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BTSA - Principles and Orientation

BTSA - Principles and Orientation PowerPoint Presentation This is a PowerPoint presentation that you can easily customize and use with a variety of audiences i.e., prospective support providers, site administrators or school board members.

Section 1
BTSA
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Current BTSA Fact Sheet	1-01.doc		X	X	2001-2002 information on number of BTSA Programs, beginning teachers and retention.
Need for BTSA	1-02.doc	X		X	To understand the context of teaching in California and the need for BTSA
What is BTSA?	1-03.doc	X	X	X	To understand the evolution of BTSA in California To identify the key features of a BTSA program and how they contribute to an environment for professional growth
Learning to Teach Continuum	1-04.pdf		X	X	To understand the requirements and options in teacher preparation in California To understand where Induction fits within the Learning to Teach Continuum
Principles & Orientation	1-05.ppt	X		X	Powerpoint that you can customize for your local BTSA Program
Principles & Orientation: activities include the introductory information a support provider needs before working with a beginning teacher. While these MUST be covered before beginning CFASST Training, they may also prove useful in local assessment programs.
SP Network: Activities are designed to be used at the monthly support provider seminars and reinforcement meetings.
Program Use: Activities provide support for the organization and infrastructure of the local BTSA program.
Section 2
Support Provider Knowledge
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
A Supportive Relationship	2-01.doc	X			To identify the essential elements of a trusting relationship
Establishing and Maintaining Trust	2-02.doc	X			To understand the behaviors that promote trust vs. the behaviors that may interfere with trust
Identifying New Teacher Needs	2-03.doc	X			To use personal experience and professional knowledge to identify and anticipate areas of new teacher needs
Phases of New Teacher Development	2-04.doc	X	X		To analyze new teacher needs during the phases of their first year of teaching
Range and Selection of Strategies	2-05.doc	X	X		To learn a conceptual framework to help select support strategies To identify new teacher circumstances, language and behavior that can inform the selection of appropriate support strategies
See Section 6: Local Context for additional Support Provider Network suggestions
Section 3
Reflective Conversation
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Summary and Outcomes
Intro to a Reflective Conversation	3-01.doc	X	X		To recognize the language, skills, and attitudes for a reflective conversation To understand how a support provider's language and behavior can contribute to a teacher's thinking and professional growth To examine alternatives to praise as a way of promoting beginning teacher reflection and the self-analysis of practice
Skills of a Reflective Conversation	3-02.doc	X			To understand the skills of a reflective conversation To examine alternatives to praise as a way of promoting beginning teacher reflection and the self-analysis of practice
Reflective Conversation Practice	3-03.doc	X	X		To practice the skills of a reflective conversation
Reflective Conversation Comfort & Challenge	3-04.doc		X		To reflect upon the complexity of the support provider role To consider one's personal areas of comfort and challenge relative to these roles
Reflective Conversation following an Observation	3-05.doc		X		To understand how to use a reflective conversation to review informal classroom observation evidence
Section 4
California Standards for the Teaching Profession
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
CSTP	4-01.doc	X		X	To understand how professional standards can impact teacher performance To understand the role of professional standards within the BTSA context
Viewing the CSTP in Action	4-02.doc	X		X	To become familiar with the content and language of the CSTP To introduce the Descriptions of Practice book To build personal meaning for what the CSTP looks like in practice
CSTP Carousel Brainstorm	4-03.doc		X		To develop a deeper familiarity with the standard on Creating and Maintaining an Effective Environment To describe what the Effective Environment Standard might look like in practice To elaborate on descriptions of practice from DOP book
CSTP Intro to staff	4-04.doc			X	Ideas on how to introduce the CSTP to staff members
Section 5
Formative Assessment
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Formative vs. Summative	5-01.doc	X		X	To identify the essential characteristics of formative assessment To understand the role of formative assessment within BTSA
What is Evidence?	5-02.doc	X			To differentiate between evidence and opinion
Collecting Evidence	5-03.doc	X			To identify ways to set the stage and facilitate the observation process To recognize the value of informal classroom observation as a source of evidence of practice
Information Gathering	5-04.doc	X			How to gather information that will contribute to practice
Examining Student Work	5-05.doc		X		To understand how to support beginning teachers in their analysis of student work samples
Formative Assessment Article	5-06.doc		X	X	The Role of Formative Assessment in Induction Programs by Kendyll Stansbury
Section 6
Local Context: Agreement/Descriptions (6.1)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Description of Services: BT & SP	6-01.doc		X	X	Sample clearly describes responsibilities, expectations, and compensation for SP and BT
Observation Guidelines	6-02.doc		X	X	Suggestions for SPs to utilize when observing in beginning teacher's classrooms
Overview BTSA Project	6-03.doc		X	X	Thorough description of roles and responsibilities of BT, SP, site Administrators, lead site SPs, and additional key components of a BTSA program
More Observation Guidelines	6-04.doc		X		Suggested guidelines for observers going into others classrooms and for the teachers being observed
Local Context: Beginning Teacher Information & Retention (6.2)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Beginning Teacher Intake Survey	6-05.doc			X	A sample survey to use as BTs first join the BTSA Program
CSTP Assessment Record	6-06.doc			X	A sample method to track progress through CFASST
End-of-year BT Retention Survey Form	6-07.doc			X	A sample end-of-year survey to use with beginning teachers
Local Context: Support Provider Selection and Local Policies (6.3)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Participant Survey	6-08.doc			X	Mid year frequency of meeting survey
Students' Ability	6-09.doc			X	Quote related to the interaction of teachers and teacher expectations with student achievement
SP Agreement	6-10.doc			X	Sample statement of support provider responsibilities and compensation
SP Job Description	6-11.doc			X	Sample job description for support providers
SP Selection Criteria	6-12.doc			X	Sample list of criteria for support providers
Local Context: Calendars/Logs/Sign-ins (6.4)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Alternative Attendance Sheet	6-13.doc			X	Sample tracking system
Calendar	6-14.doc			X	Sample calendar
Tracking log	6-15.pdf			X	Sample tracking system for Year 2
Monthly SP Calendar	6-16.doc			X	Sample monthly calendar with tracking system
SP Log	6-17.pdf			X	Sample tracking log of time and activities
Year 1 Schedule	6-18.doc			X	Sample timeline: seminars and important dates
Year 1 Timeline	6-19.doc			X	Sample timeline and tracking page
Local Context: Site Administrators and Districts (6.5)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
District Hiring Scenario	6-20.doc			X	Sample message to share with districts that may not be participating in a BTSA program
Program Overview	6-21.doc			X	Clear description of services the BTSA program provides to Beginning Teachers
Environment for Professional Growth	6-22.doc	X		X	To identify the characteristics of an environment that supports beginning teacher growth To access participants' prior knowledge and personal understanding
Implementing a Formative Assessment System	6-23.doc	X		X	To be familiar with the full cycle of implementation of the formative assessment system used in the local BTSA Program
Site Resource Orientation Checklist	6-24.doc			X	A resource checklist support providers or others may use to orient new staff members to a site
Site Orientation	6-25.doc			X	Sample site orientation agenda and checklists
Site Administrator Focus Questions	6-26.doc			X	Focus questions that can be used with site administrators
Local Context: Support Provider Network (6.6)
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
2 x 4 Assessment	6-27.doc		X		Sample evaluation activity
A support provider is like a ...	6-28.doc		X		Metaphor activity to deepen understanding of role of support providers
Day-to-Day Support	6-29.doc		X		Activity for support providers to discuss supporting beginning teachers
Evaluation	6-30.doc		X		Sample evaluation form for SP Network meetings
Insights	6-31.doc		X		To identify and share personal insights regarding the role of support provider
Issues & Concerns	6-32.doc		X		To identify personal issues and concerns related to beginning teacher support and assessment To use an interactive journal as a tool for reflection, self-assessment, and support
Roles for SPs	6-33.doc		X		Description of the different roles support providers fulfill
Small Group Discussion	6-34.doc		X		Sample format for support providers to problem solve working with beginning teachers
Small Group Sharing	6-35.doc		X		Sample format for facilitating discussion among support providers
Supporting the BT	6-36.doc		X		To clarify the role of the Support Provider within BTSA
Supporting the SP	6-37.doc		X		To clarify the professional needs of support providers as they work in BTSA To Identify possible structures and processes to support the support providers in their work
Table Talk	6-38.doc		X		Sample format to facilitate support provider network meeting
Underlying Beliefs	6-39.doc		X		To articulate the underlying beliefs that guide effective support and assessment
Continuum of SP	6-40.doc		X		Directive, Collaborative, Nondirective SP interactions
Section 7
Adult Learning
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
4 Quadrant Reflection	7-01.doc		X	X	Evaluation option for use with adult trainings
Adult Learning	7-02.doc		X	X	Six learning principles are critical to effectively teaching adults.
Bibliography	7-03.doc		X	X	Bibliography of Ice Breakers or Trainer Information
Butterfly	7-04.doc		X	X	Story about growth, struggle and the benefits of certain experience
Quotes from Glickman's book	7-05.doc		X	X	Supervision and Instructional Leadership, edited by Carl Glickman
Instructional Strategies	7-06.doc		X	X	A list of the instructional strategies utilized in the Towards Equity: Teaching and Learning in a Multicultural Society
Sixteen Learning Principles	7-07.doc		X	X	Sixteen suggestions to effective trainings from The First Time Trainer by Tom W. Goad
Training Evaluation	7-08.doc		X	X	Sample evaluation form to use with training
Travel Partners	7-09.ppt		X	X	Travel theme for assigning working partners
Trick or Treat	7-10.ppt		X	X	Halloween theme for assigning working partners
Web Sites	7-11.doc		X	X	Web sites of Teacher Resources and Suggestions
Section 8
K-12 Academic Content Standards for Students
Activity	File Name	Principles & Orientation	SP Network	Program Use	Activity or Resources Summary and Outcomes
Framework and K-12 Academic Content Standards for Students	8-01.doc		X	X	Suggested topics to cover in order to prepare beginning teachers and support providers in the use of the Framework and Content Standards as part of an Induction Program Specific suggestions to support participants using CFASST Year 1 and Year 2

The sources for these activities include

• BTSA Programs and Directors across California
   
• BTSA Task Force and Cluster Leadership
   
• CFASST Field Review Training Activities (italicized)
  

The activities included in this BTSA Principles & Orientation may be adapted for use with non-BTSA audiences as needed.

It is up to the local BTSA Program to organize the use of the activities and samples in a manner that complements the local BTSA Program context.

In as many files as possible, the activity is shared in a format that allows the local BTSA Director to manipulate the file, changing and adding information as appropriate.

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Updated April 16, 2003

Forward questions or comments to: BTSAWebmaster@ctc.ca.gov