Registration
- LAUSD BTSA
- California State BTSA (www.btsa.ca.gov)
Registration
- LAUSD BTSA
- California State BTSA (www.btsa.ca.gov)
Orientation Orientation Local District Instructional Seminars (6 Hours) Local District Instructional Seminars (6 Hours) Standards 16, 18, & 20 Evidence of Proficiency (Standard 16 may be completed during Year 1 or Year 2) Standards 16-20 Evidence of Proficiency--all standards evidence must be complete at final portfolio check CFASST Events 1-6 CFASST Events 7-12 Evidence Collection & Portfolio Review Evidence Collection & Portfolio Review Online BTSA Program Survey (April-May) Online BTSA Program Survey (April-May) Colloquium--Local District Colloquium--Central Office Optional:
- Mid Year BTSA Conference
- Standard 18 & 20 Salary Point Option classes
Optional:
- Mid Year BTSA Conference
- Standard 16-20 Salary Point Option classes
The BTSA Induction Program is committed to providing participating teachers with high quality professional development and support to assist them in meeting the requirements necessary to obtain a Professional Clear Teaching Credential. The Los Angeles Unified School District BTSA Induction Program provides the following support and assessment components
BTSA Induction Orientation
Participating teachers must attend a BTSA Orientation at the beginning of both years of the BTSA Induction Program. During the Orientation, participating teachers will receive specific information regarding all program components.
The California Formative Assessment and Support System for Teachers (CFASST)
CFASST is a reflective assessment and support process designed to assist participating teacher’s professional development. CFASST is a structured series of critical thinking tasks that are completed within the context of the participating teachers’ classroom with the support and assistance of a qualified Support Provider.
Support Providers
Each participating teacher is paired with a highly trained Support Provider taking into consideration credentials held; subject matter knowledge; orientation to learning; relevant experience; current assignments; and geographic proximity. Support Providers develop a confidential relationship of support and assistance with the participating teachers they serve. Support provided includes, but is not limited to, weekly visits to observe teaching practice and provide feedback, demonstration lessons, assistance with planning lessons and assessing student learning, and release time to observe others.
Professional Development Coursework Based on Induction Standards 16-20
Participating teachers will participate in professional growth opportunities geared toward mastery of the following standards. Participating Teachers may elect to earn salary points for successful completion of these courses.
- Standard 15: K-12 Core Academic Content and Subject Specific Pedagogy
- Standard 16: Using Technology to Support Student Learning
- Standard 17: Supporting Equity, Diversity and Access to the Core Curriculum
- Standard 18: Creating a Supportive and Healthy Environment for Student Learning
- Standard 19: Teaching English Learners (independent study course)
- Standard 20: Teaching Special Populations
Salary point sessions include time for participating teachers to reflect upon their classroom practice and previous learning within their Professional Learning Community groups. Additionally, participating teachers will extend their knowledge of teaching methodologies and best practices through interactive activities, discussions, and practicum assignments. Professional development sessions are organized based upon the California Standards for the Teaching Profession, Induction standards, pedagogical content, and CFASST events.
Focused Professional Growth
During Years 1 & 2 of your program, you will complete a series of self-assessments called Individual Induction Plans (IIPs). At the end of each IIP, you will set a goal for your own professional growth. Based on each goal that you set for yourself, you will pursue professional development that may include salary point classes, conference attendance, or other forms of formalized professional development, geared toward meeting the specific goals you determine. During Year 1, you will be complete 3 IIPs, setting 3 separate goals and pursuing Focused Professional Growth for each. During Year 2, you will complete 2 IIPs, setting 2 separate goals, and following up each goal with Focused Professional Growth.
Induction Portfolio
An Induction Portfolio is a comprehensive collection of authentic assessment activities compiled to demonstrate and document participating teachers’ attainment of each element of Induction Standards 15-20. Participating teachers will submit their completed portfolios for review at the end of their Induction Program as evidence of completion of all program requirements necessary to apply for a Professional Clear Teaching Credential. Participants will also complete a yearly portfolio review to verify that all requirements are being met.
Program Evaluation
The BTSA/Induction Program staff believes that continuous improvement based upon the on-going feedback from all program stakeholders is necessary to provide an exceptional program that meets the needs of its participants. With this in mind, all participants will complete multiple program evaluations throughout the year in regards to various program components. This feedback will be analyzed and shared with all stakeholders and improvements to the program will be made.
BTSA/Induction Colloquium
Participating teachers will attend a year-end Colloquium. During the Colloquium, participants will celebrate and reflect on their accomplishments and professional growth throughout the year. Participating teachers will share evidence of their growth, collected in their Induction Portfolios with their colleagues. Those who complete the program will submit their Induction Portfolios for final review at this time.