with local institutions of higher
education have strengthened the community for Participating Teachers from preservice through Induction and into their professional growth goals for the future
established within the FACT system. The BTSA Induction program leaders
participate in ongoing professional development through regular attendance and
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participation in a variety of local and state gatherings. These include BTSA
Regional Cluster meetings and professional development sessions, state
meetings and professional development sessions, and have an active role in the
Capital Region Teacher Preparation Network (CRTPN) Meetings (see CRTPN
Meeting Agendas).
Through the Capital Region Teacher Preparation Network, the Induction program
leader meets quarterly with representatives from regional teacher preparation
programs to exchange information regarding program goals, content, design, and
anticipated changes in the program. The California Standards for the Teaching
Profession (CSTP) provides common standards that link the teacher preparation
program and the induction program within the Learning to Teach Continuum.
These quarterly CRTPN meetings provide a venue for collaboration with
representatives from other BTSA Induction programs and with representatives
from local Institutes of Higher Education (IHE). Participants include the following
BTSA Induction programs and their representatives: El Dorado County BTSA
Induction Consortium, San Juan Unified School District BTSA Induction, Placer
BTSA Induction Consortium, Tri-County BTSA Induction Consortium, Elk Grove
Unified School District BTSA Induction, Yolo/Solano BTSA Induction Consortium,
Sacramento BTSA Consortium, Washington Unified School District BTSA
Induction, Sacramento City Unified School District BTSA Induction,
Fairfield/Suisun Unified School District BTSA Induction, Napa Unified School
District.
Representatives from IHE partners include Sacramento State University,
Brandman University, National University, University of Phoenix, University of
California, Davis, William Jessup University, and Alliant International University.
Both network groups meet several times a year to discuss professional
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development activities and implement the integrated Learning to Teach
Continuum for the teacher candidate.
INDUCTION PROGRAM STANDARDS
Category A: Program Exhibit Effective Design Principles
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Program Standard 2: Communication and Collaboration
The Induction program articulates with preliminary teacher preparation programs and P-12 organizations in order to
facilitate the transition from teacher preparation to Induction and build upon and provide opportunities for
demonstration and application of the pedagogical knowledge and skills acquired in the preliminary credential program.
The Induction program collaborates regularly with partner school district personnel. These may include: human
resource professionals for identification, eligibility, requirements for participation, and completion; educational
services personnel regarding curricular and instructional priorities; and site administrators for site support of the
candidate and the program.
Collaboration between the Induction program and administrators establishes a professional, educational community,
ensuring structures that support the activities of Induction and coordinating additional site/district professional
development opportunities. Programs offer professional development for site administrators that emphasizes the
importance of new teacher development, identifies working conditions that optimizes Participating Teachers’ success
and implementing effective steps to ameliorate or overcome challenging aspects of teachers’ work environments, and
the foundations and processes of Induction, in order to effectively transition the new teacher from Induction to the role
of professional educator.
Narrative
Evidence Sources
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The BTSA Induction program leaders participate in ongoing professional development
through regular attendance and participation in a variety of local and state gatherings. These
include BTSA Regional Cluster meetings and professional development sessions, state
meetings and professional development sessions, and an active role in the Capital Region
Teacher Preparation Network (CRTPN) Meetings. The quarterly CRTPN meetings provide a
venue for collaboration with representatives from other BTSA Induction programs and with
representatives from Institutes of Higher Education (IHE), including Intern Program Partners.
Participants include the following BTSA Induction programs and their representatives:
 El Dorado County BTSA Induction Consortium
 San Juan Unified School District BTSA Induction
 Placer BTSA Induction Consortium
 Tri-County BTSA Induction Consortium
 Elk Grove Unified School District BTSA Induction
 Yolo/Solano BTSA Induction Consortium
 Sacramento BTSA Consortium
 Washington Unified School District BTSA Induction
 Sacramento City Unified School District BTSA Induction
 Fairfield/Suisun Unified School District BTSA Induction
 Napa Unified School District
BTSA Regional Cluster
Meeting Agendas
CRTPN Meeting Agendas
Representatives from IHE partners include:
 Sacramento State University
 Brandman University
 National University
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University of Phoenix
Project Pipeline Intern Program
University of California, Davis
Alliant International University
William Jessup University
The quarterly CRTPN meetings help to facilitate conversations and growth across the
Learning to Teach System. Information is shared in a reciprocal fashion in this professional
education community. The roles and responsibilities of all co-sponsors and partnering
organizations are clearly stated in the Roles and Responsibilities and/or Memorandums of
Understanding. Fiscal and personnel resources are shared among sponsors.
MOU’s
Credential requirements
Through these meetings representatives have been able to exchange information about the
transition of teacher preparation programs and induction programs to the new credential
requirements. Teacher preparation program participants solicit feedback about the strengths
and weaknesses in their programs as observed in new teachers participating in local
induction programs. They share information about the timelines for their implementation of
the new standards and information about the progress of the development and
implementation of the Teacher Performance Assessment (TPA). Induction directors are able
to make more informed decisions about professional development needed by novice
teachers through these discussions with teacher preparation program personnel. Goals of
these meetings are articulation of the design, content and rationale of the teacher preparation
and professional induction programs and improved transitions for novice teachers. As a result
of these strong partnerships there is an increased understanding of pre-service requirements
(including the role and implementation of the TPA), Special Education agreements, invitations
to speak with IHE graduating students, invitations to attend IHE hosted Career Fairs,
invitations to speak with Support Providers regarding opportunities for furthering their
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education, and the opportunities to purchase higher education units for BTSA Induction
experiences.
Additional linkages have been formed with California State University, Sacramento.
Participating Teachers can earn six units of graduate level credit for each year of full
participation in the induction program. Support Providers can also earn six units of credit for
supporting a teacher in FACT Year 1 formative assessment activities and another six units for
supporting a teacher in FACT Year 2 activities. Participating Teachers and Support Providers
can use these six units of credit from their work in the induction program towards several of
the Masters Programs available at CSU, Sacramento.
In addition to CRTPN meetings, the program leader also meets quarterly with the
Advisory Board. The Advisory Board serves as the representative team that supports and
collaborates with the program to implement the program components. The Advisory Board
provides input from many constituencies involved in the induction program. Members of the
Advisory Board are chosen for their experience and/or expertise in teacher education and
their willingness to gather and share information with their constituency group. Each member
has received general training in induction and formative assessment and is familiar with the
Sacramento City Unified School District Induction Program. It is the responsibility of the
program leader to convene and facilitate the meetings. The Advisory Board includes:
First Year Induction Participating Teacher
Second Year Induction Participating Teacher
New Support Provider
Experienced Support Provider
Site Administrators
Human Resources Director
Advisory Board Meeting
Agendas
Advisory Board Invitation
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Sacramento City Teachers’ Association Representative
Institute of Higher Education Representatives
Leadership Team Member
BTSA Induction program leader
The Advisory Board members demonstrate a commitment to the Sacramento City Unified
School District Induction Program through attendance and active participation at advisory
meetings. They agree to a two-year service term.
In addition to an Advisory Board, the induction program is supported by an Induction Program
Leadership Team that works in collaboration with the BTSA Induction program leader to
provide guidance and to ensure a complete induction program for all Participating Teachers.
This decision making team consists of several members, all of which are Support Providers
representing various contexts (elementary, middle school, high school, charter school, and
private school), and is chaired by the BTSA Induction program leader. The Leadership team
meets monthly.
Early Completion Option (ECO)
Alternative Induction Program (AIP)
The Alternative Induction Program (AIP) designed for recently unemployed beginning
teachers who have five-year, preliminary teaching credentials and recent graduates with a
preliminary credential. The AIP will give recently laid-off novice teachers an opportunity to
clear their credential by teaching a before-school or after-school class in math or science
under the tutelage, and with the support of experts in the field as well as a Support Provider.
The District is also currently working with CSUS to offer a series of classes that will result in
the opportunity to participate in the CSET exam process, which would lead to Foundational
Level General Science and Foundational Level Math supplemental credentials. Obtaining the
Foundational Level Math credential will enable teachers to teach general mathematics,
BTSA Leadership Team
Meeting Agendas
AIP/ECO timeline
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algebra, geometry, probability and statistics, and consumer mathematics. Earning the
Foundational Level General Science credential will enable these teachers to teach
introductory and general science, introductory life science, and introductory physical science.
A strong source of internal communication and collaboration with Support Providers can be
found around the professional development sessions offered. The BTSA Induction program is
part of the Sacramento City Unified School District Human Resources Services department
and program leadership works closely with the Academic Office by attending meetings every
other week and collaborating in the support of novice teachers. All of the professional
development offerings are aligned to the California Standards for the Teaching Profession
(CSTP), Induction Standards, student content standards, state adopted frameworks, and/or
the District initiatives. All teachers, including BTSA Induction Participating Teachers, have
access to all District professional development appropriate to their teaching assignment via
eSchools.
The primary goals of the professional development opportunities provided are to:
 Offer a rich array of learning opportunities for District educators that are structured in a
series format and that provided a coaching model.
 Make the process of registration, attendance, and obtaining credit simple, reliable, and
efficient. The District utilizes the Electronic Registrar Online system (eSchools).
 Make access to the professional development information (including newsletters,
schedules, times, locations, presenters, hours available, prerequisites, transcripts, and
changes to any of the information listed) easy and predictable.
 Build capacity to deliver and sustain a comprehensive program that offers District
teachers meaningful and timely professional development opportunities, choice, and
structure.
 BTSA Induction Participating Teachers use the District’s eSchools or the internal
Professional Development
Catalog
Induction Standards
eschools
BTSAsupport.com
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website (BTSAsupport.com) for information on professional development opportunities.
They register on-line on eSchools using their employee number or on
BTSAsupport.com using their username and password. Attendance and credit for all
sessions are entered into both systems for program participants (both Support
Providers and Participating Teachers). Professional development opportunities are
offered to all P-12 teachers and address a wide variety of topics, as illustrated in the
Professional Development Catalog.
Credential Advisement
Additional communication and collaboration take place as the program advises all new hires
about their credential completion requirements through the Personnel Analysts at the time of
hire. Each Participating Teacher is assigned a Support Provider within two weeks after they
have applied to the program.
The program hosts a BTSA Induction Orientation/Academy each September. For those
participants that join the program after this time, the program provides additional orientations.
The orientations/academies are intended to offer a venue where Participating Teachers and
Support Providers can obtain program specific information, engage initial conversations, hear
vital program information, have the opportunity to identify with the larger group, and network.
The program leader describes the requirements for the clear credential and informs
Participating Teachers of their responsibility to accumulate evidence of reflective practice, to
document all professional credential requirements, and, at the end of the program, to
organize this evidence to support their application for a professional credential. These details
are explained in detail at the Orientation/Academy, are provided in written form to each
participant via the BTSA Induction Handbook, and are available on BTSAsupport.com.
It is during this venue that the Support Providers and Participating Teachers begin to
consider TPA experiences as they work through the Context for Teaching and Learning and
the Assessment of Teaching and Learning processes in the FACT system. Support Providers
Support
Provider/Participating
Teacher Matches
Orientation/Academy
BTSA Induction Handbook
FACT system
Context for Teaching and
Learning
Assessment of Teaching
and Learning
Initial Observation
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are trained about the pre-service experiences of the new teachers, including training around
the TPEs and the TPA, during the required FACT Training. The Assessment of Teaching and
Learning module of the FACT system explicitly addresses and honors the Participating
Teachers previous experience. This module allows the Support Provider to become aware of
their Participating Teachers’ current strengths and areas for growth. Using this conversation
and the Initial Observation evidence from the Support Provider, Participating Teachers can
investigate their teaching practice from the point at which they are, not at a prescribed place.
This targeted communication is another way that the program works to bridge the experience
between pre-service and induction.
Additionally, the BTSA Induction program provides a yearly training for the administrators that
have Support Providers, Participating Teachers, or both at their sites. This provides an
opportunity to share the program goals, explain the structure, and provide the roles and
responsibility of the various stakeholders. At this time administrator trainings are held
individually as needed.
Yearly Administrator
Training
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INDUCTION PROGRAM STANDARDS
Category A: Programs Exhibit Effective Design Principles
Standard 3: Program Personnel
The induction program selects, prepares, assigns, and evaluates Professional Development Providers and Support
Providers, using well-defined criteria consistent with the provider’s assigned responsibilities in the program.
The program assures that the assignment of Participating Teachers to Support Providers occurs in a timely way
allowing the pair to begin working together when teaching begins whenever possible. The program ensures a system
of support that includes a readily accessible Support Provider and, as needed, certificated person(s) experienced in the
curricular area(s) of the candidate’s assignment.
Consistent with assigned responsibilities, program personnel (such as program management, Professional
Development Providers, Support Providers, and credential analysts) receive initial and ongoing professional
development to ensure that they are knowledgeable about the program and skilled in their roles. Support Provider
training includes the development of knowledge and skills of mentoring, the California Standards for the Teaching
Profession, Induction Standards, Pedagogy and Universal Access as well as the appropriate use of the instruments and
processes of formative assessment systems.
The program regularly evaluates the performance of Professional Development Providers and assesses the quality of
services provided by Support Providers to Participating Teachers. The program leader(s) provides formative feedback
to Professional Development Providers and Support Providers on their work, retaining only those who are effective.
Narrative
Evidence Sources
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Program places a high priority on recruiting and retaining qualified Support Providers. The District selects
Support Providers using criteria established by the program. The program uses an application,
recommendation and interview process to select Support Providers.
Selection criteria are consistent with the Support Provider’s specified roles and responsibilities, including
but not limited to the following: a) knowledge of beginning teacher development; b) knowledge of the stateadopted academic content and standards and performance levels for students, state-adopted curriculum
frameworks, and the California Standards for the Teaching Profession; c) willingness to participate in
professional training to acquire the knowledge and skills needed to be an effective support provider; d)
willingness to engage in formative assessment processes, including non-evaluative, reflective
conversations about formative assessment with Participating Teachers; e) willingness to share instructional
ideas and materials with Participating Teachers; f) willingness to deepen understanding of cultural, ethnic,
cognitive, linguistic, and gender diversity; g) effective interpersonal and communication skill; h) willingness
to work with Participating Teachers; i) demonstrated commitment to personal professional growth and
learning; and j) willingness and ability to be an excellent professional role model.
Support Provider
Application
Support Provider Roles
and Responsibilities
CSTP
Support Provider
Agreement
FACT Training
In addition to identifying the criteria above when recruiting Support Providers, the criteria is explicitly
identified in the Support Provider Agreement, and the Support Provider Application documents that Support
Providers complete as part of the selection process. On the application form, prospective Support Providers
describe their knowledge and skills in each of the areas described above, and provide additional
information about their background and experience in these areas during the interview process.
The Sacramento City Unified School District Selection Process includes:
 Submission of the BTSA Induction Support Provider Application by the applicant;
 Individual interviews in front of a panel (including members of the BTSA Leadership Team and the
Advisory Board, as well as veteran Support Providers and site administrators) that includes program
developed questions that address the above specified criteria;
 Discussion by the interview panel members of the candidates’ qualifications with respect to the
specified criteria to decide whether or not to recommend each candidate to be a BTSA Induction
Support Provider;
 A written agreement by all recommended candidates to complete a scheduled training in the
Formative Assessment for California Teachers (FACT) and mentoring support strategies before they
are assigned to work with any participating teacher.
Academy
BTSA Induction
Handbook
Advisory Board Meeting
Agendas
BTSA Leadership
Team Meeting Agendas
BTSAsupport.com
assessments
BTSAsupport.com
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During the application process, information is included regarding the candidate’s experience as a mentor
teacher, subject matter project participant, department chair, reading coach, BTSA program graduate, or
similar recognition of exemplary teaching and knowledge of content specific pedagogy as well as his/her
training, background, and experience in specific grades and subject areas. Candidates with experience and
training in several grade levels or subject areas, as well as graduates from our BTSA Induction Program,
are particularly desirable.
All recommended Support Providers must commit to a scheduled Formative Assessment for California
Teachers (FACT) Training Series at the time of selection to ensure that the program can match trained
Support Providers with Participating Teachers in a timely manner. New Support Providers attend the first
Support Provider network in August to meet their experienced colleagues. All new Support Providers are
assigned a Support Provider “buddy” who will coach and support them in their new role during their first
years as a Support Provider.
Professional
Development Providers’
specified rolls and
responsibilities
Participating Teacher
Application
Support
Provider/Participating
Teacher Matches
The Sacramento City Unified School District BTSA Induction Program’s first goal is to assign Support
Providers to Participating Teachers that are at the same school site, grade level(s), and/or subject matter
area(s). Every conscious effort is made to make these types of matches happen. Participating Teachers
are asked to identify a match preference on their applications. On the application they may identify a
Support Provider by name or select one of the following options as being most important in the
consideration of their future match: same site, same grade level/assignment, similar student demographics,
or close proximity to their school site. Teachers are thoughtfully paired considering criteria such as
geographic proximity, grade level and subject matter assignments. Whenever possible, Participating
Teachers are assigned a Support Provider at the same site and at the same grade level and/or subject
area. As noted, the BTSA Induction program leader considers all the information about the Support
Provider’s background and experiences to make the best matches with Participating Teachers who have
applied to the program. Matches are made based on the needs of Participating Teachers and the
background, experiences and expertise of the Support Providers to meet those needs. In making matches
the BTSA Induction program leader considers grade-level, content areas and proximity of sites, as well as
teaching assignments.
Matches for all participants are intended to last for the Participating Teacher’s two-year induction program
experience. Participating Teachers are asked on surveys during the school year about their relationship
with their Support Provider. The BTSA Induction program leader monitors all of the surveys and calls
Mid-Year Survey
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Participating Teachers and/or Support Providers if concerns are shared on surveys or if it is apparent from
survey data that Participating Teachers and Support Providers are not meeting regularly and/or completing
the program requirements in a timely manner.
Most of the assignments for BTSA induction first year Participating Teachers are shared at the first Support
Provider Network Meeting in August. Support Providers then contact their Participating Teachers and are
strongly encouraged to meet with them and assist in setting up their classrooms before the first day of
school in September. Second year Participating Teachers will continue to work with their year one Support
Provider unless they or their Support Provider requests a change. Participating Teachers continuing in the
program frequently meet with their Support Provider during the summer and always before the start of
school in September.
Support Provider
Network Meetings
Reassignment
Document
If there are requests by Participating Teachers or Support Providers for reassignment the BTSA Induction
program leader evaluates the information presented on the Reassignment Document received from the
party requesting the change and has a separate conversation with both the Participating Teacher and the
Support Provider. Requests for reassignment are either resolved or honored based upon the results of
these conversations.
Effective interpersonal and communication skills are criteria for Support Provider selection. All Support
Providers receive specific training in interpersonal skills, developing a trusting relationship, beginning
teacher development, and differentiating support during the FACT Training. However, there are times when
a Support Provider or Participating Teacher is dissatisfied with the pairing. When this occurs there are clear
procedures in place for reconsidering assignments in a timely manner.




The dissatisfied participant contacts the BTSA Induction program leader to discuss their concerns.
The BTSA Induction program leader contacts the other partner and then meets separately with the
Participating Teacher and the Support Provider.
After meeting with both the Participating Teacher and the Support Provider, the BTSA Induction
program leader either re-assigns the Participating Teacher to another Support Provider or;
If the concerns have been addressed in the meetings, the BTSA Induction program leader facilitates
a meeting with the Participating Teacher and Support Provider to discuss the new agreements that
have been agreed to by the partners.
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During BTSA Induction Academy, the BTSA Induction program leader reviews the steps to take if the
match is not working. The Reassignment Document is contained in the BTSA Induction Handbook, which is
distributed to all participants prior to or during the BTSA Induction Academy. Additionally, participants are
provided with multiple ways to contact the program leader.
When less than ideal matches are made, the BTSA Induction program leader helps identify additional
resources for assistance. For example, Support Providers teaching in a different content area or grade level
are encouraged to contact the site reading coach or department chair to assist them in meeting the needs
of their Participating Teachers. When matches cannot be made at the same site, Support Providers are
encouraged to use other means of communication in addition to their weekly meetings, such as interactive
journals, e-mails and telephone calls to provide timely support.
The Sacramento City Unified School District BTSA Induction Program has clearly defined the roles and
responsibilities of Support Providers in writing in the BTSA Induction Handbook, the Support Provider Roles
& Responsibilities and the Support Provider Agreement. These are provided to all Participating Teachers,
Support Providers, and site administrators. All Support Providers sign the Support Provider Agreement,
affirming their understanding of the program goals and expectations, and their intent to carry out the
responsibilities of the program at the first Support Provider Network Meeting in August.
The Support Provider Agreement and the Support Provider Roles & Responsibilities are communicated to
all program participants in the following manner:
 Support Providers receive written information during recruitment, selection, training, and network
meetings.
 Participating Teachers receive information about the roles and responsibilities of their Support
Provider at an orientation meeting and in their BTSA Induction Program Handbook.
 They also receive a copy of the BTSA Induction Program Handbook along with a letter sent by the
New Teacher Support Department informing them of teachers on their staff that are participating in
the program, and in one-on-one meetings with Participating Teachers, Support Providers, and/or the
BTSA Induction program leader.
 The Advisory Board and the Leadership Team receive information at regularly scheduled meetings
and also have the opportunity to annually revise the process and the criteria based on evidence
collected in formal and informal reviews.
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Professional Development Providers: The program selects Professional Development
Providers carefully to enhance program capacity and to ensure high quality staff development for all
program participants. Due to budget constraints at this time all Professional Development and Professional
Development Providers are through the district Academic Office.
Selection criteria are consistent with the Professional Development Providers’ specified roles and
responsibilities, including but not limited to the following: a) knowledge of state-adopted academic content
standards and performance levels for students; b) state-adopted curriculum frameworks, and the California
Standards for the Teaching Profession; c) knowledge of teacher development and the research base that
informs induction content and practices; d) knowledge of adult learning theory: e) experience in training,
facilitation, and presentation; f) knowledge of group process and high quality professional development
elements; g) knowledge of cultural, ethnic, language/linguistic, cognitive, and gender diversity; h)
willingness to work with others to create a collegial learning community; i) possession of effective
interpersonal communication skills; and j) demonstrated commitment to personal professional growth and
learning.
The Professional Development Providers are contacted by the program leader. The program leader
provides the Professional Development Provider with pertinent information regarding the program,
Induction Standards, and the professional development session. All presentations are reviewed by the
program leader.
The Professional Development Providers within the Sacramento City Unified School District BTSA
Induction program are asked to complete the programs Professional Development Provider Agreement
before conducting professional development sessions. All professional development sessions include an
evaluation at the conclusion of each session. The BTSA Induction Program leader, Leadership Team, and
Advisory Board use the data collected from evaluations to determine effectiveness of the staff development
sessions and to plan future professional development for the Induction program.
The BTSA Induction program is part of the Sacramento City Unified School District’s Human Resources
department and collaborates with the Academic Office. Teachers use the district website (eSchools) or our
internal website (BTSAsupport.com) for information on professional development opportunities. Teachers
register on-line on eSchools using their employee number or on BTSAsupport.com using their username
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and password. Attendance and credit for all sessions are entered into this system. This information is also
entered in BTSAsupport.com. Professional Development opportunities are offered to all P-12 teachers and
address a wide variety of topics.
The BTSA Induction program leader and Leadership Team develops, prepares, and delivers the majority of
training for Support Providers through planning and facilitating the FACT training, monthly induction
network meetings and individual meetings with Support Providers and Participating Teachers.
The BTSA Induction program leader invites outstanding, experienced Support Providers to apply to
become FACT and/or Professional Development Providers in area in which they have expertise. Qualified
applicants submit an application packet that includes the following:
 A letter of application, no longer than three pages, that states the prospective trainer’s qualification
and experience related to the position.
 A current resume
 A letter of recommendation from their administrator
 A signed statement of agreement regarding the roles and responsibilities
All selected trainers are expected to participate in three network meetings that are designed to support their
role as Professional Development Providers. The BTSA Induction program leader works to guide and
support the work of the Professional Development Providers. The Professional Development Providers
provide training in such areas as Formative Assessment for California Teachers (FACT), specific content
areas, instructional strategies, engagement, analyzing data to assess learning, lesson planning and
backward planning, child development, classroom organization, and classroom management.
BTSA Induction program leader attends Cluster One FACT Network Meetings and Cluster One Directors
Meetings. These meetings provide ongoing education and training in FACT, adult learning theory,
leadership, and presentation and facilitation skills.
The BTSA Induction Program collects evaluation feedback from Participating Teachers, Support Providers,
and every participant at professional development offerings. This feedback can be done in written form or
through BTSAsupport.com assessments. These evaluation feedback forms are shared with our Leadership
Team and Advisory Board. This is valuable program feedback, in that it provides the BTSA Induction
BTSA Regional Cluster
Meeting Agendas
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program with needed information to evaluate and retain the Professional Development Providers who
provide quality offerings that best meet the needs of the program.
CRTPN Meeting
Agendas
The BTSA Induction Program provides formative feedback in a variety of ways. Not only is feedback shared
from assessments and survey results with stakeholders, but data is shared via weekly newsletters, monthly
newsletters, and monthly network meetings. Additionally, BTSAsupport.com also provides feedback to all
participants on the completion of critical program milestones along with FACT Modules completed. All of
this information is available 24 hours a day, 7 days a week to our Participating Teachers, Support Providers
and Professional Development Providers. The BTSA Induction program leader closely monitors all of these
types of formative feedback to ensure quality is being carried out in every aspect of the program. This
information is valuable in retaining qualified Support Providers and Professional Development Providers.
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INDUCTION PROGRAM STANDARDS
Category A: Programs Exhibit Effective Design Principles
Program Standard 4: Formative Assessment System
The induction program utilizes a formative assessment system to support and inform participating teachers about their
professional growth as they reflect and improve upon their teaching as part of a continuous improvement cycle. Formative
assessment guides the work of support providers and professional development providers as well as promotes and
develops professional norms of inquiry, collaboration, data-driven dialogue, and reflection to improve student learning.
The program’s inquiry-based formative assessment system, characterized by a plan, tech, reflect and apply cycle, has
three essential components: standards, evidence of practice, and criteria. The formative assessment processes, designed
to improve teaching practice, are based on The California Standards for the Teaching Profession (CSTP) and in alignment
with the P-12 academic content standards. Evidence of practice includes multiple measures such as self-assessment,
observation, analyzing student work, and planning and delivering instruction. An assessment tool identifying multiple
levels of teaching performance is used as a measure of teaching practice. Reflection on evidence of practice is a
collaborative process with a prepared support provider and/or other colleagues as designed by the induction program.
Participating teachers and support providers collaborate to develop professional goals (an Individual Induction Plan)
based on the teacher’s assignment, identified developmental needs, prior preparation and experiences, including the
Teaching Performance Assessment (TPA) results, when possible. The Individual Induction Plan (IIP) guides the activities
to support growth and improvement of professional practice in at least one content area of focus. The Individual Plan (IIP)
is a working document, and is periodically revisited for reflection and updating.
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Narrative
Evidence Sources
The Sacramento City Unified School District BTSA Induction program utilizes the Formative Assessment for
California Teachers (FACT) system to support and inform Participating Teachers about their professional
growth as they reflect and improve upon their teaching as part of a continuous improvement cycle. Formative
assessment data guides the classroom teacher in planning appropriate instruction to assist each student in
focusing his or her learning. Through the FACT system Participating Teachers collect evidence for Induction
Standards 5-6, engage in focused professional growth activities, receive individualized support from a
trained Support Provider and engage in continuous reflection and discussion of evidence in order to make
professional judgments about their teaching practice.
THE FACT SYSTEM
 includes all elements of thoughtful practice: inquiry, reflection, observation, goal-setting
 focuses on Action Research
 allows Participating Teachers to identify areas of strength and areas of




study or focus, directly related to his/her classroom
centers on data and research
engages the Support Provider as a guide and agent for growth
assists teachers in meeting the learning needs of students



while growing as professional educators
promotes teacher confidence, efficacy, and increases teacher retention
allows the teacher to build upon their teacher preparation experience in order to guide formative
assessment work relative to their current teaching context
is based on multiple sets of standards
o Academic Content Standards
o California Standards for the Teaching Profession (CSTP)
o Standards of Quality and Effectiveness for Professional Teacher Induction Programs

FACT
FACT User’s Guide
CSTP
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The FACT system guides the work of Support Providers and Professional Development Providers by utilizing
multiple processes.
Participating Teachers are partnered with veteran educators who have been trained to support novice
teachers. These Support Providers use the skills of cognitive coaching, mentoring, and modeling to support
Participating Teachers’ growth. The Plan, Teach, Reflect, Apply (PTRA) cycle is used in each module to
help Participating Teachers grow as professionals and meet the needs of students. Practicing the PTRA
cycle with their Support Providers promotes growth in daily practice and leads to increased student
achievement.
PTRA Cycle
Self-Assessment
Support Providers observe Participating Teachers as they teach, gathering evidence during an instructional
session. Following the observations, they conference together, share observation evidence and other
classroom data (e.g. student work samples, lesson plans) to inform future practice. In addition, Participating
Teachers have the opportunity to observe skilled veterans at work in the classroom.
Participating Teachers focus on student achievement by examining students’ work. They analyze student
assessments to guide their planning and instruction. Participating Teachers better understand how to
differentiate instruction by focusing on specific students, and carefully analyze their work and the
modifications made in instruction. A close examination of student work helps Participating Teachers become
more astute observers.
Within each module of the FACT system, Participating Teachers are asked to pause and step back from
their practice. This is to allow them to thoughtfully examine what they do, how they do it, and how it affects
student learning. The FACT system provides frequent opportunities for Participating Teachers to reflect on
module activities, capture current thinking, and note possible changes in their future practice.
Participating Teachers regularly reflect upon and assess their current level of Practice, through a
collaborative dialogue with a Support Provider, to synthesize their learning and influence future practice.
Together, they consider evidence gathered and complete a self-assessment that influences decisions
regarding changes in instructional practices and student achievement in their classroom.
The FACT system contains performance-based, job-embedded modules to support Participating Teachers
as they move their practice forward. Through the use of evidence collection and ongoing self-assessment,
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each module is designed to focus on the California Standards for the Teaching Profession and the Induction
Standards while incorporating the K–12 California Academic Content Standards for Students. The modules
are described below:
Module A: Context for Teaching and Learning
In Context for Teaching and Learning, Participating Teachers learn about their environment and the
resources and challenges it offers. Most importantly, they complete a class profile which allows them to
closely examine the students in their classroom and the diversity within. With the guidance of their Support
Providers, they gather information and discuss the implications of their findings regarding their classroom,
school, district, and community. The information gathered guides instructional and management decisionmaking, and helps identify areas for professional growth. The participants are encouraged to visit the
District’s Enrollment Center and the Parent Resource rooms available at many of the school sites.
Additionally the Family and Community Engagement Office offer a host of resources and is a tremendous
value added to all stakeholders.
Module A : Context for
Teaching and
Learning
The module spirals into levels of graduated depth and complexity. Collecting and Contextualizing supports
the gathering of information about students, families, school site, district, and community. In Extending,
Participating Teachers are asked deeper, more sophisticated questions about differentiation, embedding
new knowledge, and working collaboratively around the information gathered. Each level offers the
opportunity to reflect on how the information will enable Participating Teachers to teach effectively and help
their students learn effectively.
Module B: Assessment of Teaching and Learning
The Assessment of Teaching and Learning is the bridge between teacher preparation and Induction
programs, comparing the outcomes and processes of each. During this module Participating Teachers
consider the knowledge and skills acquired during teacher preparation (for example results of the Teacher
Performance Assessment), their current context for teaching, and evidence gathered by their Support
Provider during a classroom observation. In engaging in this process the participants complete a KWO chart
that examines what they know about their instructional practices, what they want to know and what they’d
like their Support Provider to observe during a classroom observation. The self-assessment tools helps
Participating Teachers identify strengths and areas for growth leading to the development of Individual
Induction Plans (IIP) that are used in subsequent Inquiries. In addition, Participating Teachers and their
Support Providers identify resources and types of support needed to meet Participating Teachers’
professional growth goals. These conversations also tie directly into the Common Planning Time facilitated
Module B:
Assessment of
Teaching and
Learning
KWO
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by each school site and driven by data inquiry.
Module C: Inquiry into Teaching and Learning
The Inquiries within FACT are a structured series of teaching activities where Participating Teachers explore
aspects of their teaching practice. In collaboration with their Support Provider, they assess their practice,
gather information, and collaborate with colleagues. Participating Teachers develop an inquiry question
(based on CSTP and Induction Standards), create and implement an action plan, reflect on collected
evidence, and apply new learning to future practice. Action plan results are used to guide future professional
development. The overall goal of the inquiry is for Participating Teachers’ instruction to have a positive
impact on student achievement. During the Inquiry module, Participating Teachers gather baseline
information, assess their current professional practice, and prepare a plan for professional development in
an area they have targeted for growth. While Participating Teachers choose the most appropriate
professional development sessions to attend, based on their IIPs, the program and the District provide
teachers with a plethora of professional development sessions from which to choose. Participating Teachers
engage in a variety of data gathering practices (such as consultation with colleagues, peer observations, and
professional readings) as they implement and modify their action plan. Finally, Participating Teachers reflect
on the activities, analyze what they have learned, and implement new learning. These IIP activities help
inform Participating Teachers about their practice and how to best focus future professional development
efforts.
Module D: Summary of Teaching and Learning
During the final module, Participating Teachers have the opportunity to reflect on and summarize the growth
made during Induction. Participants utilize a Culminating Questions and Reflections Guide to help organize
their thinking, reflections, and growth. Support Providers assist them in the selection of significant work that
illustrates their growth over the last year. This selection enables Participating Teachers to showcase and
discuss their newly acquired professional insights and skills as they reflect on their work and learn from the
expertise of others. The module illustrates and celebrates the work of both the Participating Teachers and
their Support Providers as collaborative teaching professionals.
The Plan-Teach-Reflect-Apply cycle is the structure that underlies all the activities of the FACT system. As
Participating Teachers progress through each FACT module, they follow a delineated cycle of:
 planning for instructional activities;
 teaching a specific lesson, series of lessons, and/or groups of students;
 reflecting upon that teaching experience; and
Module C: Inquiry into
Teaching and
Learning
Module D: Summary
of Teaching and
Learning
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
applying new knowledge to future practice.
The FACT system provides a way for Participating Teachers and Support Providers to identify teaching
strengths and areas for growth based on the California Standards for the Teaching Profession, the K-12
Academic Content Standards for Students and the Standards of Quality and Effectiveness for Professional
Teacher Induction Programs. The Participating Teacher – Support Provider relationship offers a significant
level of professional growth and development based on the depth and regular interactions that take place
throughout the year.
Questions and
Reflections Guide
Continuum of
Teaching Practice
Winter Seminar
Data – collected during FACT modules – includes: observation, student work, lesson plans, and recorded
reflections. Evidence of the CSTP and Induction Standards is generated as
FACT modules are completed. These evidence pieces provide the focus for reflective conversations
between Support Providers and Participating Teachers and may be used to demonstrate understanding and
application of Induction Standard key concepts.
The Continuum of Teaching Practice (CTP) is the assessment tool utilized in the FACT system by Support
Providers and Participating Teachers as a measure of teaching practice. The CTP enhances the usefulness
of research-based standards. For each of six broad standards, the CTP identifies the underlying goals and
provides a detailed narrative describing specific actions, attitudes, and understanding needed to attain each
goal. The CTP also depicts what key aspects of each standard look like in action across a continuum of
developing practice, as a teacher moves from being a novice to an expert. Efforts by the Participating
Teacher to move across the continuum result in improved student learning. Coupled with the standards, the
CTP provide readers with common concepts, language, and examples that, together, can serve several,
sometimes overlapping, purposes.
The FACT system includes regular opportunities for reflective writing and conversation with a trained
Support Provider. FACT reflection is aimed at action, using the information that teachers gather through the
formative assessment process to identify areas of strength and growth, and ultimately improve teaching
practice.
Use of the Inquiry process in the FACT system guides and informs Participating Teachers about their own
professional growth. Through a structured series of teaching activities in which a teacher explores a specific
aspect of teaching practice, the inquiry serves as the analysis of current practice, investigation of new
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strategies, and application of new learning, to ultimately improve classroom practice and student
achievement. The Inquiry is individualized and relevant to each Participating Teacher’s classroom. Inquiries
lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.
An Inquiry provides the Participating Teacher with an opportunity to:
 Gather information about their practice
 Identify an area of focus/goal
 Research information related to the goal
 Develop and implement an action plan
 Reflect on collected evidence
 Apply new learning to future practice
 Measure each standard of the California Standards for the Teaching Profession (CSTP) in relation to
the state-adopted academic content standards and performance levels for students and the
Standards for Quality and Effectiveness for Professional Teacher Induction Programs
 Engage the Support Provider and Participating Teacher in a collaborative assessment of teaching
practice against a set of specific criteria within the research cycle
The Individual Induction Plan (IIP) is the foundation for the Inquiry, and is updated regularly throughout the
Inquiry process. The IIP guides the activities to support growth and improvement of professional practice in
at least one content area of focus. The IIP identifies what the Participating Teacher wants to explore during
the Inquiry in the form of a question.
IIP(Action Plan)
The focus question is revisited during the course of the Inquiry and can be altered or changed entirely. The
IIP is considered a “living document” and is periodically re-visited and updated accordingly throughout the
Inquiry process. The IIP document follows the entire Inquiry process and concludes with areas to record
Reflection and Application.
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INDUCTION PROGRAM STANDARDS
Category B: Programs Provide Opportunities for Participants to Demonstrate Effective Teaching
Program Standard 5: Pedagogy
Participating Teachers grow and improve in their ability to reflect upon and apply the California Standards for the
Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated
for the preliminary credential. They utilize the adopted academic content standards and performance levels for
students, curriculum frameworks, and instructional materials in the context of their teaching assignment.
Participating Teachers use and interpret assessment data from multiple measures for entry level, progress monitoring,
and summative assessments of student academic performance to inform instruction. They plan and differentiate
instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and
literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs,
English learners, speakers of non-standard English, and advanced learners). To maximize learning, Participating
Teachers create and maintain well-managed classrooms that foster students’ physical cognitive, emotional and social
well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences,
and mediate conflicts according to state laws and local protocol.
Participating Teachers are fluent, critical users of technological resources and use available technology to assess,
plan, and deliver instruction so all students can learn. Participating Teachers enable students to use technology to
advance their learning. Local district technology policies are followed by Participating Teachers when implementing
strategies to maximize student learning and awareness around privacy, security, and safety.
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Narrative
Evidence Sources
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When shared by the Participating Teacher, Teacher Performance Assessments (TPA) and/or portfolios
from teacher preparation programs are utilized to assess each Participating Teacher’s level of proficiency
on the use of the California Standards for the Teaching Profession (CSTP). It is the option of each
Participating Teacher to provide these documents. Assessment of Teaching and Learning in FACT
provides the forum and the conversation for this sharing.
Through the use of the Formative Assessment for California Teachers (FACT), the Sacramento City
Unified School District BTSA Induction program provides opportunities for Participating Teachers to grow
and improve in their ability to reflect upon and apply the CSTP and the specific pedagogical skills for
subject matter instruction beyond what was demonstrated for the preliminary credential. In Year One,
Participating Teachers complete Assessment of Teaching and Learning. The tools in this activity provide
the Participating Teacher the opportunity to compare and contrast the outcomes and processes of their
teacher preparation program with those of the induction program. During the Assessment of Teaching and
Learning, Participating Teachers consider their prior knowledge and skills gained from teacher
preparation, their current context for teaching, and evidence gathered in a classroom observation by a
trained Support Provider. This process helps Participating Teachers identify strengths and areas for
growth on the CSTP. This identified growth is then captured on the self-assessment tools that are visited
regularly throughout the BTSA Induction experience.
FACT User’s Guide
CSTP
Assessment of Teaching
and Learning
Continuum of Teaching
Practice (CTP)
The CSTPs are one of the main components of FACT. As part of the FACT process, Participating
Teachers, in collaboration with their FACT trained Support Providers, assess their practice based on a
collection of evidence that is related to the CSTPs. This process is completed several times during the two
year program and it serves to document their growth over time. The FACT formative assessment tool that
is utilized for this purpose is the Continuum of Teaching Practice (CTP). Utilizing evidence collected by the
Participating Teacher (instruction plans, student work, etc.) as well as Support Provider observation notes
directly related to elements of the CSTP, the Participating Teacher self-assesses his/her practice on the
CTP.
The program staff provides a CSTP booklet and CTP to all Participating Teachers at the mandatory BTSA
Induction Academy. The CTP markings throughout the FACT process serve to follow and monitor the
Participating Teachers progress on the continuum of practice. Participating Teachers also develop
Individual Induction Plans (IIP) four times throughout the BTSA Induction experience. The use of the IIP
IIP (Individual Induction
Plan)
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allows for documentation of teaching strengths based on the CSTP, growth needs, desired student
outcomes, and steps needed for implementation of the IIP goals. It also offers a place for application and
reflection about the Inquiry process. Within year two of the FACT process, the Modules build upon the first
year experiences by allowing the Participating Teacher to more deeply examine his/her practice. All
Participating Teachers complete every FACT event as documented on BTSAsupport.com and in the
Induction Portfolios that are submitted for review at the end of the BTSA Induction experience.
Participating Teachers have numerous and ongoing experiences with the state adopted content standards
and frameworks, as well as district-adopted materials. The District provides access to the technology plan,
standards-based curriculum program materials that include grade level content standards, and framework
references. The Academic Office offers professional development sessions focused around classroom
instructional materials. The State Board of Education (SBE) approved materials provide resources that
support
BTSA Induction
Academy
Participating Teachers efforts to build an effective environment and provide content specific lessons to
improve student achievement. All teachers, including BTSA Induction Participating Teachers, have
opportunities to attend curriculum professional development sessions. The Participating Teachers’
professional development in content areas is recorded on BTSAsupport.com throughout their BTSA
Induction experience.
All of the formative assessment materials utilized through FACT, including student work and reflective
writings, are collected either electronically on BTSA Induction flash drives or through email, or hard copies
are sent via District mail or are submitted directly to the office. This serves as evidence of professional
growth and development of the Participating Teachers knowledge and understanding of state-adopted
content standards and performance levels for students, state adopted curriculum frameworks, and
adopted texts and instructional materials at the appropriate grade levels. Participating Teachers submit
required formative assessment documentation as evidence of completion of credential requirements as
documented on BTSAsupport.com milestones.
Participating Teachers use and interpret multiple sources of assessment data throughout the FACT
system. During Context for Teaching and Learning, Participating Teachers are asked to look at the profile
of their class, including CELDT scores from English learners. Additionally, performance levels of all
students are defined by the SBE and are categorized on the California Standardized Testing and
Induction Standard 5
Pedagogy
FACT Timeline
School Community
Profile
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Reporting (STAR) program as: Advanced, Proficient, Basic, Below Basic and Far Below Basic. This
terminology is directly referred to and utilized in Inquiry into Teaching and Learning as Participating
Teachers sort and analyze entry-level and summative assessment data.
Participating Teachers complete a Class School District Community profile in Context for Teaching and
Learning in order to learn about their particular teaching environment and context. Included in this data
are language levels of English learners and the identified needs of special population students, including
the identification of GATE students. This information is used to help the Participating Teacher plan and
apply this information to understand their class, school, district, and community.
Participating Teachers practice preparing a lesson series in Inquiry into Teaching and Learning by
considering all elements necessary to ensure that the lessons meet the needs of all students. The
Essential Components of Instruction tool structures this process. The Participating Teachers identify
content standards in student friendly language and learning goals that will be communicated to the
students and families. Summative as well as progress monitoring assessments are identified as are the
methods/criteria that will be used to interpret results. The Participating Teachers utilize the results of an
entry-level assessment to identify skills needed for the lesson series.
The data from the entry level assessment is analyzed by deciding what the assessment results tell about
what students understand or can do before instruction begins. Participating Teachers are asked to decide
what they will do differently for the students who demonstrate proficiency or advanced skills (benchmark
students) and what they will do for the student who is below (strategic) or far below basic (intervention
students). Participating Teachers identify what additional support will be needed to address the needs of
these students. Participating Teachers engage in this process a number of times during their two year
experience.
Participating Teachers are expected to differentiate instruction based on the assessed instructional needs
of all learners and adjust instruction based on formative assessment. Participating Teachers demonstrate
their understanding of the content frameworks and content standards using the embedded assessments
within their adopted curriculum materials. In the Context for Teaching and Learning, Participating
Teachers collect extensive data on their students and are required to revisit this profile throughout the
year. Participating Teachers discuss this data with their Support Providers using the CSDC Conversation
Guide. Specifically, Participating Teachers talk about how the information aids in the designing and
delivering of instruction; and in what ways the Participating Teacher adjusts lesson delivery to ensure that
Class Profile
Professional
Development
Assessment of Teaching
and Learning
Inquiry into Teaching
and Learning
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all students have access to the core curriculum. Participating Teachers and Support Providers document
this conversation in the Reflecting and Applying sections of the Conversation Guides.
The BTSA Induction program provides professional development opportunities several times a year. The
program offers Classroom Organization and Classroom Management. Each of these sessions is offered
three times a year and they are differentiated by elementary, secondary, and special education. The
program also provides materials and resources related to classroom management.
Conversation Guides
Participating Teachers study their school-wide discipline plan and the implication of this (e.g. tardy and
attendance policies office referral procedures) on their classroom management plan and discuss how
these rules provide a fair and respectful climate for student learning, during Context for Teaching and
Learning. Participating Teachers present a layout of their classroom and discuss how they address
appropriate prevention and intervention for classroom safety concerns. They are asked to document their
thinking behind designing seating arrangements and the placement of students with special needs. Lastly,
Participating Teachers are asked to think about the community that surrounds their students and the
implication for connecting instruction to the students based on cultural or economic factors inside that
community. Participating Teachers often live in neighborhoods outside the attendance areas of their
students, so thinking about how the school’s geographic location influences student safety, health and
well-being and learning is vital. This learning is documented through the FACT process.
It is imperative that schools are orderly places where students and staff can learn and teach in a safe
environment. At site and District orientations, and at professional development sessions, classroom health
and safety issues are addressed focusing on CSTP Standard 2. The Site Administrator Agreement
requires that site administrators, or their designees, provide an orientation to all beginning teachers. This
orientation should include site resources, personnel, procedures and policies. Site orientation also provide
information regarding site or District mandated trainings (e.g. Child Protective Services and child abuse
prevention, identified health issues for current students, District required parental right and notification
materials, i.e. emergency cards, free and reduced lunch, healthy insurance, transportation, yearly
calendars, uniform complaint procedure, sexual harassment prevention policy, etc.). This information is
also found in parent, student and/or staff handbooks. Schools and District personnel assist Participating
Teachers in verifying documentation using the FACT Site Orientation Checklist. This checklist is evidence
in the Induction Portfolio along with a reflection on the use of these resources. Completion is verified on
BTSAsupport.com.
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Participating Teachers communicate through a variety of electronic media, including BTSAsupport.com, in
order to record and update their progress. The most frequently used form of electronic communication
among teachers is email. All teachers within the District have internet access though their schools and/or
home and can access email and BTSAsupport.com from either place. New teachers are asked to discuss
with the Support Providers how they collaborate electronically with colleagues to diagnose students’
learning needs and identify teaching strategies to help them meet academic content standards.
Participating Teachers are informed of technology resources through access to BTSAsupport.com,
Support Providers, Informational Services an Educational Technology department, the Academic Office,
and discussion within Context for Teaching and Learning (Resources and Site Orientation). Participating
Teachers are linked to a variety of resources through BTSAsupport.com that help them and their students
examine websites for authenticity, reliability, and bias of data gathered.
Participating Teachers use District provided data programs and discuss with their Support Providers how
to use the data to diagnose the learning needs of students. Participating Teachers consider how data is
used to determine report card grades and how they will use student information systems to communicate
with students, parents, and families regarding progress. With their Support Provider, they talk about how
the calendar impacts the pacing guide/curriculum map/scope and sequence of instruction and how to
collaborate with colleagues to maximize that amount of time in which students are actively engaged in
appropriately designed instruction.
BTSAsupport.com
Through FACT, Participating Teachers create up to two lesson plans a year that require them to consider
what technology resources they will use to enhance instruction and what technology resources their
students will use during the lesson series. This happens during the inquiry process in FACT. Participating
Teachers implement lesson plans in their classrooms, reflect on the implementation, and make
modifications. Participating Teachers are encouraged to collect evidence such as:
 a description or picture of their classroom environment that shows how they promote effective use
of technology, e.g. how is the room set up to enable teacher-led problem-solving activities or to
allow students use of technology resources to gather information or manipulate data during small
group or independent work time
 computer schedules and sample activities
 one or more lessons that helped students critically evaluate authenticity, reliability and bias of at
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
least two web sources for a classroom topic (grades 4-12)
use of technology to support inquiry or gather information for research (for example: list of URLs for
at least two online resources to support student investigations, learning or research for one theme
or topic; printouts of emails used for collaboration with teachers or students in other classroom or
with experts in the field)
In the Assessment of Teaching and Learning and in Inquiry into Teaching and Learning, the Support
Provider observes the Participating Teacher in relation to CSTP and the Induction Standards. The
Participating Teacher and Support Provider have an opportunity to focus on how the learning environment
promotes sufficient use of technology. Evidence is documented on BTSAsupport.com.
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INDUCTION PROGRAM STANDARDS
Category B: Programs Provide Opportunities for Participants to Demonstrate Effective Teaching
Program Standard 6: Universal Access: Equity for All Students
Participating Teachers protect and support all students by designing and implementing equitable and inclusive
learning environments. They maximize academic achievement for students from all ethnic, race, socio-economic,
cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with
disabilities and advanced learners; and students with a combination of special instructional needs. When planning and
delivering instruction, Participating Teachers examine and strive to minimize bias in classrooms, schools and larger
educational systems while using culturally responsive pedagogical practices. Participating Teachers use a variety of
resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students,
colleagues, resource personnel and families to provide the full range of learners’ equitable access to the state-adopted
academic content standards.
Narrative
Evidence
Participating Teachers are required to protect and support all students. “Protecting” implies that
Site Administrator
they create safe learning environments free from bullying, racial, gender, sexual and religious
Commitments
harassment. Anti-bullying resources and sexual harassment prevention training are available
through the District. “Support” means that Participating Teachers encourage all students to achieve
and that they provide the appropriate assistance to students in an educational climate that
improves academic performance. Site administrators or their designees are expected to conduct a
site orientation that includes information on what site resources are available to address issues
related to bullying, racial, gender, sexual and religious harassment. In addition, every Participating
Teacher is expected to attend the District mandated New Employee Orientation in which they are
informed by the Human Resources department about their responsibility as a mandated reported
for child abuse. New Employee Orientations are District mandated and take place every two
weeks. All employees must attend a New Employee Orientation prior to beginning service. This is
another avenue in which they are provided information with their role as a mandated reported for
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child abuse.
The New Teacher Support Department provides each new teacher and site administrator with a
New Teacher Handbook. Participating Teachers also receive a BTSA Induction Handbook. The
New Teacher Handbooks contain sections referring to behavior regarding gender and sexual
orientation. These guidelines serve as a basis for conversation among staff members and/or
Support Providers regarding appropriate teacher and student conduct. Participating Teachers are
expected to have conversations with their students regarding student behavior expectations and
appropriate conduct regarding harassment.
New Teacher Handbook
BTSA Induction Handbook
Access to high-quality educational experiences is the right of every student and the responsibility
of every teacher. Providing a positive learning environment that is inclusive means attending to
curriculum design, curriculum content and intentional use of inclusive teaching practices is the
expectation.
Curriculum Design: Participating Teachers are required to engage in structured collaborative work
with their Support Providers. The Conversation Guide in FACT Context for Teaching and Learning
prompts Participating Teachers to study their Class Profiles. Specifically, Participating Teachers
identify and note the background experiences, languages and skills/abilities that are represented
by the students in the classroom. They document how this information can be used to connect with
students and build on their prior knowledge, experience and goals.
Curriculum Content: Participating Teachers work with their Support Providers to ensure that
references and/or research referred to is culturally appropriate, and that materials and online
resources reflect a range of variety of viewpoints and cross-cultural comparisons. Specifically,
Participating Teachers are asked to use the Conversation Guide for Equity in Context for Teaching
and Learning to talk about and document ways they ensure that the classroom provides images
and positive language that mirrors the population diversity in the school, county, and state.
Conversation Guides
Context for Teaching and
Learning
Class Profile
Inclusive Teaching Practices: Participating Teachers use the tools in FACT Context for Teaching
and Learning to incorporate different teaching techniques and strategies to accommodate the
different ways student’s process information. They include activities that promote interaction
collaboration and shared reflection among students; they are clear and explicit about goals,
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expectations, traditions, and administrative practices; they anticipate issues that might arise from
some of the “invisible” diversity in the class; they take a flexible approach to teaching to increase
opportunities for students to access supportive resources such as teaching notes, audiovisual
materials, on-line teaching and learning materials; they think of students as individuals rather than
as representatives of particular groups; they try to get to know their students and encourage their
students to get to know each other; they actively discourage language and behavior which is racist,
sexist, homophobic, culturally offensive, or which demeans people with disabilities. Participating
Teachers are encouraged to ensure that damaging statements do not pass without comment; they
allow students to disagree with them or others, but within guidelines that promote a safe learning
atmosphere in the classroom, and are prepared to respond to student feedback. Participating
Teachers demonstrate their application of this through the design and delivery of their lesson
series in Inquiry into Teaching and Learning, and through observations conducted by the Support
Provider throughout the year. Participating Teachers are also expected to document their ongoing
growth during the BTSA Induction experience through an Equity Self-Assessment, as well as
submit four pieces of self-selected evidence they have collected over the two years that they feel
best supports their efforts in meeting the standard.
Induction Standard 6:
Universal Access for All
Students form
S:\Departments\nts\Electronic
Forms\BTSA FORMS\New
Folder\Finished\SelfAssessment(E) .pdf
The bias free classroom is achieved through 1) flexible, unbiased curriculum with supporting
materials that enhance diversity, 2) teacher attitudes that reflect sensitivity to other cultures, and 3)
personal style and delivery that provide a role model of acceptance and belief in the value of
cultural diversity. With the guidance and support of the Support Provider, Participating Teachers
systematically examine their personal beliefs, values, and behaviors and what impact that these
have on their teaching. Issues around equity and diversity are surfaced and discussed at various
professional development sessions.
Participating Teachers and Support Providers utilize the Conversation Guides in Context for
Teaching and Learning to talk about what steps should be taken to recognize Participating
Teachers biases that they may bring to the classroom. They reflect, in collaboration with their
Support Providers, on the impact any prejudice they may have on students’ success. Participating
Teachers also have the opportunity to attend professional development sessions that focus on
identify one’s own bias. There is a District focus on culturally responsive pedagogy and on
professional development in this area at most sites.
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Culturally responsive pedagogical practices are shared and encouraged. In Context for Teaching
and Learning, Participating Teachers are asked to identify what District resources support the
development of culturally responsive teaching practices. Culturally responsive instruction is
referred to as instruction driven by performance and delivery standards that recognize that need to
build upon the characteristics, learning styles, strengths, interests, and cultural
background/heritage of students in the classroom; capitalizing on what student know, rather than
on what they don’t know when they enter the classroom; and to validate and empower all learners.
The District also provides a number of comprehensive trainings in the area of Culturally
Responsive instructional strategies.
Lastly, each Participating Teacher examines how instructional bias may contribute to their teaching
context. They also explore academic achievement gaps between minority students and high
achieving students, if present. Activities in the Class School District Community activity within the
Context for Teaching and Learning assist the Participating Teacher in recognizing institutional bias.
Participating Teachers and Support Providers continually take part in professional conversations
that focus on articulating core academic standards-based instruction. Participating Teachers seek
out colleagues to refine instructional practices as they teach the academic content standards. This
takes place at site and District grade level articulation meetings, faculty meetings, and during
standards-based trainings. Each Participating Teacher completes FACT Context for Teaching and
Learning which includes in-depth conversations with their Support Provider regarding their
instructional practices related to student academic content standards. This is evidenced in FACT
Reflective Conversations and on the self-assessments which utilize the Continuum of Teaching
Practice.
Communicating with students, parents, and community regarding student progress is an important
part of promoting student achievement. District Board Policy, Administrative Regulations, and
District mandates require teachers to maintain regular communication with parents regarding their
child’s progress. Participating Teachers demonstrate the ability to communicate about students’
progress in some of the following ways:
 Progress reports and report cards
 Parent/teacher conferences
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





Teacher and school newsletters
Teacher, students, and site handbooks and notifications
Family academic events such as Back-to-School, Open House, Family Nights
Attendance at Student Study Teams and/or Individual Education Plan meetings
Providing translation services for parents whose primary language is other than English
Participating in meetings to inform parents and/or community about standardized testing,
promoting/retention guidelines, No Child Left Behind, etc.
Participating Teachers are asked in Context for Teaching and Learning to begin and maintain a
home/school communication log. They discuss this tool with the Support Provider, specifically
focusing on the strategies that are used to ensure positive communication with students and
families. Support Providers work with their Participating Teachers to talk about how best to
communicate with hard-to-reach parents and families to discuss what adjustments the Participating
Teachers may need to make to be more accessible to parents and families. Participating Teachers
are also asked to address how they will positively acknowledge all students’ families (two-parent,
single parent, and other).
The full range of learners refers to the variety of students a teacher works with. Teachers are
expected to differentiate instruction based on the assessed instructional needs of all learners and
adjust instruction based on formative assessment. With Support Providers, Participating Teachers
are expected to discuss:
 How data is used to identify the greatest areas of learning needs
 How student strengths are identified and how these strengths are used to support learning
 How students use their strengths to take ownership of their learning
 What flexible learning groups would meet students’ learning needs
 What effect these groups will have on students ability to meet academic content standards
These discussions are documented in Context for Teaching and Learning on the Conversation
Guides and on the ongoing Self-Assessment Record.
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a) Teaching English Learners
To ensure academic achievement and language proficiency for English Learners, Participating Teachers adhere to legal
and ethical obligations for teaching English Learners including the identification, referral and re-designation processes.
Participating Teachers implement district policies regarding primary language support services for students.
Participating Teachers plan instruction for English Learners based on the students’ levels of proficiency and literacy in
English and primary language as assessed by multiple measures such as the California English Language
Development Test (CELDT), the California Standards Test (CST), and local assessments. Based on teaching
assignment and the adopted language program instructional model(s), Participating Teachers implement one or more
of the components of English Language Development (ELD): grade-level academic language instruction, ELD by
proficiency level, and/or content-based ELD. Participating Teachers instruct English learners using adopted standardsaligned instructional materials. Participating Teachers differentiate instruction based upon their students’ primary
language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling.
Narrative
The Sacramento City Unified School District adheres to legal and ethical obligations. The District has a
method for identifying, referring, and re-designating English learners’ proficiency levels and students
with special needs. Towards that end, the District provides training on the purposes, content, analysis
and use of the CELDT test results for Participating Teachers. Additionally, Participating Teachers
discuss the District’s English Learner Master Plan as it relates to the application of appropriate
pedagogy and the District’s re-designation process and criteria. Participating Teachers are expected to
work with their Support Providers to review the English learner’s home language and to identify
resources available to assist with communications with parents and families who do not speak English.
Evidence
Induction Standard 6a:
English Learners
“Ethical obligation” means that Participating Teachers protect and support all students by designing and
implementing equitable and inclusive environments. Specifically, this means instructing all English
learners for the purpose of advancing their English proficiency and providing them with equal access to
the core curriculum. Each Participating Teacher is expected to have a site orientation that includes
information about the instructional program for English learners on their site and the resources in place
to support them. If students require support in first language materials, the Participating Teacher
accesses program materials available at the site to bridge the language barrier from the District’s
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Multilingual Department.
Each Participating Teacher participates in professional development activities related to assessing
English learners. Participating Teachers gather assessment data on their classes and in Context for
Teaching and Learning, to discuss how the CELDT subtest scores help identify students’ strengths and
areas in need of additional or specialized support. Information from the CELDT is used to determine
levels of English language ability within the classroom, to set up learning groups, and to plan what
information will be used to gauge student progress over time.
With the Support Provider, Participating Teachers analyze and adapt lesson plans to provide needed
instruction for all students, based on their performance levels. In Inquiry (Module C), Participating
Teachers complete Essential Components for Instruction. Specifically, Participating Teachers record
how CELDT data is considered for students to be successful during the lesson series.
Inquiry Module C
Conversation Guides
In addition, Participating Teachers are required to instruct English learners by utilizing components of
English Language Development (ELD). State board adopted instructional materials include instruction
for these components of ELD. Within training opportunities provided through the District. Participating
Teachers become familiar with methods and strategies in the instructional materials, which may be used
to deliver instruction to English learners. In Context for Teaching and Learning, Participating Teachers
discuss and document conversations around the following prompts with their Support Providers:
 How do these materials support English learners in learning the curriculum and content
standards?
 What supports do I need to assist my English learner?
 What supports do I need to advance my own teaching practice of English learners?
 How will I use the ELD standards to support my English learners in learning the curriculum?
Participating Teachers need to demonstrate the ability to modify their instructional delivery to English
learners in order to make grade level subject matter comprehensible and accessible, by using a variety
of systematic teaching strategies that develop concepts and critical thinking. As evidence of this ability,
Support Providers observe their Participating Teachers using an optional SDAIE Observation Checklist.
In FACT, Participating Teachers track the progress of an English learner focus student and document
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the use of ELD strategies, adopted instruction materials, and strategies for differentiating instruction for
the assessed proficiency levels of English learners.
Within professional development workshops, Participating Teachers are provided an opportunity to learn
to work with cultural issues as well as learning styles. Lesson plans from FACT documentation that
Participating Teachers are delivering appropriate instruction, based on the cultural and experiential
needs of their English learners.
In Context for Teaching and Learning, Participating Teachers discuss and document conversation
around the following prompts with their Support Providers:
 How do I assess English learners to ensure they have access to the core curriculum?
 How is information from school and grade level assessments used to plan instruction?
 How am I using the electronic learning resources to support instruction and to connect to the
standards?
 How many students have access to email and internet at home? How will I adjust my teaching to
provide for those who do not?
 How am I using and adapting lessons to develop students’ informational literacy and problemsolving skills?
These discussions are documented in Context for Teaching and Learning on the Conversation Self-Assessment Record
Guides and on the ongoing Self-Assessment Record.
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b) Teaching Special Populations
To ensure academic achievement for Special Populations, Participating Teachers adhere to their legal and ethical
obligations relative to the full range of Special Populations (students identified for special education, students with
disabilities, advanced learners and students with a combination of special instructional needs) including the
identification and referral process of students for special services. Participating Teachers implement district policies
regarding support services for Special Populations. Participating Teachers communicate and collaborate with special
services personnel to ensure that instruction and support services for Special Populations are provided according to
the students’ assessed levels of academic, behavioral and social needs. Based on assessed student needs,
Participating Teachers provide accommodations and implement modifications. Participating Teachers recognize
student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to
meet the needs of all students, including the full range of Special Populations. Participating Teachers instruct Special
Populations using adopted standards aligned instructional materials and resources (e.g., varying curriculum depth and
complexity, managing Para educators, using assistive and other technologies).
Narrative
Evidence
Special populations are defined as students who qualify for special education under the 13 qualifying
disabilities in the 2004 Individuals with Disabilities Education Act (IDEA). Students, who have an
Individualized Education Plan (IEP), have a set of procedural safeguards and due process rights that
are more protective than those students without an IEP.
Legal and ethical obligations are defined by each Participating Teachers’ teaching assignment and
credential. Participating Teachers use the tools in FACT, Context for Teaching to identify special
education students early in the year. Specifically, they note students with medical conditions, students
with IEPs, students with 504 plans and students with previous interventions, and GATE identified
students. With their Support Provider, they discuss what information is required to monitor students with
IEP and Student Success Team (SST) interventions on an ongoing basis.
Participating Teachers, with their Support Providers, discuss what their legal and ethical responsibilities
in regard to a student’s IEP.
Conversation Guide:
Teaching Special
Populations
Induction Standard 6b
Special Populations
Site Administrator
Commitments
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Statues, local decisions and additional documents define the methods for identifying and referring
students for special services, such as through a SST. Participating Teachers meet with their site
administrator or designee during a site orientation (or with a Support Provider) to discuss the legal
requirements of the IEP; to identify the site resources; a contact person for the IEP; the Resource
Specialist; school/District psychologist and/or social worker available to meet the needs of special
populations.
Participating Teachers receive opportunities for professional development sessions that focus around
policies, procedures, and access. Participating Teachers meet with their Support Providers to discuss
the information they gathered in Context for Teaching and Learning and talk about the SST process.
They discuss the purpose of SSTs, strategies to utilize prior to the SST, how the Participating Teachers
works with the SST, and what are the responsibilities after the SST meets. Participating Teachers
record their ongoing learning on the A-7 Conversation Guide and on the E-2 Self-Assessment tool.
E-2 Self-Assessment
tool
Participating Teachers work with their site administrator or designee to identify the contact people
onsite that provide student support services, in addition to the Student Support Services Department
that resides at the District Office. If available, Participating Teachers identify counselors, Healthy
START personnel, nurse, resource specialist, school/District psychologist, social worker or others who
may assist the teacher in meeting the needs of their students.
Participating Teachers are expected to collaborate and cooperate in the development and
implementation of the IEP as it pertains to mainstreaming in the general education classroom and
documented on the IEP goals form. In Context for Teaching and Learning, Participating Teachers
discuss the following with their Support Providers:
 What personnel, equipment, and assistive technologies are available at my site to support the
learning of my special needs students?
 How do I access these resources to support my special needs students/
 How can I best use the site resources?
Participating Teachers may demonstrate knowledge by submitting evidence showing they collaborate
and cooperate in SST meetings during the year, as needed, and appropriate to determine a student’s
eligibility for referral and assessment; the IEP process follows if needed. Teachers participate
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depending upon who is referred from their classes.
Accommodations and modifications are selected by IEP team based on individual student need. They
are cited in the student’s IEP. According to the special education terms, modifications refer to changes
in the way students access learning, which may change the actual standards a student, is working
toward. Accommodations refer to changes in the way a student accesses learning, without changing the
actual standards a student is working toward.
Teachers demonstrate that they can modify their classroom arrangement, management, lesson content
and delivery to accommodate students before referral SST or to the IEP process. This is documented
through FACT in Inquiry into Teaching and Learning, Essential Components for Instruction.
Participating Teachers identify what accommodations or modifications they have in place during their
lesson series for students on an IEP, students with a 504 plan, and/or any student at risk. Participating
Teachers select a focus student who represents a special population student to use as a case study
during the inquiries. Participating Teachers use entry level assessment information to anticipate support
that the student will need (instructional or behavioral). Participating Teachers consider work habits,
interpersonal skills, academic ability and interests. The analysis of student work requires that
Participating Teachers examine what students achieved in relation to the academic content standards
taught and the learning goals identified in the lesson series. Participating Teachers discuss with their
Support Providers what they learned about the efficacy of their modifications and/or accommodations,
what the work sample tells about the effect of the instructional strategies used and what appropriate
interventions will be provided for students who did not meet the learning goal. Participating Teachers
are also asked to identify a plan for students who exceed the learning goals. These conversations are
documented in the Inquiry into Teaching and Learning.
If there is no special education student attending the teacher’s classroom, the Participating Teacher can
visit another teacher’s classroom where a special needs student attends. Teachers are expected to
institute positive behavioral support strategies to help the students maintain behavior that is appropriate
and that does not escalate into a negative event. This requires that teachers closely monitor students’
abilities and skills through difference methods of assessment (State and District, grade level exams,
curriculum embedded exams, class assignments, etc.) Rather than assume a “deficit model”, this
information helps the teacher know what students know and are able to do with and/or without the use
of supplementary aides and supports. Building upon this knowledge is considered a “strengths-based”
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approach to instruction.
Teachers demonstrate knowledge of the student’s whole environment by determining the
developmental expectations of students and purpose for the child’s behavior. They develop and
implement positive behavioral support strategies to assist the student in the general educational
environment including playground, bus cafeteria, library, extracurricular activities, etc.
As part of the training available through professional development opportunities, Participating Teachers
learn about the assessment of strengths of students with disabilities as well as gifted and talented
students. This includes analysis of student work, learning styles, how to identify background experience
and knowledge, learning preferences and differentiated instruction. Participating Teachers are familiar
with, and use as appropriate, the District’s strength-based program. Inquiry into Teaching and Learning
documents the integration of this program into lesson design where appropriate.
Communication with students’ families, caregivers, and health professionals regarding student health
and safety is accomplished in numerous ways such as:
 School and District orientations that provide information regarding required parental rights and
notification materials (emergency procedure cards, uniform complain procedures, sexual
harassment policy, etc.)
 Back-to-School and Open House nights which provide opportunities for Participating Teachers to
communicate with parents about their child’s well-being.
 Parent newsletters that contain information regarding health and safety
 Use of translators as appropriate
 Use of nursing services as appropriate
 Participation in SST meeting, IEP meetings, and 504 meetings that deal with the health and wellbeing of identified students.
Communication log
Students that have standards-based IEP goals and instruction are taught the grade-level content
standards. Special Education does not have a separate set of grade-level content standards for
academic areas. The state board adopted instructional materials contain suggestions and resources for
varying curriculum depth and complexity. New teachers are expected to receive some orientation on
these materials (teacher edition, student texts, support materials, and enrichment resources). In
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Context for Teaching and Learning, Participating Teachers and Support Providers discuss how they are
incorporating this learning into lesson design and delivery. They also discuss what the goals that all
parents and families hold for their children; what are the individual goals and what steps need to be
taken to build a learning team with them.
Participating Teachers are asked to identify the technology resources that accompany their instructional
programs. They talk with their Support Provider about:
 How do I use the electronic learning resources to support instruction and to connect to the
standards?
 How am I using technology in lessons to increase students’ understanding of standards?
 How am I using the adapting lessons to develop students’ information literacy and problem
solving skills?
This conversation is documented in Conversation Guides.
Participating Teachers are offered professional development opportunities that include the following
topics:
 Creating a climate for learning (safe, nurturing classroom climate that build community)
 Instructional strategies for student success
 Differentiated instruction
 Strategies for effective home visits
 Families as partners
 Positive behavioral support strategies
 How to effectively collaborate
Through these multi-faceted structures, strategies, and resources Participating Teachers are provided
with meaningful support and opportunities.
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Part II: BTSA Course Syllabus
 The Participant’s Journey – A Timeline
 The AIP/ECO Participant Journey
 FACT: Formative Assessment for California Teachers Flowchart
 FACT Conceptual Framework
 FACT System Modules and Documents Schedules
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Part III: Assessment Tools as Reported in the Biennial Report
Assessment Tools as Reported in the Biennial Report
 State Survey
 Mid-Year Survey
 Program Exit Survey
 Professional Development Session Evaluations
 BTSASupport.com Logs
State Survey
Once the annual State survey is received it is initially shared and analyzed through the cluster region
gatherings. The program leader participates in this process and then engages with Support Providers,
Leadership Team, and Advisory Board in order to further analyze, identify trends and patterns, and plan for
the improvement of the program. The plan, implement, reflect, and apply process is crucial in this area and
allows for planned, shared, and meaningful growth.
Mid-Year Survey
The mid-year survey data that is gathered from Participating Teachers and Support Providers allows for
program leadership to formatively assess the program effectiveness and make both short term and long term
program changes. This data is shared with the Support Providers, the Leadership Team, and the Advisory
Board. Once analyzed and discussed, the data is used to driven program development and improvement.
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Program Exit Survey
At the completion of the program each Participating Teacher is provided with an opportunity to share feedback
on program components (FACT, implementation of induction standards, induction portfolio, Support Providers
and the support provided, available resources, as well as anything else that they’d like to share. This feedback
is then submitted to the program leadership. The data is shared with Support Providers, Leadership Team,
and the Advisory Board and used to improve the effectiveness of the program.
Professional Development Session Evaluations
Evaluations are collected at the conclusion of each of the professional development sessions that are offered.
When the professional development session is conducted by the Academic Office, there is an opportunity to
engage with that office in order to gather this information. Once gathered the data is compiled and used to
improve future sessions, connect with current participants about the experience and determine appropriate
next steps and/or offerings.
BTSAsupport.com Logs
One of the many uses for BTSAsupport.com is to document Participating Teacher and Support Provider
meeting time together. These logs identify the standards discussed, work conducted, time spent, members in
attendance, and next steps necessary to continue to move the thinking, conversations, and work forward.
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Part IV: Program Summary
 Program Design
 Course of Study (Curriculum and Field Experience)
 Assessment of Candidates
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Program Design
Sacramento City Unified School District’s BTSA Induction Program is built around the FACT System, which:
 includes all elements of thoughtful practice: inquiry, reflection, observation, goal-setting
 focuses on Action Research
 allows Participating Teachers to identify areas of strength and areas of study or focus, directly related to
his/her classroom
 centers on data and research
 engages the Support Provider as a guide and agent for growth
 assists teachers in meeting the learning needs of students while growing as professional educators
 promotes teacher confidence, efficacy, and increases teacher retention
 allows the teacher to build upon their teacher preparation experience in order to guide
 formative assessment work relative to their current teaching context
 is based on multiple sets of standards
 Academic Content Standards
 California Standards for the Teaching Profession (CSTP)
 Standards of Quality and Effectiveness for Professional Teacher Induction Programs
The FACT system guides the work of Support Providers and professional development trainers by utilizing
multiple processes.
Participating Teachers are partnered with veteran educators who have been trained to support novice
teachers. These Support Providers use the skills of cognitive coaching, mentoring, and modeling to support
Participating Teachers’ growth. The Plan, Teach, Reflect, Apply (PTRA) cycle is used in each module to help
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Participating Teachers grow as professionals and meet the needs of students. Practicing the PTRA cycle with
their Support Providers promotes growth in daily practice and leads to increased student achievement.
Within the past two years the program has undergone a few program modifications. The District has
significantly increased the amount and diversity of professional development sessions offered at the school
site level. The BTSA Induction program is able to work collaboratively with sites around site specific
professional development. The focus of all District professional development is a closer look at teaching and
learning through the vehicle of data inquiry. The BTSA Induction program relies heavily on District and school
site specific professional development offerings in order to ensure Participating Teachers have a variety of
professional development opportunities that are focused around District and site specific goals. Professional
Development opportunities that revolve around teaching and learning and that are driven by data inquiry
process. The BTSA Induction program works with the Academic Office and individual school sites employing
Participating Teachers and Support Providers while offering additional support around the professional
development planning and implementation.
The BTSA Induction Program staff has decreased. Previously the program was supported by two clerical
employees, two Teachers on Special Assignment, and one Human Resources Director. The program is now
supported by one clerical, one interim coordinator, and one HR Director. The Human Resources Department
and the Teachers’ Union work collaboratively to ensure system-wide knowledge base of essential roles,
responsibilities, departments, and resources as provided by the District.
The program is led by the interim coordinator and supported by both a Leadership Team and an Advisory
Board, which serves as the representative teams that supports and collaborates with the program to
implement the program components. Members of the Leadership Team and the Advisory Board are chosen
for their experience and/or expertise in teacher education and their willingness to gather and share information
with their constituency group. It is the responsibility of the program leader to convene and facilitate the
meetings.
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The Sacramento City Unified BTSA Induction Program has established formal linkages with the Human
Resources department. The Personnel Analysts provide written information about the BTSA Induction
Program to all new hires as part of their contract package. The contract package also includes a BTSA
Induction brochure and a Program App. The Human Resources department also works with the BTSA
Induction program in the recommending of the Clear Credentials. The program leader works with the
Personnel Analysts to ensure that all requirements on the Preliminary Credential are met prior to
recommending for the Clear Credential.
Participant outcomes and program goals provide criteria for program evaluation. Evaluation data is analyzed
to inform the Induction program about identified strengths and areas for growth. The program examines data
from Participating Teachers, Support Providers, site administrators and program leadership regarding program
services and professional development offerings. Sources of evaluation data include:
 BTSA Statewide Survey results,
 Formal and informal review results,
 Local evaluation data completed by Participating Teachers, Support Providers, and site administrators
 FACT documentation, including Individual Induction Plans
 Program Exit Surveys
 Professional Development session evaluations
 BTSA Induction Participant Logs, available on BTSAsupport.com
The program uses these multiple measures to collect feedback about program quality, effectiveness, and
pacing of the formative assessment system from participants. Data is collected over time from these multiple
sources that reflect constituencies of the Induction Program. The Induction Program leader, Induction
Leadership Team and the Advisory Committee review data as it is submitted and adjustments/ improvements
are made to the program based on evaluation of the data. This evidence is reviewed not only for completion
but analyzed for trends that might indicate program weaknesses in professional development for program
participants. The structure of the delivery of services and/or the kinds of professional development offered to
program participants is frequently revised to better achieve program outcomes and goals.
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Course of Study (Curriculum and Field Experience)
Participating Teachers are in classrooms as the teachers of record and are performing the duties of the
assignment for which they were hired. The following is a timeline that speaks to the experience of a
Participating Teacher.
The Participant’s Journey – A Timeline
July - October
 Point of Hire: new hire completes a New Teacher Hire Form that is given to them when they sign their
contract.
 The Personnel Analysts receives the New Hire Document and then provides teacher with BTSA
Induction program information. Information is then provided to the BTSA Induction program.
 BTSA Induction program emails a welcome email and an application to all eligible new hires.
Participating Teacher receives a credential advisements completed by the BTSA Induction program.
 Participating Teacher is matched with an experienced Support Provider, based on the preferences
indicated on Participating Teacher’s application.
 Support Provider contacts Participating Teacher and establishes a schedule to being meeting weekly.
 Participating Teacher and Support Provider begin/continue meeting and developing a trusting
relationship as they review previous years’ experience during weekly meetings (Year 2: continues
working with previous Support Provider, or is matched with a new Support Provider, if necessary)
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 Participating Teacher and Support Provider attend a BTSA Induction Orientation/Academy. It is at this
Academy that the Participating Teacher is introduced to the materials and engages in dialogue intended
to bridge the gap between their TPA experience and Induction.
 Participating Teacher and Support Provider complete the BTSA State Consent.
 Participating Teacher and Support Provider register on BTSAsupport.com.
October - November
Participating Teacher and Support Provider engage in Context for Teaching and an Initial Assessment of
Teaching Practice.
o The Context for Teaching process involves engaging in conversations that assist in completing a class
profile, school information, district support, community links, and conversation guides (focused around
pedagogy, equity, English learners, and special populations).
o The Initial Assessment of Teaching Practice process involves engaging in conversations that assist in
the reflection of a teacher preparation information, a review of the CSTPs and the Induction Standards,
and an informal observation. These self-assessment activities help prepare the Participating Teacher for
their initial inquiry.
o Participating Teacher may choose to attend professional development sessions that are of particular
interest and continue to reflect and build relationship with the Support Provider.
o Support Provider supports and guides the Participating Teacher in creating an Individual Induction Plan
(IIP) to guide their inquiry. The IIP includes an inquiry question, identify two focus students
o Year 1: Representative Students (Full Range of Learners), Special Populations student, and English
Learner student.
o Participating Teachers and Support Providers participate in a mid-year survey
o Year 2: Representative Students (Full Range of Learners) Special Populations student, and English
Learner student.
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November - May
Participating Teacher works with Support Provider through an inquiry. The IIP is embedded across the inquiry.
The inquiry begins with a Participating Teacher’s focus. The Participating Teacher and the Support Provider
create an action plan, identify the essential components for instruction, observation; analysis of student work,
and summative assessment, and concludes with additional reflection.
Participating Teachers have the option of participating in a mid-year Induction Portfolio review.
Participating Teacher may choose to attend professional development sessions that relate to and support their
identified area of focus.
Participating Teacher and Support Provider conclude their first inquiry process and begin their second inquiry
process.
Participating Teachers and Support Providers complete the BTSA State Survey.
With their Support Provider, the Participating Teacher engages in a Summary of Teaching Practice activity.
May - June
Participating Teachers conclude their second inquiry process.
Participating Teacher and Support Provider attend the CSTP Colloquium.
Year 1 Participating Teacher receives feedback indicating completion of Year 1 of Induction. Participating
Teacher continues trusting relationship with Support Provider and prepares to enter Year 2 of the program.
Upon completion of Year 1, a completion document from BTSAsupport.com is available.
Participating Teacher submits an Induction Portfolio and provides feedback via an exit survey to inform the
program of alignment with the program goals, the support around the Induction standards, and the impact of
the formative assessment structure.
The Induction Portfolio is reviewed. Once all requirements have been met, the Participating Teacher is notified
and the program leader or the Personnel Analyst applies for the Participating Teacher’s credential with CTC.
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Year 2 Participating Teacher receives feedback indicating completion of Year 2 of Induction. Upon completion
of Year 2, a completion document from BTSAsupport.com is available.
In providing meaningful and appropriate support throughout this timeline, the BTSA Induction program utilizes
the Formative Assessment for California Teachers (FACT) system to support and inform Participating
Teachers about their professional growth as they reflect and improve upon their teaching as part of a
continuous improvement cycle. Formative assessment data guides the classroom teacher in planning
appropriate instruction to assist each student in focusing his or her learning. Through the FACT system
Participating Teachers collect evidence for Induction Standards 5-6, engage in focused professional growth
activities, receive individualized support from a trained Support Provider and engage in continuous reflection
and discussion of evidence in order to make professional judgments about their teaching practice. Support
Providers and Participating Teachers engage in weekly communication and interactions throughout this
process.
The FACT system contains performance-based, job-embedded modules to support Participating Teachers as
they move their practice forward. Through the use of evidence collection and ongoing self-assessment, each
module is designed to focus on the California Standards for the Teaching Profession and the Induction
Standards while incorporating the K– 12 California Academic Content Standards for
Students. The modules are described below:
Module A: Context for Teaching and Learning
In Context for Teaching, Participating Teachers learn about their environment and the resources and
challenges it offers. With the guidance of their Support Providers, they gather information and discuss the
implications of their findings regarding their classroom, school, district, and community. The information
gathered guides instructional and management decision-making, and helps identify areas for professional
growth.
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Module B: Assessment of Teaching and Learning
The Initial Assessment of Teaching is the bridge between teacher preparation and Induction programs,
comparing the outcomes and processes of each. During this module Participating Teachers consider the
knowledge and skills acquired during teacher preparation (for example results of the Teacher Performance
Assessment), their current context for teaching, and evidence gathered by their Support Provider during a
classroom observation. The self-assessment tools helps Participating Teachers identify strengths and areas
for growth leading to the development of Individual Induction Plans (IIP) that are used in subsequent Inquiries.
In addition, Participating Teachers and their Support Providers identify resources and types of support needed
to meet Participating Teachers’ professional growth goals.
Module C: Inquiry into Teaching and Learning
The Inquiries within FACT are a structured series of teaching activities where Participating Teachers explore
aspects of their teaching practice. In collaboration with their Support Provider, they assess their practice,
gather information, and collaborate with colleagues. Participating Teachers develop an inquiry question
(based on CSTP and Induction Standards), create and implement an action plan, reflect on collected
evidence, and apply new learning to future practice. Action Plan results are used to guide future professional
development.
Module D: Summary of Teaching and Learning
During the final module, Participating Teachers have the opportunity to reflect on and summarize the growth
made during Induction. Support Providers assist them in the selection of significant work that illustrates their
growth over the last year. This selection enables Participating Teachers to showcase and discuss their newly
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acquired professional insights and skills as they reflect on their work and learn from the expertise of others.
The module illustrates and celebrates the work of both the Participating Teachers and their Support Providers
as collaborative teaching professionals.
English Language Learners
The Sacramento City Unified School District adheres to legal and ethical obligations. The District has a
method for identifying, referring, and re-designating English learners’ proficiency levels and students with
special needs. Towards that end, the District provides training on the purposes, content, analysis and use of
the CELDT test results for Participating Teachers. Additionally, Participating Teachers discuss the District’s
English Learner Master Plan as it relates to the application of appropriate pedagogy and the District’s redesignation process and criteria. Participating Teachers are expected to work with their Support Providers to
review English learners’ home language and to identify resources available to assist with communications with
parents and families who do not speak English.
Special Populations
Legal and ethical obligations are defined by each Participating Teachers’ teaching assignment and credential.
Participating Teachers use the tools in FACT, Context for Teaching (Module A) to identify special education
students early in the year. Specifically, they note students with medical conditions, students with IEPs,
students with 504 plans and students with previous interventions, and GATE identified students. With their
Support Provider, they discuss what information is required to monitor students with IEP and Student Success
Team (SST) interventions on an ongoing basis.
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Assessment of Candidates
All candidates use and submit formative assessment tools from the Formative Assessment for California
Teachers (FACT) system. The Sacramento City Unified School District BTSA Induction program utilizes the
FACT system to support and inform Participating Teachers about their professional growth as they reflect and
improve upon their teaching as part of a continuous improvement cycle. Formative assessment data guides
the classroom teacher in planning appropriate instruction to assist each student in focusing his or her learning.
The Participating Teacher provides evidence that all requirements have been completed. Within the Induction
Portfolio they must provide the following:
 FACT documentation
 Evidence as described in Induction Standard 5: Pedagogy
 Evidence as described in Induction Standard 6: Universal Access: Equity for All Students
 Evidence as described in Induction Standard 6a: Teaching English Learners
 Evidence as described in Induction Standard 6b: Teaching Special Populations
Once this evidence has been received it is reviewed and evaluated by the BTSA Induction program leader.
Should additional information be required this information is communicated to the Participating Teacher and
the program leader and Participating Teacher work to address areas in need of additional documentation
and/or clarification. The program leader asks the Participating Teacher to complete an exit survey; signs the
Verification of Induction Program Completion Form provided by the California Commission on Teacher
Credentialing; and sends the signed form along with the Participating Teacher’s folder to the Human
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Resources Director. The Human Resources Director will complete and submit the online application to the
Commission on Teacher Credentialing.
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