About TSU
Our Programs:

• BTSA: Program Beginning Teacher Support & Assessment
• PAR: Program Peer Assistance and Review
• Mentor Teacher Program
• NBC: National Board Certification
• DELTA: Design for Excellence: Linking Teaching & Achievement

Our Role
Our role during the transition period has been to:

• Initiate mentor match-ups and activation for year-round schools
• Provide training to personnel from local districts
• Respond to questions and requests from local districts
• Work to establish the launch of the PAR Program
• Redesign our BTSA/Begin Program with the State

BTSA 
About

• In 1988, The Commission on Teacher Credentialing (CTC) and the California Department of Education began researching alternative methods of supporting beginning teachers in a pilot study.
• The findings led the Legislature to pass SB 1422 that initiated the BTSA Program (Beginning Teacher Support and Assessment). Current Legislative support is $87.4 million.
• The BTSA Program currently consists of 145 programs throughout the state and has served 26,500 teachers. These programs represent a diversity of teachers and students.
• BTSA is a support network designed to meet the professional needs of beginning teachers with the goal of improving student achievement.
• The purpose of BTSA is to help beginning teachers meet the California Standards for the Teaching Profession (CSTP) which define exemplary practice.

The Need

• California's Teacher Shortage
  • More than 200,000 new teachers needed by 2004
  • More than 20,000 new teachers needed annually
  • Less than 10,000 teachers currently receiving credentials
  • Additional 25,000 teachers needed to implement class size reduction
• Issues Raised in 1988
  • High teacher attrition rate
  • Increased complexity of teaching
  • Need for a systemic effort to analyze issues related to beginning teachers

Making a Difference

• The benefits for beginning teachers, their support providers and students have been researched since the inception of the program.
• Higher retention levels of beginning teachers- including teachers with diverse cultural, ethnic and linguistic backrounds to serve as role models.
• Teaching practice improves for a variety of reasons, including:
  • Providing an effective transistion into teaching
  • Ensuring intensive individualized support and assistance
  • Ensuring that an IIP is based on an on-going assessment of performance
• Student achievement increases because teachers are better prepared and supported to meet their needs. BTSA teachers design more complex lessons that engage all students.
• Experienced teachers benefit from the exchange of professional ideas and research which leads to their improved practice.

Purpose

• BTSA provides probationary teachers with an intense induction program that meets their professional goals and produces improved teaching practice.
• California Education Code clearly states that BTSA will:
  • Provide an effective transition into teaching
  • Ensure individualized support
  • Ensure that an Individualized Induction Plan is based on on-going assessment of teaching practice
  • Ensure success and retention of new teachers
  • Improve academic achievment of all students

Eligibility

• The following teachers are eligible for BTSA participation:
  • Probationary Teachers I
  • Probationary Teachers II
  • 2000 Graduate District Interns
• In order to receive services from the BTSA Program, participants must complete and file a BTSA Consent Form.

Support Components

• Personalized Support
  • BTSA participants receive personalized support from a Mentor teacher or BTSA coach. Beginning teachers, in collaboration with their support providers, participate in the California Formative Assessment and Support System (CFASST).
  • The CFASST process consists of a series of events that focus teachers through a Plan-Teach-Reflect-Apply process that blends teaching knowledge with performance.
• Professional Development and Focused Observation Time
  • BTSA participants receive on-going professional development to facilitate improved teaching practice in the California Standards for the Teaching Profession (CSTP).
• Developmental Resources
  • Developmental resources are offered in order to support BTSA participants in meeting their professional development goals as defined in their Individual Induction Plan (IIP).
  • Developmental resources offered include:
    • Release time for focused observation
    • BTSA Salary Point classes
    • Pre-Approved Conference Attendance
    • Vouchers for school materials
    • Professional books

Program Design

• These State standards are meant to be used holistically by Local Districts to design, implement and evaluate induction programs in California.
• The California Standards for the Teaching Profession include standards for:
  • Engaging all students in learning
  • Creating & maintaining effective environment
  • Planning instruction & designing learning experiences
  • Understanding & organizing subject matter
  • Assessing student learning
  • Developing as a professional educator
• Individualized Induction Plan (IIP)
  • The IIP links information gained from the formative assessments of beginning teacher performance with support strategies designed to develop professional competence.
• 13 BTSA standards are divided into the following categories:
  • Program Design, Organization and Context
    • Standard 1: Sponsorship and Administration
      • The program is sponsored by one or more organizations that demonstrate a commitment to beginning teacher support and assessment. The program has strong leadership and administrative structure.
    • Standard 2: Program Rationale, Goals, and Design
      • A sound, well-articulated rationale, grounded in research and effective practices, guides the development of goals and plans for the design and delivery of support and assessment services.
    • Standard 3: Collaboration
      • Inter-agency and intra-agency collaboration are central to developing a coherent and efficient plan for delivering support and assessment services.
    • Standard 4: School Context and Working Conditions
      • Support services are appropriate to the working conditions experienced by beginning teachers. Efforts are made to secure assignments for beginning teachers that optimize their chances for success.
    • Standard 5: Roles and Responsibilities of Site Administrators
      • Site administrators are well prepared to assume their responsibilities for supporting beginning teachers in the induction program.
  • Delivery of Integrated Support and Assessment
    • Standard 6: Selection of Support Providers/Assessors
      • Program administrators select support providers/assessors of beginning teachers using well-defined, justifiable criteria that are consistent with their assigned responsibilities in the induction program.
    • Standard 7: Provision of Professional Development for Assessors
      • Support Provider/assessors are well prepared to assume their responsibilities and are consistently supported in their efforts to assist beginning teachers.
    • Standard 8: Formative Assessment of Beginning Teacher Performance
      • A support provider assesses the performance of each beginning teacher with one or more complex measures at the onset of the program and at multiple points during the induction program to document progress over time.
    • Standard 9: Development and Use of Individualized Induction Plans
      • The support provider collaborates with the beginning teacher in the development and implementation of an Individualized Induction Plan that supports the professional growth of the beginning teacher.
    • Standard 10: Provision of Individualized Assistance/Support by Assessors
      • Beginning teachers and their support providers/assessors are given time and opportunities to work together on a regular, ongoing basis. Support activities are guided by support providers/assessors.
    • Standard 11: Design and Content of Formal Professional Development
      • Professional development activities are designed to foster each beginning teacher's attainment of the expectations described in the CSTP and are derived in part from formative assessment information.
  • Resources and Program Development
    • Standard 12: Allocation and Uses of Resources
      • The sponsoring organization(s) allocate sufficient personnnel time and fiscal resources to enable the BTSA program to deliver planned services that maximize beginning teacher success.
    • Standard 13: Program Development, Evaluation, and Accountability
      • The agencies that sponsor the program operate a comprehensive, on-going system of program evaluation and development that involves participants and other stockholders that leads to substantive program improvements.

Considerations in Designing Local Distict Programs

• Standards of Quality and Effectiveness for the BTSA Programs
• The California Standards for the Teaching Profession
• Individual Induction Plans (IIPs) gathered from BTSA participants

The Future of BTSA

• Senate Bill 2042 establishes that by 2002, there will be:
  • Multiple routes to credentials
  • New 3 level credentialing program (Learning to Teach System)
  • Induction for all beginning teachers
  • Credentialling based on CSTP

Voices from the Field

• Beginning Teachers
  • "I probably would not have been able to survive my first year of teaching if it hadn't been for...and the BTSA Program." ~Virginia Yee
  • "My support provider was so helpful and his visits were always beneficial...(His visits) immediately impacted what I did. It was worth the little uncomfortable feeling." ~Tarik Smith
• Support Providers
  • "My sole purpose as a mentor is to support that new teacher and make sure he/she is successful." ~Jane Fung
  • "I'm not there to judge, I'm there to help the (beginning teacher)." ~Jane Fung

Mentor Teacher Program

Legislative Foundation

• Article 4- California Education Code
  California Mentor Teacher Program
  44490 Legislative Intent (Amended 1983 Laws, Ch. 1302 Effective 1-1-84)
• The classroom is the center of teaching reward and satisfaction. However, it is recognized that many potentially effective teachers leave the profession because it does not offer them needed support, assistance and recognition.
• Encourage and reward expertise. The Legislature will continue to encourage teachers to pursue excellence within their profession and to provide incentives to remain in the public school system.
• Basic requirements for mentors and Districts. The Education Code also specifies basic requirements for mentors, allocation of funds (including stipends), and selection procedures.

LAUSD Foundation

• Article XXVI- UTLA Contract Mentor Teacher Program Implements the California State Education Code
  • Qualifications for Mentor Teacher applicants
  • Site Selection Committee
  • Miscellaneous
  • Term of Mentor service
  • Funding
  • Activation of Mentors
  • Duties and Responsibilities
  • Annual stipend and related stipulations

Status of Mentor Program

• Current selection committees will continue through school year 2002 with vacancies filled as needed.
• Mentors activated July 1 through November 30, 1999 deactivated and placed on the unranked candidates list through June 2001.
• Mentors activated February 7 through March 10, 2000 remain activated through February 2, 2001.
• Mentors whose three-year term expired June 2, 2000 will have their names placed on the unranked candidates' list through June 2001.
• New mentors may be selected only if all candidates from the unranked list have been activated.
• Mentors can only be activated through norm day (October 6, 2000 for the first semester and March 9, 2001 for the second). Mentors activated after either norm day will not be compensated by the Mentor Program!

What Can a Mentor Do for Me?

• Half of beginning teachers leave within five years. Why?
  • Most leave because the negative factors related to their jobs far out-number the positive factors they experience. They don't feel valued by the system. Often there is no support system to help them through their first week, month, or year of teaching.
• How Can Mentors help?
  • Welcome newcomers into the profession.
  • Share their knowledge, materials, skills.
  • Offer support without evaluation.
  • Are a role model.
  • Expose mentees to new ideas.

PAR

About the Program

• The Peer Assistance and Review Program:
  • Created by AB1X
  • A required agreement between UTLA and District
  • First year of implementation is 2000

Basic Components

• Component 1: Use of Consulting Teachers (CTs) to assist permanent teachers who received an overall below standard or unsatisfactory notice.
• Component 2: Assistance through the use of Consulting Teachers (CTs) to selected non-permanent teachers in grades K-8 in low API schools.

Organization

• The Peer Assistance and Review Panel will administer the program. Panel members include 5 UTLA and 4 District representatives. Peggy Taylor Presley is the District contact. Michael Romo is the UTLA contact.

Priority

• First priority is to assist the Component 1 teacher. Component 2 teachers to be served to the extent possible with the remaining AB1X funds.

Common Questions

• Who is a Consulting Teacher?
  • A consulting teacher is an academic collegue who is interested in, has received special training in, and has some experience with the requirements of effective teaching and the ways of achieving it. We have begun a recruitment process with recent retirees.
• What is the Joint Panel?
  • The Joint Panel is a nine member panel that selects the Consulting Teachers (CTs). It makes recommendations to the Board of Education regarding the participating teacher's retention. It administers funds provided by AB1X and coordinates the professional development of CTs.
• What assistance does the consulting teacher offer?
  • CTs offer a sounding board for concerns including:
    • Classroom environment/management
    • Understanding subject matter
    • Assessing student learning
    • Reflection on teaching practice
  • CTs also offer frequent coaching and observation (up to 240 hours) and providing objective feedback.

DELTA

Families

• LA Polytechnic School Family
• LA Lincoln School Family
• Narbonne San Pedro Family
• Manuel Arts School Family
• Dorsey Family

Vision

• Teacher preservice, induction and professional development will:
  • focus on teaching in urban classrooms and will reflect principles of equity, access and inclusion.
  • be based on the California Standards for the Teaching Profession (CSTP).
  • focus on accountability for student achievement.

Preservice

• Recruiting of potential teachers will emphasize flexible and multiple entry points into the profession and will support the selection of a diverse teaching population.
• Preservice programs will include quality field-based experiences that provide opportunities for preservice students to demonstrate the interdependence between theory and practice.
• Teachers, schools and principals will have a voice in determining CSU teacher preparation priorities. Structures will exist that support collaborative teaching and planning among Pre-K-12 teachers and university faculty.
• A structured support program will exist that provides appropriate and timely advisement, mentorship and supervision by exemplary teachers trained as coaches throughout the program.

Induction

• Induction programs will be developmentally appropriate and structured to include curriculum and pedagogical strategies, as well as social, emotional and psychological support.
• Coaches will be selected based on a demonstrated understanding and implementation of the criteria indicated in the California Standards for the Teaching Profession and will be provided with appropriate strategies for working with induction year teachers.
• A formalized process will exist for induction teachers to receive feedback on their practices.
• A long-term, developmentally appropriate plan will support the reflective practitioner as they formulate goals for professional growth.

Professional Development

• A long-term, developmentally appropriate plan will support the reflective practitioner as they formulate goals for professional growth.
• Professional development will be on-going, job embedded and aligned with student outcome goals. Programs will be collaboratively planned and presented based on the assessment of student data.
• Teachers will be accountable for participation and implementation of best practice strategies. Incentive mechanisms, including Salary Point Credit System, will be aligned to support student outcome goals.
• Professional Development Centers (PDCs) will draw upon the resources and expertise of the Professional Development Academy (PDA), teacher organizations, Los Angeles County Office of Education, and consultants.
• Appropriate time and resources will be allocated to support professional development priorities.

Major Accomplishments

• Articulated vision for each program component
• Preservice programs are field-based and provided by PDCs
• LAUSD has completed scale-up
• School Families and CSU partners fully staffed
• Programs closer aligned with school family needs
• Each program is working to align Salary Point Credits
• Extensive coaching provided for new teachers

National Board Certification

About the Program

• The National Board Certification process provides an opportunity for teachers to obtain a special certification.
• It is the mission of the National Board to:
  • Establish high and rigorous standards for what accomplished teachers should know and be able to do.
  • Develop a national, voluntary system to assess and certify teachers who meet these standards.
  • Advance related education reforms for the purpose of improving student achievement.
• Program operations include:
  • Maintaining logs
  • Participating in designated activities
  • Instructing 60% of the time
• NBC Process includes
  • Certification in specific area
  • Portfolio (student work samples, video tapes)
  • Assessment Center
  • Scoring and certification

Core Beliefs

• Teachers are committed to students and their learning.
• Teachers know the subjects and how to teach those subjects to students.
• Teachers are responsible for managing and monitoring student learning.
• Teachers think systematically about their practice and learn from experience.
• Teachers are members of learning communities.

Framework

• Early Childhood
  • Generalist
• Middle Childhood
  • Generalist
  • English Language Arts
  • Mathematics
  • Science
  • Social Studies-History
• Early/Middle Childhood
  • Art
  • English New Language
  • Excep. Needs/General
  • Foreign Language
  • Guidance Counseling
  • Library/Media
  • Music
  • Physical Education
• Early Adolescence
  • Generalist
  • English Language Arts
  • Mathematics
  • Science
  • Social Studies-History
• Adolescence/ Young Adulthood
  • English Language Arts
  • Mathematics
  • Science
  • Social Studies-History
• Early Adolescence through Young Adulthood
  • Art
  • English New Language
  • Excep. Needs/General
  • Foreign Language
  • Guidance Counseling
  • Health
  • Library/Media
  • Music
  • Physical Education
  • Vocational Education

Contacts

• Address
  • Teacher Support Unit
    450 North Grand Ave.
    Room A-339
    Los Angeles, CA 90012
• Phone
  • (213) 625-4244
• FAX
  • (213) 626-7736
• email
  • teacher-support@lausd.k12.ca.us
• web site
  • www.lausd.k12.ca.us/lausd/offices/tsu
• Staff
  • Coordinator, Peggy Taylor Presley
  • Specialist, Lorna Gerry
  • Advisor, Bernadette Lucas

Dictionary

• API: Academic Performance Index
• Artifact: An example of teacher or student work with reflection.
• Authentic Assessment: Gathering of real, tangible evidence that substantiates achievement.
• BTSA: Beginning Teachers Support and Assessment
• CT: Consulting Teachers Teachers who provide assistance, training and support to a fellow teacher who has been identified as qualifying for assistance
• CSTP: California Standards for Teaching Profession. A common language and vision of the scope of teaching by which all teachers can develop their practice
• CCTC: California Commission on Teacher Credentialing. The state agency that establishes policy and regulations for teacher education and credentialing
• CDE: California Department of Education. The state agency that coordinates the work of public schools
• Closure Conference: An evidenced-based dialogue between beginning teacher and support provider at the conclusion of each inquiry and profile of practice
• CFASST: California Formative Assessment & Support System for Teachers. It is a support and formative assessment process designed to assist beginning teachers' professional development
• CSDC:: Classroom, School, District and Community Profile. This is the first event in the CFASST process
• Colloquium: An event during which people come together to share and learn. In CFASST, the colloquium is an informal sharing of beginning teachers' work at the end of the school year
• DOP: Description of Practice. This is an event in the CFASST process
• ELL: English Language Learners. This term is used to describe children who are learning English as their second language (formerly labeled ESL)
• Evidence: A particular task or artifact that demonstrates competency
• EO: A child who only speaks English is classified as English Only (EO)
• Formative Assessment: A process of professional judgment used to determine an individual's level of performance in a particular area based on evidence, standards and criteria
• IEP: Individual Educational Plan. In order for a child to receive special services such as resource pull-out programs, the child must have an IEP which documents the child's specific needs
• IIP: Individual Induction Plan. This is an event in the CFASST process
• Inquiry: A structured series of activities in which beginning teachers explore a particular aspect of practice
• Instructional Experience: The period during which newly authorized professionals begin to establish their practice, usually two years for teachers
• Instructional Plan: All the teaching strategies and student activities related to a specific learning goal
• Instructional Strategy: A form used by the beginning teacher during the planning phase of CFASST 3, 5 & 6 to record the sequence and organization of an instructional experience
• LEP: Limited English Proficient. This term is used to describe ELL children who are learning English as their second language (formerly labeled ESL)
• NBC: National Board Certified Teacher One who has completed a rigorous certification course which identifies a teacher as being "accomplished" in their field
• NBPTS: National Board for Professional Teaching Standards
• NBPTS Assessment Center: A regional location where NBC Candidates participate in a day-long series of written exercises intended to validate depth and breadth of a teacher's knowledge
• PDA: Professional Develpoment Academy
• PT: Participating Teacher in the PAR Program
• Portfolio: A purposeful collection of work across time
• POP: Profiles of Practice. This is an event in the CFASST process
• Reflective Conversation: A structured conversation between a support provider and a beginning teacher focused on teaching issues for the purpose of enhancing teaching practice through reflection
• Reflection: A thoughtful, written examination of teaching and learning practice
• RFEP: Once ELL students are proficient in English, they are classified as Redesigned Fluent in English Proficiency (RFEP)
• Rubric: A measurement tool, based on specific criteria, used to assess performance on a task or activity
• STULL: This is the term for the annual formal evaluation of a teacher's performance in the classroom. The STULL is based upon formal and informal obser- vations and evidence of teaching practices
• Support Provider: A trained, experienced teacher who works with a beginning teacher as a coach and mentor