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Common StandardsMadera Unified Induction Program
Standard / Narrative / hyperlink to supporting documentation
Standard 1: Educational Leadership
The institution and education unitcreate and articulate a research-based vision for educator preparation that is responsive to California's adopted standards and curriculum frameworks. / The Madera Unified School District BTSA Induction program design reflects a clear understanding of quality, ongoing, job-embedded professional development that creates reflective habits of mind and fosters the concept of lifelong learning. The programs rationale suggests the importance of matching participating teachers (PTs) with on-site qualified (and often same subject/grade level) support providers who are available to provide timely ongoing support through the use of the Formative Assessment for California Teachers (FACT) process. Participating teachers, guided by support providers, strengthen classroom practice utilizing the California Standards for the Teaching Profession (CSTP), Standards of Quality and Effectiveness for Professional Teacher Induction Program, and the state-adopted content standards leading to increased student achievement.
The BTSA Induction program design incorporates the existing district practices into the vision for inducting new teachers into the profession. Within the consortium, there is a strong belief that teachers have a positive impact on student achievement. The district's commitment is evidenced by the allocation of funds that support all teachers through delivery of instruction to meet the needs of all students, including, but not limited to, on-site curriculum support providers, and professional development focused on pedagogy. / Madera BTSA Induction PT, SPand Site Administrator Program Handbook; FACT User’s Guide; Continuum of Teaching Practice;
BTSA Budget
The vision provides direction for programs, courses, teaching, candidate performance and experiences, scholarship, service, collaboration, and unit accountability. / The design of the Induction Program reflects current research from multiple sources. Research guides the vision of the program and its operations as follows:
- Teachers come from Teacher Preparation with a set of knowledge, skills, and abilities based on the design of Teacher Preparation
- The knowledge, skills, and abilities of teachers varies depending on experiences in Teacher Preparation programs, or out of state teaching
- Teachers are adult learners who respond to support, challenge, and a vision for themselves
- Support for teachers is needed to assist them in using previously learned knowledge, skills, and abilities
- Support for teachers leads to higher retention rates
- Thoughtful change in teaching practice occurs over time, using evidence, instead of impressions
- A well trained support provider is key to teacher success
- Professional development for participating teachers and support providers promotes higher levels of thinking about teaching practice and ultimately improved student achievement
Teacher Preparation Programs are designed to provide teachers with outcomes based on the Teacher Preparation Standards. Each standard clearly states that the teacher is prepared to perform duties and responsibilities listed in the standard. Induction, by design, elevates the level of teaching practice beyond the expectations in the Teacher Performance Expectations, which are aligned with the Teacher Preparation Standards. Teachers arrive at the threshold of a classroom with the above, often without a whole year’s experience setting up the classroom, managing the classroom, the students, the curriculum, communicating with parents, collaborating with peers.
The knowledge, skills, and abilities of teachers varies depending on experiences in Teacher Preparation programs, or out of state teaching
Teachers who enter Induction Programs attend and are certified by a number of universities. Each university operates its own program in distinctly different ways. Another variable is the level of support provided by master teachers and university supervisors who work with teachers during the Teacher Preparation Program. Yet another variable is the level of independence provided to each teacher during student teaching. Finally, teachers who have served as interns may have demonstrated a higher level of independence than teachers prepared in a traditional student teaching program.
Teachers are adult learners who respond to support, challenge, and a vision for themselves
Based on the work of Laura Lipton and Brice Wellman, the Madera Unified BTSA Induction Program implements a professional development model linking the work of Support Providers with the growth needs of Participating Teachers. Participating Teachers assess their needs as they exit Teacher Preparation, as they enter Induction, and repeatedly during the Induction experience. The Support Provider’s role is to assist the Participating Teacher in determining needs, planning actions based on growth needs, and linking teaching to learning for all students.
Support for teachers is needed to assist them in using previously learned knowledge, skills, and abilities
Teachers who are supported during the transition from Teacher Preparation to careers as clear credentialed professionals report they are more likely to remain in the teaching profession. As they exit Teacher Preparation, they often report they are lacking in classroom management and differentiation. Participating Teachers, upon completion of Induction, also report they more fully understand the demands of teaching, the needs of students, how to use the resources available at sites and in school districts, and how to work with parents.
Support for Participating Teachers promotes retention
Teachers who are supported stay in teaching longer. They report that assistance with on demand issues and formative assessment of teaching practice lead to a smooth transition to the teaching profession, and application of prior knowledge and skills from teacher preparation. Ultimately, the outcome of support leads to improved student achievement.
Thoughtful change in teaching practice occurs over time, using evidence, instead of impressions
Teachers are more likely to emulate the Plan Teach Reflect Apply Cycle in their professional practice, over the span of their teaching career, if the work between themselves and a Support Provider has time for looking a evidence and reflection on practice, through examining practice against professional norms such as the California Standards for the Teaching Profession and the Induction Standards. Thoughtful change occurs because Participating Teachers and Support Providers work collaboratively over the two year Induction experience. The importance of the work of each Support Provider with each Participating Teacher cannot be underestimated.
Selection, matching and professional development of Support Providers permits them to meet the needs of Participating Teachers
Support providers selected by districts, matched in a timely way, and trained in their role are more effective in meeting the needs of Participating Teachers. The sooner Support Providers are selected, matched and trained for the work of the Support Provider, the more effective they are in developing the trusting relationship; working to meet the on demand needs; helping the teacher learn about important contextual information about the students, school, district and community; and moving professional practice forward with Participating Teachers.
Professional development for Participating Teachers promotes higher levels of thinking about teaching practice and ultimately improved student achievement
Thoughtfully designed professional development based on needs assists Participating Teachers in improving professional practice. The needs, based on assessments of teaching practice over time, are aligned with the California Standards for the Teaching Profession and the Induction Standards. / Support Provider Memorandum of Understanding; Participating Teacher Memorandum of Understanding;FACT SkillbuildingPowerpoint Slides: Learning to Teach System; Teaching as a Learning Journey;Plan Teach Reflect Apply Graphic;FACT Assessment Tab: Self Assessment CSTP,Self Assessment Induction Standards.
Madera BTSA Induction PT, SP and Site Administrator Program Handbook;Induction Standards,California Standards for the Teaching Profession;
FACT User’s Guide;Support Provider Memorandum of Understanding; Participating Teacher Memorandum of Understanding;
The faculty, instructional personnel, and relevant stakeholders are actively involved in the organization, coordination, and governance of all professional preparation programs. / Faculty and Instructional Personnel
In the Madera Unified BTSA Induction Program faculty and instructional personnel are represented by Support Providers and Professional Development Providers. Each has a unique role. In general, Support Providers are selected from active teachers in school districts. They may also be retired teachers, teachers on special assignment, curriculum or academic coaches, or teachers who are not currently employed full time. Support Providers may also be Professional Development Providers. Professional Development Providers may also be staff from Curriculum and Instruction such as Coordinators or Directors who oversee parts of the school district. For the purpose of Common Standard 1, Professional Development providers include Professional Development Providers for Support Providers (Formative Assessment for California TeachersFACT trainers)
When possible, members from Faculty and Instructional Personnel serve as members of the Steering Committee.
Relevant Stakeholders:
The Madera Unified School District is the LEA for the Madera Unified BTSA Induction Program. The program serves the following school districts, charter schools, and one private school: Alview-Dairyland, Bass Lake Union School District, Chawanakee Unified School District, Chowchilla Elementary School District, Chowchilla High School District, Golden Valley Unified School District, Madera County Office of Education, Raymond-Knowles Union School District, Yosemite Unified School District, Ezequiel Tafoya Alvarado Academy Charter, Sherman Thomas Charter, and St. Joachim’s School. Each of the above is a co-sponsor for the program.
The Program Director works along with the SteeringCommittee to ensure that decisions and actions are considerate of all program participants and aligned with state expectations. The Steering Committee, which is comprised of program stakeholders from all sponsoring districts, is responsible for overseeing the administration of the Madera Unified BTSA Induction Program and acts as an advisory decision-making cadre. The Steering Committee meets two times throughout the school year. Steering Committee members will include the Program Director, District Contacts, district office administrators, site administrators, bargaining unit representatives, Support Providers, Participating Teachers, when appropriate, and Institution of Higher Education (IHE) representatives. Institute of Higher Education members attend from California State University, Fresno, National University, and Fresno Pacific University.
The Organizational Chartdepicts the structure of the Madera Unified School District BTSA Induction Program administration.
Steering Committee members have the following roles and responsibilities:
- Oversee goals and time lines
- Provide input in program implementation
- Act as a liaison for issues and concerns
- Provide input to Program Director
- Review, participate in evaluation data and in analysis of data
- Recommend program revisions based on collected data
- Review proposed budget and recommend modifications if needed
- Coordinate, implement, and monitor the program
- Coordinate, select, guide and monitor Support Providers
- Establish and maintain the budget
- Schedule meetings, and professional development sessions
- Facilitate the Steering Committee meetings
- Foster communication with all program stakeholders
- Attend state sponsored induction meetings
- Coordinate and participate in evaluation of the program and analyze & report local and state results of program evaluation
Unit leadership has the authority andinstitutional support needed to create effective strategies to achieve the needs of all programs and represents the interests of each program within the institution. / The Organizational Chartdepicts the structure of the Madera Unified School District BTSA Induction Program administration.
Steering Committee members have the following roles and responsibilities:
- Oversee goals and time lines
- Provide input in program implementation
- Act as a liaison for issues and concerns
- Provide input to Program Director
- Review, participate in evaluation data and in analysis of data
- Recommend program revisions based on collected data
- Review proposed budget and recommend modifications if needed
- Coordinate, implement, and monitor the program
- Coordinate, select, guide and monitor Support Providers
- Establish and maintain the budget
- Schedule meetings, and professional development sessions
- Facilitate the Steering Committee meetings
- Foster communication with all program stakeholders
- Attend state sponsored induction meetings
- Coordinate and participate in evaluation of the program and analyze & report local and state results of program evaluation
The education unit implements and monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements. / The Madera Unified District BTSA Induction Program has a planned process for verifying completion of the professional teacher induction program and recommending for the professional credential only those teachers who have met all requirements. Participating teachers must complete and submit all documents listed on the BTSA website site and successfully complete an exit interview. Progress is monitored through the database and progress reports.
The Induction Program will maintain a database to verify each teacher's individual participation in the Induction Program. This database will include, but is not limited to: information regarding professional completion of the individual FACT Modules, and dated verification of their completion of an IIP. The Induction Program will update this database regularly.
In order to arrive at a professional credential recommendation for each participating teacher, each participating teacher is provided with a Program Completion Checklist (contained in Handbook) at the BTSA Induction Program Orientation Meeting. The checklist details all program components and professional credential requirements they will be required to complete and accumulate evidence of in their Professional Portfolio. BTSA website.
Portfolio Binder reviews are scheduled at the end of each semester. Teachers missing documents or have not adequately supplied enough evidence are required to resubmit the documents to the Induction Director. A plan of remediation is made with each individual teacher. Teachers resubmit documents through email, fax, and one-on-one meetings.
At the end of Year 2, Participating Teachers will have an exit interview conducted by the Program. At the end of two years, the Program Director will recommend for their clear credentials only those teachers who have completed all requirements.
Participating Teachers who do not complete all of the components of the Induction Program within the initial two years of teaching may request a program extension. These extensions will be offered if the teacher could not complete the program due to: 1) extended illness, 2) maternity or emergency leave 3) military service 4) any other causal factors outside of the participating teacher's control that would reasonable affect the PT's ability to successfully complete the Induction Program in a timely manner. Teachers seeking such an extension will be required to complete a Program Extension Request and submit this request to the Program director prior to June 1 of the current school year. The program director will meet individually with candidates in order to clarify the requirements needed to receive a clear credential recommendation. As a result of this meeting an individualized plan for completion of the missing components and timeline for completion will be submitted. The Program director will either approve the plan, or return it to the participating teacher within one week if any aspect of the plan needs to be adjusted or if additional information is necessary.
The Induction Program Director is responsible for informing each participating teacher at the BTSA Induction Program Orientation Meeting of his/her responsibility for accumulating and maintaining evidence regarding professional growth. A Program Completion Checklist is distributed to all Participating Teachers detailing this evidence and allowing the participant to document and keep track of all professional growth evidence and assist in the creation of a Professional Portfolio which will be monitored online by the Program coordinator and, at the end of the two-year program, will be used in consideration of recommending the participating teacher for a clear credential. / FACT Progress Monitoring Assessment Tool,Plan for Completion of Induction Program.Master Checklist,Verification of Completion Form.
Standard 2: Unit and Program Assessment and Evaluation
The education unit implements an assessment and evaluation system for ongoing program and unit evaluationand improvement. / During each year, the program collects data from multiple sources, involves multiple stakeholders in assessment activities, reports the results of assessment to stakeholder groups, and then makes thoughtful changes to the program.