Welcome/Introduction Skill Building Purpose and Outcome Purpose: • To have participants feel comfortable in the learning environment • To acquaint participants with new colleagues Outcomes: • Support Providers will build a collegial environment in which their learning is enhanced through connections to others throughout the training Fast Pitch • Please return to your seats • You may wish to make notes about your contacts for future reference BTSA Induction Historical Perspective Skill Building Two Purpose • Provide Support Providers with a historical perspective • • as well as the evolution of the BTSA program Provide Support Providers with an understanding of the implications these changes have on program and district responsibilities Provide Support Providers the rationale for high quality Induction Programs Outcomes • Support Providers will have an overview of the • • historical perspective and evolution of the BTSA program Support Providers will gain a holistic understanding of the changes, and the implications these changes have on their role as a support provider Support Providers will gain an understanding of the importance of high quality Induction Programs California’s Teacher Supply • 309,000 teachers in California Public schools • 37,000 First and second year teachers • 22,419 New teachers certified annually in • • California 15,549 Uncertified teachers (degree only, no credential) 100,000 Teachers expected to retire in the next 10 yrs The Center for the Future of Teaching and Learning , 2007 Fiscal Impact for Teacher Replacement • The teacher dropout problem is costing the nation • billions of dollars, draining resources, diminishing teaching quality, and undermining the nation’s ability to close the student achievement gap, according to a new policy brief released recently by the National Commission on Teaching and America’s Future (NCTAF) NCTAF estimates that the national cost of public school teacher turnover could be over $7.3 billion a year National Commission for Teaching and America's Future - June 20, 2007 Historical Perspective 1988 SB 148 1989-1991 CNTP Pilot, Research & Development 1992-1997 SB 1422 1997 AB 1266 2002 SB 2042 2004 AB 2210 Matching Game • Provide answer keys to participants • Compare responses to answer key • Discuss in table groups Reflection As a result of your learning in this module, record personal implications, connections, insights, etc Adult Learning Theory: Information Processing Styles Skill Building Nine Purpose and Outcomes • To understand and identify the ways that adults • • • process information To enable participants to identify their own learning style To have a tool to discover the learning style of the participating teacher To enable participants to tailor activities and interactions in the Induction process to the learning style of the participating teacher Information Processing Styles We should never underestimate the power of understanding how others view the world and the lens through which they process events and information (The 21st Century Mentor’s Handbook) Information Processing Styles Survey On your own: • Read each statement • For each statement, identify which of the processing styles best describes you • Circle the bolded word/words that describe your style Styles “Mixer” • Participants stand • The room will be divided into two sides • Those who marked “introverted” stand on one • side of the room Those who marked “extroverted” stand on the opposite side of the room Mentoring in “Style” • Find a partner with the opposite learning style, • • from across the room Simulate the conversation you would have with your partner if they were your PT (considering their processing style) if you had to introduce them to the new grading system at your school site Switch roles and have the same conversation, considering the opposite processing style Repeat the Process • Refer back to the survey • Regroup and move to one side of the room if you identified yourself as an “observer” • Move to the opposite side of the room if you identified yourself as a “hands-on active learner” Find a new partner • Find a new “opposite” partner • Repeat the simulation conversations with the following scenario:  The SP wants the PT to learn and implement a new classroom management strategy Discuss how you would approach this with your partner  Switch roles, considering your partners processing style needs Share your style • Return to your seat • Turn to your elbow partner • Share the remainder of your survey results with one another, noting similarities and differences Implications for Mentoring The mentoring dilemma is the need to step out of our own comfort zones in order to establish cognitive empathy, to think like the other person is thinking (The 21st Century Mentor’s Handbook) Table Talk With your table group discuss: • How might understanding information processing styles impact the SP-PT relationship? Reflection Reflect and write… • What have I learned about myself through this process? • How might this new information impact my work with new teachers and others? Closing • Questions or comments? • Thank you for coming [...]... Learning Developing as a Professional Educator Domain A: MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments  Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments Domain B: ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During... BTSA historical perspective in your work as a Support Provider 2 Share your ideas with others at your table 3 Write down any new ideas and note any that you would like to use Learning to Teach System Skill Building Three Purpose • To inform teachers about the current teacher credentialing structure for Multiple and Single Subject teachers Outcomes • Understand the Learning to Teach Continuum • • established... professional growth is the responsibility of the credential holder and based on any requirements the employing school district may have Guiding Standards for Teacher Preparation and Teacher Induction Skill Building Four Purpose To provide support providers a deeper examination of the Teacher Preparation Expectations (TPEs), California Standards for the Teaching Profession (CSTP), and the Induction Standards... and based on any requirements the employing school district may have Think, WRITE… How could the information regarding Teaching Performance Assessments (TPAs) provide a frame for Participating Teachers skills, abilities, and experiences as they enter induction?  Choose one idea to share out in the room after Table Talk time Table Talk Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS... 2008 (Chap 517, Stats 2006) Teaching Performance Assessment (TPA) An assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs) Teaching Performance Assessment (TPA) • Measures aspects of the Teaching Performance