Each district provides program support through Human Resources for identifying Participating Teachers Each district facilitates attendance at Site Administrator training Standard 4: Faculty and Instructional Personnel Qualified persons are employed and assigned to teach all courses, to provide professional development, and to supervise field-based and/or clinical experiences in each credential and certificate program. Instructional personnel and faculty have current knowledge in the content they teach, understand the context of public schooling, and model best professional practices in teaching and learning, scholarship, and service. Response to Standard The Madera Unified BTSA Induction Program employs qualified persons to provide the following: To teach courses and provide professional development Professional Development Providers Professional Development Provider Selection and Preparation Professional Development Providers are selected on the following criteria: Knowledge and use of professional development topic. Ability to effectively present information to new teachers and/or support providers. Willingness to attend meetings and training around Professional Development Providers apply for service based on the needs of the program. The Director determines the needs of the program based on the needs of Participating Teachers and Support Providers. Participating Teacher needs are based on survey data, and results of FACT formative assessment data. Support Provider needs are based on survey data, and professional development in the FACT formative assessment system. The needs are distributed among Curriculum and Instruction staff first, then if not available, or not a suitable match to the content or audience, the program seeks teachers, Support Providers or outside consultants to perform the service. ; and Board Policies relating to in Hiring.
To facilitate formative assessment and professional development Support Providers Support Providers have the following roles and responsibilities: Develop a supportive and confidential mentoring relationship with the Participating Teacher with whom they are paired; Deepen their understanding of cultural, ethnic, cognitive, linguistic, and gender diversity; Work with the Participating Teacher to develop an Individual Induction Plan (IIP) and revise such plan, based on feedback from formative assessment; Confer 1 – 2 hours weekly with the Participating Teacher to plan, coach, and provide constructive feedback; Observe and/or lessons in the Participating Teacher’s classroom; Share instructional strategies, ideas, and materials with Participating Teachers; Serve in the capacity as a professional role model; Assist the Participating Teacher to investigate and refine a particular area identified in the Individual Induction Plan; Provide feedback on program effectiveness to the Program Director. Participate in a Program evaluation process; and Submit a monthly Contact Log. Support provider roles and responsibilities are clearly defined in the support provider nomination forms, application packet, and Support Provider Memorandum of Understanding (MOU) and the Support Provider Handbook. They are reflective of a diverse society and knowledgeable diverse abilities, cultural, language, ethnic and gender diversity They have a thorough grasp of the academic standards, frameworks, and accountability systems Support Provider Selection Criteria Since the program serves a number of school districts, charter schools, and a private school, assignment is within the roles and responsibilities of each co-sponsor. Selection criteria are consistent with the support provider’s specified roles and responsibilities, including but not limited to the following: A minimum of three years exemplary teaching experience; Demonstrated understanding of the appropriate state curriculum frameworks and the California Standards for the Teaching Profession; Demonstrated understanding of accountability systems that drive curriculum in public schools;
one Inquiry that addresses the Universal Access: Teaching English Learners standard, one Inquiry that addresses the Universal Access; Teaching Special Populations standard. The research within each inquiry is used to professional development with on-going opportunities for Participating Teachers and trained Support Providers to explore the impact of instruction on student achievement. During each Inquiry, teachers assess student progress toward mastery of content, as determined by the content standards, they implement changes to their teaching based on the following questions: What are the students to learn? How will we know they have learned? What will we do when they have not learned? What will we do when they have already learned? The results of changes made to teaching practice are documented on the Individual Induction Plan and in assessments, lesson plans, student work, analysis of student work, and observation by a trained Support Provider. Standard 9: Assessment of Candidate Competence Candidates preparing to serve as professional school personnel know and demonstrate the professional knowledge and skills necessary to educate and support effectively all students in meeting the state-adopted academic standards. The program regularly assesses Participating Teacher Knowledge and Skills, as defined in the Induction Standards and the California Standards for the Teaching Profession. This is accomplished by multiple assessments over the two year Induction experience. Knowledge and skills are demonstrated through completion of Formative Assessment for California Teachers (FACT) formative assessment, and other additional measures. Participating Teachers may demonstrate their knowledge and skills through the following, with the assistance of a trained Support Provider; observation; lesson plans with student work analysis; assessments of student progress; reflection; self-assessments of teaching practice (CSTP and Induction standards). ; ; Assessments indicate that candidates meet the Commission-adopted competency requirements, as specified in the program standards. Through tracking of progress toward completion requirements and completion of formative assessment, the program ensures that only Participating Teachers who meet all requirements for a Clear Credential are certified as completing the requirements for the Clear Credential. Only when the Participating Teachers complete all the requirements, the program certifies that they may have a Clear Credential.