NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. BTSA INDUCTION PLANNING DAY PRESENTATION March 2014 Melissa Neuburger, Ph.D. Center for Student Assessments and Program Accountability Sacramento County Office of Education

WHAT WE LEARNED FROM LAST YEAR Teacher Impacts, Student Impacts, and Program Improvement 2

What We Learned from Last Year  Review of the following assessment results  Participant Teacher Assessment of Support Provider Effectiveness  State Survey of Participant Teachers  State Survey of Support Providers’ BTSA Program Professional Development  Participant Teacher Survey results comparing fall 2012 to Spring

PT Assessment of SP Effectiveness Findings Mean 2012 Mean

PT Assessment of SP Effectiveness Findings Meeting Regularly Affects the Participating Teachers’ Perception of Support Providers 5

State Survey - Participant Teacher Results In which areas do you desire more support from your BTSA Induction Program? 6

State Survey - Support Provider Results: BTSA Program PD 7

PT Survey Results – Fall 2012 to Spring 2013 General Education Candidates 8

PT Survey Results – Fall 2012 to Spring 2013 Education Specialist Candidates 9

WHAT WE LEARNED SO FAR THIS YEAR Midyear PT and SP Survey Results 10

Midyear Participant Teacher Survey Results  The midyear PT survey was administered in Winter 2014  427 teachers responded  53% were first year participants  47% were second year participants  84% sought general education credentials  16% sought education specialists credentials  19 school districts/LEAs were represented in the PT survey  12% Private Schools  29% Charter Schools  59% Public Schools  99.5% of respondents reported using the Continuum of Teaching Practice with their support provider to assess their progress. 11

Midyear Participant Teacher Survey Results 12

Midyear Participant Teacher Survey Results 13

Midyear Participant Teacher Survey Results AClassroom management. B Assessing students’ specific learning needs. C Planning and differentiating instruction to meet the diverse learning needs of the full range of learners. D Teaching and supporting English Learners. E Designing and implementing an equitable and inclusive learning environment in my classroom. F Maximizing academic achievement for students from various backgrounds and experiences. G Using a variety of resources to collaborate with students and their families. H Using assessment data to monitor student progress. I Communicating with students’ families about their progress. 14

Midyear Participant Teacher Survey Results  Comments  Many believe that it is a valuable program that supports their development as teachers  They appreciate the opportunities for collaboration and networking with other teachers  Having an effective and involved support provider is essential  Some prefer to spend more time on strategies and teaching tools rather than the FACT and Inquiry processes  Some see it as being more tailored to, or effective for, struggling teachers rather than the average teacher  Some training and workshop topics were seen as redundant or too simplified. These statements were made by teachers who identified themselves as very adept learners or who had received a strong teaching foundation in college.  Sometimes the amount of BTSA paperwork seems overwhelming, especially to the newest of teachers.  Many noted that their support provider was amazing. 15

Midyear Support Provider Survey Results  226 support providers responded to the survey  Support provider respondents represented 19 districts/LEAs 16

Midyear Support Provider Survey Results 17

Midyear Support Provider Survey Results 18

Midyear Support Provider Survey Results  Comments  BTSA provides a great opportunity to refresh and refine my own teaching practice  Districts need to support the program and provide time to support it  Benchmark meeting could provide more depth for veteran teachers  Difficult to implement BTSA in specialized learning environments (homeschool, charter schools, etc.) and not all teachers teach in a classroom  Would like more time for collaboration with colleagues at meetings. This is very helpful for first year support providers. 19

Program Summary and Recommendations  The Participant Teachers desired more support in teaching special populations. They often do not have enough opportunities to work with special populations. Participant Teachers must be prepared to serve these students whether or not they are present in their current classroom.  Participant Teachers consistently give high ratings for their Support Providers and for the BTSA program tools.  The growth of the teachers is most profound in the first year  Participant teachers overestimate their level of knowledge and expertise early on in the program. Confidence in one’s own skills is essential, however it should not foster the belief that there is little left to learn or master.  Education Specialists report that BTSA improves their competence at higher rates than General Education credential seekers however all report that their lowest level of competence lies in teaching and supporting English learners. 20

Program Summary and Recommendations (Cont.)  Nearly all Support Providers are utilizing the BTSA tools and practices to support their teachers  Although BTSA is not the only provider of PD for Support Providers and participant teachers, the program can be instrumental in sharing resources and providing guidance for PD.  Needs for Support Providers included:  development as deliberate, instructional leader,  developing strong IIPs  coaching and feedback  Support Providers believe that districts can support BTSA through increased opportunities for participant teachers to utilize technology for learning and for working with special populations  Nearly one-fifth of Support Providers do not have sufficient time to work with their own peers to develop their support role and reflect on their teaching  The program is valuable to all participants and should be supported through district commitments 21

WHERE ARE WE HEADED IN ? Common Core State Standards, new assessments and reporting, revised funding allocations, renewed focus on special populations of students 22

Preparing for  Points to ponder…  In what ways will our impact on students change this year?  How will teachers be impacted by changes  How will the program be impacted? 23