Nâng cao kĩ năng mềm Skill building

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


Legislative Call for Action: SB 1209
• “The commission shall review induction

programs to determine whether local teacher
induction programs are meeting standards of
quality and effectiveness adopted pursuant to
subdivision (b) and to assure greater program

quality and consistency. The commission shall
schedule regular reviews following the initial
review of programs pursuant to this subdivision.”


Scribe-Share-Pack
1. Think about how you might use the
information you’ve learned regarding the
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 by SB 2042
Familiarize participants with learning goals and
assessment tools used for teachers working toward a
preliminary credential
Familiarize participants with learning goals and
assessment tools used for teachers working toward a
professional credential


Learning to Teach Continuum
(SB 2042 Credential Structure for MS/SS Credentials)
Preliminary Credential
Preparation

Internship
Program
Teaching
Performance
Assessment (TPA)

Induction
Program
Advanced
Curriculum
Demonstration
Formative
Assessment and
Support
Frequent Reflection
on Practice

Individual Induction
Plan
Application of Prior
Knowledge

Professional Credential
Renewal

PROFESSIONAL CREDENTIAL

PostBaccalaureate
5th Year Program

PRELIMINARY CREDENTIAL

Blended Program

Professional Credential
Preparation

Credential is valid for
the life of the holder as
long as renewal fee
and evidence of
meeting professional
fitness are submitted
every five years.
Ongoing professional
growth is the
responsibility of the

credential holder and
based on any
requirements the
employing school
district may have.


Think, WRITE . . .
• What have you noticed about new teachers
recently?

• In what ways may the Learning to Teach System
impact the level of teacher quality?

Pair, Share . . .


Teaching Performance Expectations
(TPE)
Definition:
Criteria by which Multiple Subject and Single
Subject credential candidates are evaluated for
recommendation for a preliminary teaching
credential.


Teaching Performance Expectations
Domain A
Domain B
Domain C

Domain D
Domain E
Domain F

Making Subject Matter Comprehensible
Assessing Student Learning
Engaging and Supporting Students in
Learning
Planning Instruction and Designing
Learning Experiences for Students
Creating and Maintaining Effective
Environments for Student 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 Instruction
TPE 3: Interpretation and Use of Assessments


Domain C:
ENGAGING AND SUPPORTING STUDENTS IN
LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 Developmentally Appropriate Practices in Grades K-3
 Developmentally Appropriate Practices in Grades 4-8
 Developmentally Appropriate Practices in Grades 9-12
TPE 7: Teaching English Learners


Domain D:
PLANNING INSTRUCTION AND DESIGNING
LEARNING EXPERIENCES FOR STUDENTS

TPE 8:
TPE 9:

Learning about Students
Instructional Planning


Domain E:
CREATING AND MAINTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING

TPE 10: Instructional Time
TPE 11: Social Environment


Domain F:
DEVELOPING AS A PROFESSIONAL
EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth