1. Please visit the refreshment table and complete Packet C
WELCOME !
BTSA Induction
Program Orientation
Please visit the refreshment table and complete Packet C

2. BTSA Eligibility LAUSD Classroom or Qualifying Charter School Teacher
Holder of a California Preliminary Teaching Credential

3. Agenda General Session Professional Development Session
Norms, Outcomes, Connector
Program Rationale
Dispositions/Expectations
Program Requirements
Tools for Success
Next Steps
Professional Development Session
Optional Early Completion Session

4. Early Completion Option (ECO) Eligibility
Experience as a teacher of record
Intern experience or
Two or more years teaching experience
Fulltime assignment with LAUSD or qualifying Charter School
Submission of Application
Attendance – Orientation/Informational Session

5. Collaborative Norms Equity of Voice Active Listening
Respect for ALL Perspectives
Safety and Confidentiality

6. Outcomes Participants will be able to:
Identify initial steps as a program participant
Identify themselves as part of a learning community
Recognize resources to support successful completion of Induction Program

7. Connector K-W-L What I Already Know About BTSA?
What I Want to Know About BTSA?

8. Program Rationale What is Induction? Phase of Teacher Development
Period of Socialization & Enculturation
A Formal Program for Beginning Teachers

9. Role of Support Provider
Ongoing support
Average of 8 hours/month
Provides assistance & guidance throughout the formative assessment process (FACT)
Model & encourage collaboration and reflection as key elements in both student and adult learning

10. Video Clip
Teacher Induction in Action

11. Program Rationale Why Induction?
Increase student learning, especially among traditionally underserved student populations
Improved teaching performance
New professional norms of collaboration and life-long learning
To support teaching and learning

12. What Does Induction Look Like?
California Standards for the Teaching Profession (CSTP)
Engaging and Supporting All Students in Learning
Creating and Maintaining Effective Environments for Student Learning
Understanding and Organizing Subject Matter for Student Learning
Planning Instruction and Designing Learning Experiences for All Students
Assessing Students for Learning
Developing as a Professional Educator
Induction Standards 5 and Effective Teaching
Standard 5: Pedagogy
Standard 6: Universal Access:
Equity for All Students
Teaching English Learners
Teaching Special Populations

13. Dispositions
It is the expectation of the LAUSD BTSA Induction Program that all participants reflect and support effective teaching and learning by:
Fully attending all required components
Arriving to expected events on time
Being actively engaged with full focus

14. Program Requirements BTSA Participants
Year 1 and Year 2:
Refer to your brochure

15. Timeline Requirement Due Date Orientation
August or September or October
Fall Seminar
October or November
Context for Teaching/Assessment of Teaching Practice (CFT/ATP) Partial Submission
On or Before December 2, 2011: 2.1 – 2.5
By January 31, 2011: 2.6 – 2.11
Mid-Year Support & Advisement
January or February
(Cross-Cultural Community Information 2.8a)
Submission of Individualized Induction Plan (IIP) Cells 1-4
On or Before February 24, 2012
LAUSD Survey
Spring
Spring Seminar
March or April
State Survey
Inquiry Completion
Early May
Portfolio Review/Summary of Teaching Practice
May
Completion Date
June 15, 2012

16. BTSA Alignment to District’s Core Beliefs
#1: Reference to EL’s
#2: Reference to packet

17. Core Belief #1: “Start With Students”
English Language Learner/Standard English Learner (ELL/SEL)
Induction Standard 6a: Universal Access: Teaching English Learners
“Participating teachers instruct English Learners using adopted standards-aligned instructional materials.”
State requires evidence of growth in strategies provided to ELL/SEL students

18. Core Belief #2: “Families Are Our Partners”
Home School Communication
Sample Practices (Joyce Epstein)
Parent Conferences
Sample “TIPS” Activities
Parent Checklist
Homeless Education Program
Reference to “Core Belief” #2

19. Core Belief #5: “Effective Teaching, Leadership, and Accountability”
Application of data: Program analysis
Context for Teaching
My Data

20. Application of Data

21. Application of Data

22. Registration Procedures
Learning Zone
Page 4
State Consent
Attendance Verification
Learning Zone – “My History”
Screen shots for State consent

23. Learning Zone Screen shot of website for “What’s New”
Screen shot of ‘courses’ page
Screen shot of EZ Access
Tutorial for LZ/EZ Access will be available on the website.

24. Navigating to Course Offerings

25. Finding “Courses”

26. Fall Seminars

27. Course Requirements/Registration
BTSA 1st Semester Class—FACT Context for Teaching/Assessment of Teaching Practice with Support Provider (2 Salary Points Available Upon Successful Completion of Requirements)
Event
Participant
Time
Content
Orientation
All Participating Teachers
3.5 hours
Aug. or Sept. or Oct.
Policies and Procedures
District Priorities & Initiatives
Formative Assessment—Overview
- Context for Teaching/Assessment of
Teaching Practice (CFT/ATP)
August FACT Work Time
(Optional)
Year Round Participating Teachers
2 hours
Support for beginning CFT/ATP
Individualized Support
Sept. FACT Work Time
Oct. FACT Work Time
Formative Assessment (FACT) & Individualized Support
Fall Seminar
Oct. or Nov.
Focus on CFT/ATP; Teaching English Language Learners/SELs
Nov. FACT Work Time
FACT & Individualized Support
Dec. FACT Work Time
Extended PTs and by request
Identify the shaded regions as LZ registration – including the “blue” region for FACT

28. Tools for Success Site Administrator Letter Resources
Packet “C” to be turned in TODAY:
MOU (2 pages)
HR Contact Form
Publicity Authorization and Release
To be completed in Breakout Session

29. Congratulations!
…..on taking your first steps towards earning your California Clear Teaching Credential!

30. Peggy Taylor Presley – Director
Your BTSA Support Team
Peggy Taylor Presley – Director
Aleeta Powers – Coordinator
LD 1 & 6
Denise Busby – Specialist
LD 2 & 3
Jeanne Gamba – Specialist
LD 4
Barbara Locker Halmy – Specialist
LD 5 & 8

31. Professional Development
Transition to Break-Out Session