1 LAUSD BTSA Induction FACT Day 1 Training. Being a Support Provider is like… 2.
LAUSD Common Standards and LAUSD BTSA Induction Program ... · Credentials for Special Education...
Transcript of LAUSD Common Standards and LAUSD BTSA Induction Program ... · Credentials for Special Education...
LAUSD Common Standards and LAUSD BTSA Induction Program Standards
Table of Contents LAUSD Common Standards Standard 1
Standard 2
Educational Leadership
Unit and Program Evaluation System
p3
p10
Standard 3 Resources p14
Standard 4
Standard 5
Faculty
Admissions
p18
p23
Standard 6
Standard 7
Advice and Assistance
Field Experiences and Clinical Practice
p27
p30
Standard 8
Standard 9
Program Sponsor, District and University Field Experience Supervisors Assessment of Candidate Competence
p36
p39
LAUSD COMMON STANDARDS
Please note that LAUSD is currently engaging in a pilot program with a select group of teachers using FAS
documents rather than FACT and a full release support provider model. Some formative assessment
processes may be recorded on FAS instruments rather than FACT instruments. Also note that the Special
Education Preliminary Credential began 2011-2012 as part of the accepted transitional plan for Special
Education.
COMMON STANDARD 1: Educational Leadership
The institution and education unit create and articulate a research-based vision for educator preparation that is
responsive to California’s adopted standards and curriculum frameworks. The vision provides direction for
programs, courses, teaching, candidate performance and experiences, scholarship, service, collaboration, and
unit accountability. The faculty, instructional personnel, and relevant stakeholders are actively involved in the
organization, coordination, and governance of all professional preparation programs. Unit leadership has the
authority and institutional support needed to create effective strategies to achieve the needs of all programs and
represents the interests of each program within the institution. The education unit implements and monitors a
credential recommendation process that ensures candidates recommended for a credential have met all
requirements.
Narrative Response
The Los Angeles Unified School District (LAUSD) is the Lead Educational Agency (LEA) sponsoring a variety of teacher
preparation programs for the District and charter schools within District boundaries who sign a memorandum of
understanding with the District to provide credentialing services.
BTSA Induction
District Intern Programs (Preparation, Induction, Education Specialist) A r t i c u l a t e s a n d C r e a t e s A V i s i o n
V i s i o n S t a t e m e n t
The LAUSD Credential programs provide experiences designed to create a
student centered culture of reflective practice and inquiry to move
teaching and learning forward at every stage of the educational
continuum. Credential candidates are able to gather, synthesize and
analyze data and use it to guide instructional planning for their students
and to develop and implement focused professional growth plans for
themselves. Teachers and administrators have and utilize the tools and
strategies to design and implement effective instruction for the diverse
students that we serve in order to provide each student the opportunity to
reach their potential. Families and community members are recognized as
integral partners in the learning community. LAUSD is committed to
furthering equitable educational experiences through a rigorous
program based in authentic work.
Vision Statement—included in Narrative
D e v e l o p m e n t o f t h e V i s i o n
The vision of the LAUSD teacher credential programs was
developed in collaboration with leadership from teacher credential
programs, senior district staff and other stakeholders. It is grounded
in a knowledge base of teacher education and adult learning theory,
a background of familiarity with the Commission on Teacher
Credentialing (CCTC) program standards, teacher performance
standards, curriculum frameworks and a philosophy that advocates
equal opportunity and success for all learners. Leadership is
dedicated to the concept that the human system is open to change
throughout all developmental stages. Key beliefs and components
include the following:
1. 1. “Great Teachers are Made, Not Born”. ”. (Moir, U.S. Senate
Testimony: http://help.senate.gov/imo/media/doc/Moir.pdf, 2010)
2. “We want to turn around the current situation where underprivileged
kids are getting the lowest quality education. Typically, the newest
teachers are placed in the most difficult classrooms in high need
schools. It’s not surprising, then, that a third of these new teachers
will not survive this trial by fire and will leave the profession within
the first three years. Students suffer when teachers leave. We’re
working to break this cycle of inequity and provide children who are
in most need of an excellent education with teachers who can make
that happen.” (Moir)
Mission/ Vision/Narratives Committee
Vision Statement—included in Narrative
Websites
http://acts.lausd.net/BTSA http://www.lausd.k12.ca.us/lausd/offices/di/
2. 3. There is a critical need for teachers who are able to meet
the continuously emerging instructional, cognitive, affective and
physical needs of a vastly diverse student population. Oakes &
Lipton) EDITION: 3rd Edition ISBN: 0072982004 ISBN-13: 9780072982008 PUB.
DATE: May 2006 PUBLISHER: McGraw-Hill Companies, The
3. 4. The basic tenets of culturally relevant curriculum (Carol Lee): I Culture,
Literacy, and Learning: Taking Bloom in the Midst of the Whirlwind by Carol Lee,
Linda Darling-Hammond (Foreword by) ISBN: 0807747491 ISBN-13:
9780807747490 PUB. DATE: May 2007 PUBLISHER: Teachers College Press
Principle 1: Connection to prior knowledge/language
Principle 2: Meaningful experiences are more likely to lead to deeper learning
Principle 3: Learners can demonstrate competence in non-traditional ways
Principle 4: Ability is not finite - learners build ability through engagement
Principle 5: “Habits of Mind” can be taught
5. Improved training, information and assistance for new
teachers (Stanbury & Zimmerman)
impacts the educational performance of students
facilitates the professional success and retention of new teachers
6. High-intensity support strategies are the most effective at
improving beginning teaching performance. (Dianda)
The vision is posted on the website.
L A U S D M I S S I O N S T A T E M E N T
The LAUSD mission States that “The teachers, administrators and staff of the Los
Angeles Unified School District (LAUSD) believe in the equal worth and dignity of
all students and are committed to educate all students to their maximum potential.”
To this end the credentialing units support that goal by developing and
implementing research-based pathways that prepare teachers to educate all students
to achieve high standards of excellence as they complete their certification to teach.
LAUSD Mission Statement—included in Narrative
L A U S D CERTIFICATION PROGRAMS M I S S I O N S T A T E M E N T LAUSD considers the profession of teaching to be a life-long process (Linda
Darling- Hammond). LAUSD utilizes purposeful and logically sequenced
curriculum and formative assessment process to prepare candidates to meet
the academic learning needs of students. The LAUSD Certification Programs
focus on the application and examination of the relevant California Standards
for Teaching Effectiveness, the California Standards for the Teaching
Profession, the BTSA Induction Program Standards, Teacher Preparation
Standards for Multiple and Single Subject as well as Education Specialists
and the Adopted California Content Standards in order to prepare and retain
high quality teachers and sustain high quality standards for the preparation
and performance of professional educators.
11. The LAUSD BTSA Induction Programs have, as a primary goal, increased
student achievement through the preparation and retention of highly qualified
teachers. The program seeks to provide experienced teacher support and assistance
to teachers as they learn to demonstrate greater knowledge, understanding, and
application of the student academic content standards, student curriculum and
assessment. The final outcome is certification of the California Clear Teaching
Credential.
2. The LAUSD District Intern Programs have, as their primary goal, a reduction in
the number of teachers employed on short term or provisional permits. The
program also seeks to attract non-traditional teacher candidates, especially second
career candidates, and candidates with skills to teach in shortage fields, into the
Certification Programs Mission Statement—included in Narrative
Certification Program Goals—included in Narrative
Curriculum and Professional Development ---LAUSD BTSA Induction o District Intern Programs—
Please see DI Submission
teaching profession. The final outcome is the Preliminary California Teaching
Credentials for Special Education (formally Level I), Single Subject and Multi-
Subject.
Each program director is committed to the implementation of the LAUSD mission and
supports the vision of serving the District’s students by recruitment and/or professional
development of exemplary teachers, faculty, and administrators. These beliefs are
confirmed by the following research:
Education systems that value cooperation among teachers and a commitment to
developing all students to their fullest potential are the keys to ensuring the
success of their students. (Susan Sclafani, 2008. Two roads to high
performance, Educational Leadership)
Working collaboratively ensures students succeed as lifelong learners, workers
and citizens, defines excellent teaching and assists teachers to master the skills
needed in order for students to learn academic content. (Educational Leadership,
“Rigor Redefined” October 2008, Tony Wagner, Co-director of Change
Leadership Group Harvard Graduate School of Education).
Novice teachers take between two to three years to develop competency in
teaching (Berliner, 1988; 2001).
“Effective support, mentorship, assessment, and advanced study during the early
years of teaching(including teacher preparation) are essential to a beginning
teacher’s development and success” (California Commission on Teacher
Credentialing and Department of Education 4/13/2009).
The quality of teaching is what matters most for learning, growth and
development (Alliance for Excellent Education, 2004; Ferguson, 1991; Rivkin,
Hansushek, and Kain, 2000; Wright, Horn, and Sanders, 1997; NCTAF 1996.)
The concept of ‘correct balance’ for student growth (cited by Tharp, R.G., P.
Estrada, S.S. Dalton, and L.A. Yamauchi, 200, in Teaching Transformed.
Achieving Excellence, Fairness, Inclusion and Harmony. Boulder, Colorado:
Westview Press, 30-31) based on work by Csikszenmihaly, Rathunde, and
Whalen 1993; Langer 1995; and Applebee 1996 also applies to teacher
development “Getting the correct balance involves striking the “productive
tension” between support and challenge, between the pleasures of mastery and
of moving beyond present accomplishments”.
R e s p o n s i v e t o C a l i f o r n i a ’ s A do p t e d S t a n d a r d s a n d C u r r i c u l u m F r a m e w o r k s
LAUSD designs high quality teacher preparation programs to meet the
pedagogical demands today and in the future based on State adopted
standards and frameworks. Through seminars, coursework and the inquiry
process participants demonstrate their use of the standards and frameworks in
the design of instructional experiences for their
students.
Standards Narratives—Contained in Narratives Documents
Curriculum and Professional Development --LAUSD BTSA Induction o District Intern Programs—
Please see DI Submission
Th e V i s i o n P r o v i d e s D i r e c t i o n f o r P r o g r a m , F a c u l t y , S c h o l a r s h i p , C o l l a b o r a t i o n a n d A c c
o u n t a b i l i t y
As unit leadership develops the credentialing programs the vision
provides direction for courses, teaching, candidate performance and
experiences, scholarship, service, collaboration, and unit
accountability.
In order to prepare teachers to educate all students to achieve
Curriculum and Professional Development o LAUSD BTSA Induction (includes
Formative Assessment) Participating Teachers,
Support Providers, Administrators & Staff
o District Intern Programs—Please see DI Submission
high standards of excellence requirements are designed to develop
teachers who:
are effective in teaching students who are culturally,
linguistically and academically diverse
engage in on-going assessment of their practice, informed
by the California Standards of the Teaching Profession
(CSTP), the state adopted K-12 content standards, data on
student performance levels and LAUSD performance measures
are effective instructional decision makers
are able to control the conditions of teaching and learning in
their classrooms
use their unique body of knowledge as they grow in their
ability to apply essential content, skills and strategies
are reflective about their practice
In alignment with the vision, leadership uses strategies to provide
programs that enable teachers to experience an effective transition
across the Learning to Teach Continuum which include:
Collaboration with institutions of higher education, other PK-
12 institutions and community organizations, other divisions
within the district and school site personnel to inform
practice occurs through attendance at conferences, seminars
and articulation sessions
Design of courses and instruction, instructional decision
making and program requirements (including as appropriate
Collaboration o Advisory Council o IHE Collaborative o IHE Consortium o LA Regional Network
Data Collection, Analysis & Program Adaptations
Individual Induction Plans (IIP)
Leadership Team Agendas—available for review on site
o LAUSD BTSA Induction o District Intern Programs—Please DI
Submission
Accreditation Process (Data Collection, Bi-ennial Report, Site Visit…)
Roles and Responsibilities
LAUSD BTSA Induction District Intern Programs—Please see DI Submission
Resumes—available for review on site
candidate performance and experiences, scholarship and service)
which are in alignment with the vision and facilitate expected
teacher competencies
Utilization of data to improve the rigor and consistency of the
programs as well as individual teacher performance
Analysis and reporting of data to ensure unit accountability
Selecting and training effective support providers and faculty
Providing the opportunities for teachers to identify individual
needs and special interests
During regularly scheduled leadership team meetings the vision is
revisited as appropriate and updated as necessary to remain
current with advances in educational theory, development of new
understandings of best practices in the preparation of teachers
and the education of diverse student populations. Changes in
legislation, policy and district priorities are considered as the team
revisits and recommits to the vision.
The Teacher and Administrator Development Branch has
oversight of the multiple units within the Credentialing programs.
The accreditation process is used to hold each respective
program accountable and to plan annual program improvements.
Faculty are selected from district employees and other
professional organizations based on proven scholarship as well
as the ability to implement coursework in alignment with the
program vision.
I n v o l v e m e n t i n O r g a n i z a t i o n , C o o r d i n a t i o n , a n d Go v e r n a n c e
Each certification program involves faculty and instructional program staff
as well as district leadership in a shared decision-making process to
engage them in active involvement in the organization, coordination, and
governance of all professional preparation programs. Regularly
scheduled meetings occur at which all aspects of the credential programs
are reviewed. Specific program components that are continually
examined include:
Program Orientation
Coursework and instructional modules based on current research
Mastery of course content and aligned to the adopted content
standards
Site based or local school support
Supervision of formative assessment applied in the local context
Application of research based strategies and reflection
Cohorts or professional learning communities to support learning and
professional growth
Selection of faculty and support personnel from highly qualified
practitioners
Student achievement
Formal and informal assessment of data are utilized to determine the
Leadership Team Agenda—available for review on-site o LAUSD BTSA Induction
(includes Formative Assessment) o District Intern Programs—Please
see DI Submission
Calendars
Sign in sheets—available for review on site
Accreditation Reports
effectiveness of each program and to guide ongoing decisions on the
revision of program design and implementation.
A u t h o r i t y a n d I n s t i t u t i o n a l S u p p o r t f o r P r o g r a m s
The unit has leadership assigned with appropriate status within the
organization of the district with the authority to facilitate the assessment of
the needs of each program, determine their interests and create effective
strategies to achieve the needs of all programs. (see org chart) The
program administrator participates in meetings with other senior staff
responsible for district-wide decision making that impacts the design and
implementation of the program (i.e. Talent Management, Human
Resources, Instruction, Fiscal…).
Each program has a logically sequenced and structured set of
requirements which meets all standards governing the credential to be
issued. Participants are informed of these requirements throughout their
program through orientation and advisement sessions, published program
documents, websites, email communication, etc. Trained program
personnel within each program analyze evidence of completion (i.e. TPA
results, standardized assessments, completion of coursework, formative
assessment documentation portfolio tasks and other assessment
measures as appropriate to the program).
Each program maintains a database that tracks each candidate’s
progress toward completion. Candidates are given advisement and
Organization Chart
Curriculum and Professional Development
LAUSD BTSA Induction (includes Formative Assessment)
District Intern Programs—Please see DI submission
Websites: o http://acts.lausd.net/BTSA o http://www.lausd.k12.ca.us/laus
d/offices/di/
Advisement & Feedback Calendar
Agendas & Packets
Database—available for review on site
Program Assessors Rosters & Training
Credential Recommendation Documents o LAUSD BTSA Induction o District Intern Programs—
Please see DI Submission
Office Space, Equipment, Etc.
guidance on their progress in meeting the requirements. Upon successful
completion of all requirements an approval for recommendation for a
credential is generated by the Program Director and submitted to the
Human Resources division. Personnel in human resources facilitate
submission of the recommendation to the state and assist the candidate
in completing the on line credential application process.
The LAUSD teacher and administrator preparation programs are operated
through the District. The Superintendent supports the program by
providing leadership, operational support, office space, classroom
facilities, and equipment for its successful operation. Each program
director is a member of their respective Division’s Management Team.
The Administrator, Teacher and Administrator Development Branch,
designates oversight of the program to each project director and provides
access to the Superintendent’s policy and decision-making process. All
representatives of the certification program have input to the overarching
goals of the institution at large.
Representatives of each program are accessible and responsive to
district/school administration, site/program administrators, and program
candidates. Decisions as to the progress of candidates and any
remediation that may be required for the continued growth are influenced
by ongoing evaluation data and the input from both candidates and
faculty. Each program director, in coordination with the Administrator,
Teacher and Administrator Branch, has authority to:
Select and employ personnel necessary for support, supervision, and
instruction.
Design and implement strategies that are effective for the success of
available for review onsite
Staff Contact Information
Candidate Evidence Review Process
Roles & Responsibilities o LAUSD BTSA Induction
(includes Formative Assessment)
o District Intern Programs—please see DI Submission
the program.
Establish leadership activities with its partners.
Develop and monitor budget processes to maintain fiscal solvency.
Align overarching goals of the office with policies for program
implementation.
The Superintendent or designee has the final authority regarding program
implementation and services.
A p p r o v i n g C r e d e n t i a l A u t h o r i z a t i o n
LAUSD’s certification units are responsible for monitoring the progress of
each candidate. Each program has written criteria and an approved
process for determining whether candidates have met the requirements
for the credential. All candidates must demonstrate the knowledge and
skills required by the specific program standards in order to receive a
recommendation for the credential. Teacher candidates must complete
required coursework and submit activities for review by approved program
assessors. Program assessors determine whether the documentation
and evidence are sufficient to recommend the candidate for the
credential. Each director has the final authority to determine a candidate’s
advancement to candidacy for a credential. Only candidates that meet
requirements are recommended for a credential. Candidates that do not
meet requirements are not recommended and are provided an
opportunity to submit missing evidence, coursework or documentation.
They receive advisement and are provided written notification that they
have not met requirements which outlines the specific unmet
requirements that must be completed to be recommended for a
credential. LAUSD utilizes the online credential process to notify
candidates that all requirements are met.
Available for Review on site
Databases
Learning Zone
For the following items:
District Intern Programs—Please see DI submission
LAUSD BTSA Induction (includes Formative Assessment)
Portfolio Review Process & Checklists
Jeopardy Notices
Extension Requests
Common Standard 2: Unit and Program Evaluation System
The education unit implements an assessment system for ongoing program and unit evaluation and
improvement. The system collects, analyzes and utilizes data
on candidate and program completer performance and unit operations. Assessment in all programs includes
ongoing and comprehensive data collection related to candidate qualifications, proficiencies, competence, and
program effectiveness and is used for improvement purposes.
Narrative Response
A s s e s s m e n t S y s t e m f o r O n g o i n g P r o g r a m a n d U n i t E v a l u a t i o n a n d I m p r o v e m e n t
Each Los Angeles Unified School District credential program develops and implements
a comprehensive yearly program evaluation. An annual program improvement plan is
developed based on the analysis of the data collected. Annual assessments focus on
the goals and objectives of each of the program components, including the program
design and rationale. Each program utilizes an ongoing assessment process to collect
data that is available through a variety of sources such as contract documents; human
resource records including employment status and credential status; surveys,
evaluations, candidate work and accreditation documents. Prior year data are
analyzed. Interpreted and used in determining program trends and progress toward
annual goals. Outcomes of the analysis provide guidance for adjustments and
modifications to each program to facilitate ongoing improvement.
Surveys
State Survey
LAUSD BTSA Mid-Year Survey
Program Evaluations available for review on-site
Portfolio Checklists
Leadership Team Agendas—available for review on-site
C o l l e c t s , A n a l y z e s a n d U t i l i z e s D a t a o n C a n d i d a t e a n d P r o g r a m C o m p l e t e r P e r f o r m a n c e
a n d U n it O p e r a t i o n s
Multiple measures are utilized to gather information on candidate qualifications,
proficiencies and competence; participant progress; completer performance; and
program effectiveness. Each unit utilizes data collected from all stakeholders in the
professional community to evaluate program effectiveness and plan program
improvements.
Candidate work and assessments serve as a primary source of information to
measure progress towards outcomes. Each spring surveys and evaluations are
administered to program participants, support providers, site administrators and
program staff. Candidate information is elicited to assess several aspects of
program effectiveness. Where possible, information on program effectiveness is
also collected from instructors, support personnel, various partners and local
district/school personnel. Each course or training taught or facilitated by the project
has an evaluation component. Course evaluation data are examined and used to
assist in determining the effectiveness of the course and the instructors within the
program. This survey data are combined with other data collected, such as
student teaching performance assessments and portfolio projects. The current
year’s data are analyzed by each program’s leadership team and discussed with
the program’s partners. The data are compared with previously collected data and
tracks program trends. The data are summarized in a comprehensive program
improvement report.
Programs maintain a database to track completion of requirements such as formal
For the following items:
District Intern Programs—Please see DI Submission
LAUSD BTSA
Coursework Requirements
Formative Assessment
State Surveys
Evaluations—available for review on-site
Leadership Team Meetings—available for review on-site
Advisory Council
Biennial Report
Database—available for review on-site
examinations, culminating tasks and portfolio entries. The database is utilized to
generate reports on individual and aggregated data on candidate progress.
O n g o i n g a n d C o m p r e h e n s i v e D a t a C o l l e c t i o n , U s e d f o r I m p r o v e m e n t P u r p o s e s
Data are analyzed by the leadership team of each program to determine the
effectiveness of both process and content in all aspects of the program. A set
of data may be examined through different lenses in order to view candidate
progress and the effectiveness of the unit. Trends and patterns are examined
to assess program effectiveness and reflect progress over time. Among the
data sources and factors considered are (as appropriate for each program):
admissions data on the number of participants enrolled in the program
each year
participant completion of individual program components based on the
proficiency standard of the approved program—transportability
documents showing progress are available for candidates leaving the
program or transitioning to other certification programs
program completion (dropout rate, number of candidates terminated from
service, number of candidates completing on time, numbers and rationale
for candidates requiring extensions)
candidate performance data (i.e. results of the Teacher Performance
Assessment (TPA), passage of the Reading Instruction Competence
Assessment (RICA), performance on portfolio tasks, successful
completion of coursework, etc.)
operational procedures (design and implementation of requirements, data
District Intern Programs—Please see DI Submission
LAUSD BTSA Induction
Leadership Team Agendas—available for review on-site
Biennial Report & Program Summaries
Database—available for review on-site
Transportability Documents—connected to database, available for review on-site
Evaluations—available for review on-site
Accreditation Reports
Participating Teacher and Support Provider Agendas
Advisory Council
management systems, organization and management of courses,
facilities, selection and assignment of faculty, communication structures)
responses on evaluation measures (state and local surveys, session
evaluations, focus groups, communications from stakeholders, program
review)
portfolio or Teacher Performance Assessment or evidence of application
within the context of their assignment
advice and assistance during informal meetings. Individual Induction or
Inquiry or Professional Growth Plan Review, Formative Assessment
Documents
accountability Logs and Payroll Timesheet
retention Data
accreditation data, reports, feedback
Components are examined to determine necessary adjustments to both short
and long term program design and implementation for continuous program
improvement (i.e. statistics on passage of a task on the TPA are examined;
trends in strengths and areas of concern in participant competency are
analyzed; curriculum, supporting documents and program support are
examined and adjustments made to increase program effectiveness in the
targeted area).
Each program implements an ongoing process of evaluation and program
improvement. Adjustments are implemented as appropriate in response to the
analysis. The data are used where appropriate to guide current year
modifications in the program assessment. A cyclical process of evaluation
and analysis is maintained to track the impact of program adjustments and
inform future program design. Each program uses state and institutional
standards, program outcomes and/or program improvement outcomes to
achieve program improvement goals throughout the accreditation process.
Formal evaluation occurs within the framework of the accreditation process as
defined for each credential program.
Each program participates in the formal State accreditation process as
outlined and approved by the California Commission on Teacher
Credentialing (CCTC). The aforementioned data are routinely summarized
into charts, analyzed for the purpose of improving candidate performance,
program services and quality, and the institutions operations, and discussed
with the institutions various partners. Assessment data are shared with field
based faculty at various meetings throughout the year. Each program submits
information collected over time regarding the program context, demographics,
and changes to the approved program. Programs focus on overall trends and
develop an action plan for implementation of substantial program
improvements. All program data are the basis for the “Biennial Reports” and
the data gathering and analysis required in the accreditation process:
Year 1: Biennial Report submitted to the CTC
Year 2: Data Collection and Analysis
Year 3: Biennial Report submitted to the CTC
Year 4: Program Assessment (08-09 Entry into Accreditation System)
Year 5: Biennial Report submitted to the CTC (10-11)
Year 6: Site Visit; Data Collection and Analysis (11-12)
Year 7: Follow-Up to Site Visit; Data Collection and Analysis (12-13)
Common Standard 3: Resources
The institution provides the unit with the necessary budget, qualified personnel, adequate facilities and other
resources to prepare candidates to effectively meet the state-adopted standards for educator preparation.
Sufficient resources are consistently allocated for effective operation of each credential and certificate program
for coordination, admission, advisement, curriculum and professional development, instruction, field-based
supervision and/or clinical experiences, and assessment management. Information resources and personnel are
sufficient to meet program and candidate needs. A process that is inclusive of all programs is in place to
determine resource needs.
Narrative Response
B u d g e t , Q u a l i f i e d P e r s o n n e l , A d e q u a t e F a c i l i t i e s a n d O t h e r R e s o u r c e s
Budget development and planning for expenditures for LAUSD credential
programs is linked to the state requirements and standards for each
program. Institutional support from existing Talent Management, Human
Resources and Professional Development units are utilized to support
each program. Funding for courses, faculty, instructors, professional
development providers, materials and facilities include resources from
Available for Review on site:
Budgets
multiple sources such as the Teacher Credentialing Block Grant, Title I,
EIA, other grants, and district general funds. The LAUSD provides
additional support through budget support, payroll support, business
services and facility support, grant management and human resources
selection and assignment processes. Federal, State and Local
regulations governing the use of each fund are adhered to as resources
are allocated among the programs.
R e s o u r c e s a r e C o n s i s t e n t l y A l l o c a t e d
The Los Angeles Unified School District ensures each Division operating
the certification program has the necessary budget and facilities to
effectively operate the credential programs. Facilities are provided as an
“In-Kind” contribution of each Division.
Sufficient resources are allocated to each program director for coordination,
admission, and advisement. Programs allocate time and resources to
develop and implement curriculum, professional development, and
instruction to meet program and candidate needs. Programs reflect and
analyze data to continually assess and manage resources for credential
and certification requirements. Each program has available fiscal resources
to provide qualified supervisory and site-based support personnel to all
credential candidates. Field supervisors and support providers are sufficient
to meet program needs. The coursework and fieldwork faculty support
program coordination, admission, advisement, curriculum and instructional
professional development. Multiple sources of revenue may, on occasion,
be generated by:
Available for Review on-site:
Budgets
Support Provider database
Resumes
Master Calendar
For the following items:
District Intern Programs—Please see DI submission
LAUSD BTSA Induction
Professional Development—Staff
Training Locations
Organization Chart
Staff Rosters o Roles and Responsibilities
Grant funds distributed by the Commission on Teacher Credentialing and California Department of Education.
Tuition fees from candidates
Professional Development registration fees
District funds
Additional Grants
The district provides the unit with sufficient resources to select qualified
personnel to meet program and candidate needs. Faculty are selected that
hold advanced degrees consistent with their roles and responsibilities within
the program. Program personnel engage in professional development to
remain current in research, theory and practice regarding teacher
preparation, adult learning theory, subject matter expertise and local context.
Facilities are available to house staff, accommodate courses, seminars,
advisement and feedback sessions and other essential program functions.
Unit leaders share master calendars and communicate frequently with site
administrators to facilitate and coordinate the shared use of sites.
The Administrator of the Branch has oversight of the programs with full time
administrators who serve as directors for the programs coordinating ongoing
design and implementation. Together they are responsible with stake holder
input for program design, implementation, budget, staffing, coordination and
allocation of resources for support of the candidates in accordance with
state legislation governing each program.
The district has trained personnel that processes applicants for admission
and provides advisement to potential candidates. Personnel are provided to
deliver ongoing advisement to candidates during all phases of their program.
Staff is provided for each program to develop and implement curriculum that
is aligned to state and local mandates pertaining to the operation of a
Curriculum
Admissions Guidelines
Substitute Release Form
credential program, skill sets to be learned and the proficiencies that must
be demonstrated for candidates to be recommended for a credential.
Resources are allocated to provide for development of curriculum,
collaboration within the broader educational community, facilities,
professional materials and qualified faculty.
Field based supervision and/or clinical experiences are provided for
candidates in each program in alignment with the expectations and
requirements of the credential sought and the phase of the program that
they are in. All participants in LAUSD credential programs are employed
within LAUSD schools or charters within the District’s boundaries. Field
experiences occur in classrooms consistent with state guidelines for the
credential to be issued. Support Providers provide ongoing support and
guidance to candidates at the school site in each of the credential programs.
Resources are allocated for training for support providers which includes
formative assessment, coaching strategies, knowledge of program
requirements, use of assessment tools, and observation techniques.
Release days are provided for observation of the candidate.
Funding is provided for assessment of candidates (i.e. administration and
scoring of the Teacher Performance Assessment and portfolio reviews for
education specialist interns and induction candidates). Resources such as
files and server space are allocated for maintenance of required
documentation as well as program and candidate evaluation data.
I n f o r m a t i o n R e s o u r c e s a n d P e r s o n n e l a r e S u f f i c i e n t t o M e e t P r o g r a m a n d C a n d i d a t e N e e
d s
Candidates and program staff have access to a variety information
resources and instructional materials (i.e. web pages, library
resources, digital media resources, technology, professional
materials, instructional training materials, manuals, adopted
textbooks, periodicals, online district research library and district
curricular materials). Program funding provides full time classified and
clerical staff to support the day to day operations for the combined
programs. The district maintains a web portal which links to a web
page for each program where information on requirements,
schedules, registration information and staff can be accessed.
Digital Library: https://ol.lausd.net/diglib/index.php
Staff rosters
Websites:
http://acts.lausd.net/BTSA
http://www.lausd.k12.ca.us/lausd/offices/di/
http://lz.lausd.net
https://ol2.lausd.net/moodleapp/login/index.php
A P r o c e s s t h a t i s I n c l u s i v e o f a l l P r o g r a m s i s i n P l a c e t o D e t e r m i n e R e s o u r c e N e e d s
The District has an identified individual (currently Gina Smith DeVille,
Administrator, Teacher and Administrator Development Branch) who
oversees allocation of resources for the LAUSD Credential Programs.
Budget planning begins with a review of the previous year’s expenses
and current available funding to determine where adjustments need to be
made (i.e. professional development, IIP goals, program completion, state
funding issues, staffing, etc.) A variety of mechanisms are used to gather
information on program needs including state and/or program surveys
completed by participants, support providers, administration and program
staff. In addition to formal surveys a variety of stakeholder groups
Organization Chart
Data o State Surveys o Mid-Year Surveys
participate in the process of looking at data and determining budget
needs (i.e. district senior staff, leadership teams). Unit leadership utilizes
program and candidate performance data as well as requirements
dictated by state and local mandates to guide budgetary decisions and
determine resource needs for each program.
The director of the Branch has oversight of the programs with full time
administrators serving as directors for each of the programs. Together
they are responsible with stake holder input for program design,
implementation, budget, staffing, coordination and allocation of resources
for support of the candidates in accordance with state legislation
governing each program. The director meets with senior staff and fiscal
personnel to develop and receive approval on the annual budget.
Final authority for determining budget allocations resides with the
Superintendent or their designee.
Common Standard 4: Faculty and Instructional Personnel
Qualified persons are employed and assigned to teach all courses, to provide professional development, and
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 scholarship, service, teaching and learning. They are
reflective of the diverse society and knowledgeable about diverse abilities, cultural, language, ethnic and gender
diversity. They have a thorough grasp of the academic standards, frameworks, and accountability systems that
drive the curriculum of public schools. They collaborate regularly and systematically with colleagues in P-12
settings/college/university units, and members of the broader, professional community to improve teaching,
candidate learning, and educator preparation. The institution provides support for faculty development. The unit
regularly evaluates the performance of course instructors and field supervisors, recognizes excellence, and
retains only those who are consistently effective.
Narrative Response
Q u a l I f i e d P e r s o n s a r e E m p l o y e d a n d A s s i g n e d t o T e a c h a n d S u p e r v i s e
All Los Angeles Unified School District (LAUSD) credentialing
programs have a written description of roles and responsibilities for
positions within the program. They utilize a variety of processes
(which may include applications, resumes, interviews, observation,
recommendations, etc.) for selecting and assigning all faculty, course
instructors, professional developers, and field supervisors. Program
Roles and Responsibilities
http://www.teachinla.com/hr_forms.html
Instructional Personnel and Faculty Rosters
Sample Applications & Interview Questions
directors of each certification unit adhere to the fair employment
practices, procedures, and policies of the Los Angeles Unified School
District as well as Local, State and Federal legislation. Human
Resources staff collaborates in monitoring assignments to verify
program personnel are authorized and credentialed for the position to
which they are assigned. As they process the pool of candidates the
credential programs select instructional personnel that are
representative of the diverse society in which we live and are able to
demonstrate knowledge of academic standards, frameworks, and
accountability systems. Candidates for fieldwork or site based
supervision/support are recommended to have at least 3 years of
successful experience and a clear California teaching credential or
certificate. Faculty may be recommended by district personnel based
on approved program guidelines and demonstrated expertise in the
content area of the candidate they support. The Executive Director,
Talent Management, Administrator, Teacher and Administrator
Development Branch and Program Directors maintain final authority in
the selection of professional development personnel.
Instructional personnel and faculty in all of LAUSD’s credentialing
programs are current or retired certificated employees of LAUSD or
are recognized experts in their field (i.e. university faculty, county
office of education staff and authors of relevant educational texts).
Leadership conducts an annual assessment of the qualifications and
diversity of the instructors and staff within the programs and makes
adjustments to the recruitment and assignment process as necessary.
Program leaders, faculty, professional development personnel are
selected and assigned utilizing multiple criteria, which may include:
Experience Implementing the California Standards for the
Teaching Profession
Interviews
Knowledge of Adult Learning Theory
Knowledge of the Academic Content Standards/Career Technical
Standards
Knowledge of the Teaching Performance
Expectations/Assessments
Knowledge of Adult Education Standards
Knowledgeable About Equity and Diversity
Observations of Teaching
Pedagogical and Andragogical Practices Appropriate to the
Credential/Certificate Program
Professional Development Facilitation and/or Training
Progressively Related Educational Experiences
Resumes
Colleagues’ Recommendations
Willingness to participate in professional training to acquire
additional knowledge and skills appropriate to support new
teacher development
Willingness to engage in formative assessment processes,
including non-evaluative, reflective conversations about formative
assessment evidence of the participating teacher
Effective listening and interpersonal skills, and a positive, non-
judgmental attitude
Once faculty and instructional personnel are selected they meet with
program staff to review their responsibilities and clarify questions.
P e r s o n n e l M o d e l C u r r e n t B e s t P r a c t i c e s o f T e a c h i n g a n d L e a r n i n g
Administrators from the credential programs formally and informally evaluate
instructors and professional development providers on a consistent basis to
monitor the implementation of best professional practices. Program
personnel communicate and model research based strategies and best
professional practices in teaching and learning, scholarship, and service.
Additionally, program personnel and candidates participate in ongoing
professional learning communities to increase their content knowledge and
skill. Instructional personnel and faculty collaborate with personnel from the
Office of Curriculum, Instruction and School Support in order to remain
current in the context of public education. Annual professional development
for faculty is required in order for faculty to increase their knowledge and skill
in the use of the formative assessment processes used routinely in their
practice.
LAUSD utilizes a mixed model of support to credential candidates. Although
part time release personnel are the most prevalent candidates may be
assigned full release, part time release, or full time teaching clinical
Curriculum and Professional Development
Available for Review on site
Evaluations
Support Provider Databases
personnel to provide field based support. The majority of full release
personnel are retired teachers or central offices staff.
P e r s o n n e l a r e R e f l e c t i v e a n d K n o w l e d g e a b l e o f a D i v e r s e S o c i e t y
Program personnel reflect the diversity in their schools and community.
Program personnel attend diversity training, or have previously attended or
been prepared to work with diverse populations. Personnel must have met
the ‘multi-cultural’ requirement that is required of all employees before they
are eligible to receive salary advances. LAUSD, as a Lead Educational
Agency, provides regularly scheduled opportunities for personnel to
participate in diversity training through the Office of Curriculum, Instruction
and School Support. The Division of Human Resource Services and the
certification programs provide annual professional development in “Equity
and Diversity” for program personnel. Each program fosters cultural and
language proficiency within its corresponding division. Formative assessment
of the candidates in each credential program requires conversations with
colleagues in the school setting. Clinical personnel guide candidates in
reflective conversations and document these conversations using formative
assessment tools approved by their respective programs.
Multicultural Requirement
Staff and Support Provider Application and Interview Process
Curriculum and Professional Development --Staff
P r o g r a m P e r s o n n e l A r t i c u l a t e t h e S t a n d a r d s , F r a m e w o r k s , a n d A c c o u n t a b i l i t y S y s t e m s
Program faculty and instructional personnel have experience working with
the core academic content standards and frameworks of the content area for
instruction. Supervisors, instructors and district based support personnel are
Available for Review on site:
Resumes
knowledgeable of subject specific curriculum and the local district need. Site
based support personnel provide core content support by arranging
observations and/or opportunities for collaboration with content instructors
familiar with the standards and frameworks of the content area of instruction.
Project directors communicate knowledge of the public school accountability
systems with all program personnel through regularly scheduled meetings
and/or professional development.
Leadership Team Agendas
P r o g r a m P e r s o n n e l C o l l a b o r a t e R e g u l a r l y w i t h C o l l e a g u e s , C o l l e g e s a n d U n i v e r s i t i e s
Program personnel collaborate regularly through emails, newsletters,
conferences, workshops, committee and advisory meetings to improve
teaching, candidate learning, and educator preparation. Program Personnel
attend meetings and ongoing professional development opportunities to
foster collaboration within the broader educational community including
Institute of Higher Education (IHE, members of the professional community
and other PK-12 organizations (i.e. LA Regional Network, Cluster 4 training
and conferences, IHE collaborative etc). These forums provide staff with
new information opportunities to discuss teaching programs and student
learning with colleagues. Information from these meetings is shared within
ongoing staff meetings to determine implications for program implementation.
Programs have established relationships with a variety of colleges and
universities. Strong relationships exist with the universities such as California
State University, Los Angeles, California State University, Northridge,
California State University, Antioch and University of California, Los Angeles
and Mount St. Mary.
Available for Review on site:
Sample emails
Advisory Council
Curriculum and Professional Development—Staff
Advisory Council Roster
IHE Consortium Roster
E v a l u a t e s a n d R e c o g n i z e s P r o g r a m P e r s o n n e l P e r f o r m a n c e
LAUSD regularly evaluates the performance of faculty, course instructors and
professional developers through evaluations at the end of a session, routine
program surveys, and periodic observations by program staff. Candidate
feedback, support logs, and candidate portfolios/performance indicators
provide additional information. The leadership team of each program
analyzes the data gathered to determine the effectiveness of instructors and
professional developers. Program staff meets with instructors and
supervisors collectively and individually as appropriate to provide formative
feedback on their work. Those who consistently receive sub-standard
evaluations are given the opportunity to engage in steps to increase their
effectiveness and ultimately released from their responsibilities if
improvement does not occur.
The program recognizes excellence on an ongoing basis as well as through
formal and informal communications. Representatives from each of the
programs assume leadership roles, such as serving as Lead Support
Providers, representatives on District leadership committees and participating
in state committees such as the Formative Assessment revision committee.
Evaluations available for review on site
Surveys o State Survey o Mid-Year Survey
Curriculum and Professional Development—Support Providers
Support Provider Feedback Form
BTSA Facilitators
Certificates
S u p p o r t f o r F a c u l t y D e v e l o p m e n t
LAUSD provides professional development support for faculty and staff through
the divisions of Human Resource Services and the Office of Curriculum, Professional Development—
Staff
Leadership Team Agendas
Instruction and School Support as well as program specific instruction.
Faculty/staff development is designed based on systematic review of program
data and faculty performance. Candidate evaluations and feedback are used to
improve faculty instruction and support. Partnerships with leading experts in
new teacher development and leadership, such as the New Teacher Center
contribute to growth of faculty and staff. Examples of professional development
topics offered to faculty and professional development providers may include
but are not limited to:
Pedagogy and Methodology
The context of public schooling
Best professional practices in scholarship, service, teaching, and learning
(as appropriate to the program)
Formative assessment
Effective mentoring strategies (reflective conversation protocols,
observation techniques and strategies to provide learning focused
feedback)
Diverse abilities, cultural, language, ethnic and gender diversity
Networking opportunities to discuss best practices including the
examination of data to inform practice in the areas of teaching, candidate
learning and educator preparation
The LAUSD BTSA Induction program ensures all clinical personnel and faculty
receive professional development in Instructional Mentoring. The program
utilizes an intensive mentoring training model that includes certification in one
or more state approved Formative Assessment Systems (Currently FACT
and/or FAS) for all personnel serving as Support Providers.
available for review on-site
Professional Development Providers Roster
Standard 5: Admission
In each professional preparation program, applicants are admitted on the basis of well-defined admission criteria
and procedures, including all Commission-adopted requirements. Multiple measures are used in the admission
process that encourages and supports applicants from diverse populations. The unit determines that admitted
candidates have appropriate pre-professional experiences and personal characteristics, including sensitivity to
California’s diverse population, effective communication skills, basic academic skills, and prior experiences that
suggest a strong potential for professional effectiveness.
Narrative Response
C r e d e n t i a l U n i t A r t i c u l a t e s W e l l - D e f i n e d A d m i s s i o n C r i t e r i a a n d P r o c e d u r e s
The LAUSD Human Resources (HR) Division is committed to recruiting and
selecting a diverse teaching population. The procedures focus on the
recruitment and selection of the best qualified candidates who have the
potential for successful service in a large, diverse, urban school district.
LAUSD has well-defined admissions criteria and procedures for each of its
professional preparation programs and ensures that all candidates admitted
meet approved program and Commission adopted requirements. Candidates
admitted to the program have qualifications that are the equivalent to or higher
than commission requirements for each program. All candidates must be
employed by the Los Angeles Unified School District or Charter schools within
the geographic boundaries of the district to be eligible for participation. They
must meet all of the district’s employment criteria which are consistent with
Application process: http://www.teachinla.com/teachinla/credentialed.html
Admissions criteria included in Narrative
state and federal guidelines for employment in a public institution.
Participants must apply online (charter schools may accept face to face
submission) and submit supporting documentation.
Applications and supporting documentation are screened for eligibility including
review of transcripts to determine academic preparation and proficiency,
resumes and letters of reference. Eligible candidates who meet employment
criteria and have appropriate pre- professional experiences participate in a
standardized interview process which includes prompts to probe for sensitivity
to California’s diverse population, ability to communicate effectively and
potential for professional success.
For any LAUSD program offering a Commission-approved initial credential,
candidates must:
provide evidence of authorization to work in the United States
verify a Bachelor’s degree from an accredited institution
Meet the minimum unit requirement as specified in Ed. Code 44380 in
the subject matter for the credential being sought
provide official transcripts of all course work
provide evidence of positive personal qualities through letters of
reference and recommendation
provide evidence of relevant prior experiences
provide evidence of passage of CBEST or equivalent
complete a health clearance including tuberculosis screening
complete a background check with fingerprint clearance
Each program has specific and differentiated employment criteria.
The LAUSD HR division has trained specialists who screen candidates for the http://www.teachinla.com/teachinla/credentialed.htmlDistrict
Intern program for additional qualifications:
transcript evaluation with a minimum GPA of 2.7
US Constitution knowledge via exam or coursework
Subject Matter Competency via coursework and passage of appropriate subject matter tests
successful completion of the pre-service experience
selection for employment at a LAUSD school site in a position consistent with subject matter competency
passage of the fluency examination if seeking BCLAD certification
Admittance to the induction programs requires that the participant be employed
with the Los Angeles Unified School District or an associated charter and hold
or qualify for a general education preliminary credential (Education Specialist
candidates may qualify once program approval has been granted). Induction
program staff advises candidates regarding the requirements to obtain a clear
credential during program advisement. Candidates receive information
regarding the Early Completion option and requirements.
Information regarding employment and admission requirements for all offered
programs is clearly defined for candidates:
on the LAUSD Website
in printed materials
during personal interviews
at informational meetings
Adult Educational Designated Subjects Credential - no longer active in LAUSD
Designated Subjects Career Technical Education (CTE) Teaching Credential –
no longer active in LAUSD
District Intern Program – Acceptance into the District Intern Program is the
result of a district based selection process and recommendation to employ the
candidate coordinated by the Human Resources (HR) division. Candidates
must complete 120 hours of pre- service training. Participants in the LAUSD
CENTSE (Credentialed Educators Now Teaching Special Education)
Education Specialist program receive 40 hours of credit towards 120 clock
hours in recognition of their prior completion of a teaching credential. Pre-
service training includes Introduction to Teaching modules and 40 hours of
English Language Learner instruction. The pre-service requirement includes
coursework, field observations, and supervised fieldwork. Prior to being
advanced to an internship, a candidate must demonstrate ability to:
Achieve academically
Reflect on teaching and learning
Meet the fundamental teaching domains
Meet 100% Subject Matter Requirements
Administrative Tier II Credential Program – currently inactive in LAUSD
M u l t i p l e M e a s u r e s S u p p o r t A p p l i c a n t s f r o m D i v e r s e P o p u l a t i o n s
LAUSD encourages and supports applicants for specific professional
programs from diverse populations by recruiting throughout the district, state,
nation and in selected foreign countries. For purposes of recruitment, staff
members from the Human Resources division attend conferences, job fairs,
seminars and other related activities targeting those where diverse and under-
represented populations may be in attendance. Further dissemination of
information through a variety of public media including: journals, newspapers,
radio, television, billboards, flyers, university collaborations and websites.
Successful paraeducators and other support staff are recruited for the
possibility of entering the teacher preparation career pathway. During the
hiring process Human Resource staff communicates the next steps to each
candidate and assist candidates in completing required employment
documents. Through completion of mandated state requirements, the LEA
has hiring guidelines in place to ensure that all candidates are sensitive to and
reflect California’s diverse populations, including interview targeting attitudes
and beliefs in this area. The district adheres to state and federal non-
discriminatory guidelines and hiring practices.
Human Resources Recruitment http://www.teachinla.com/recruitment_calendar.html
Teach In LA Website http://www.teachinla.com/whyteach/about.html
Career Ladder Website http://www.teachinla.com/ladder/
Multicultural Requirement http://certificated.lausd.k12.ca.us/mpvu/documents/Multiculturalrequirements_002.pdf
C a n d i d a t e s D e m o n s t r a t e P r e - P r o f e s s i o n a l E x p e r i e n c e s
Throughout the program’s initial interview and advisement process, it is
determined that candidates have appropriate pre-professional experiences and
LAUSD Application Question Preview
personal characteristics that include sensitivity to California’s diverse
populations. Only candidate’s that demonstrate effective communication skills,
basic academic skills, and prior experiences that suggest a potential for
professional effectiveness during the local interview and advisement process are
recommended for admission to the program.
https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364
Common Standard 6: Advice and Assistance
Qualified members of the unit are assigned and available to advise applicants and candidates about their
academic, professional and personal development, and to assist each candidate’s professional placement.
Appropriate information is accessible to guide each candidate’s attainment of all program requirements. The
institution and/or unit provide support and assistance to candidates and only retain candidates who are suited
for entry or advancement in the education profession. Evidence regarding candidate progress and performance
is consistently utilized to guide advisement and assistance efforts.
Narrative Response
Q u a l i f i e d S t a f f A r e A v a i l a b l e t o A d v i s e C a n d i d a t e s
The Los Angeles Unified School District Human Resources division has
personnel that are specifically trained to provide advisement to applicants.
Personnel within the division are provided with training in recruitment
procedures, employment requirements and the evaluation of applications.
They work with the Local District Placement Specialists and Administration to
note ongoing placement patterns and trends and assist in the identification of
possible locations for the professional placement of successful applicants.
Credential unit staff is available to meet with district personnel upon request
by the candidate or district. Program staff attends annual Director meetings,
CCAC conferences and Regional Technical Assistance Training to stay
current. Staff assigned to the program, provide an essential link between the
candidates, the local districts, and the Commission on Teacher Credentialing.
Human Resources Staff Training—available on-site—HR Director
Letter to Administrators—Teachers eligible for participation
I n f o r m a t i o n i s R e a d i l y A v a i l a b l e t o A d v i s e C a n d i d a t e s
Information and advisement for credential programs offered through the Los Angeles Unified School District are available through multiple resources:
Initial advisement prior to entry in the program is available through
information disseminated at job fairs, on the web site, flyers, personal
contact and interviews.
The website provides information in writing that describes such things as
the program requirements, course requirements, resources, timelines and
frequently asked questions.
Each credential program conducts orientations and/or informational
meetings where interested candidates can receive information on eligibility
criteria, requirements and timelines.
Prior to entering a program applicants who are not well suited for candidacy may
be counseled to consider other career options. Factors influencing this decision
include, but are not limited to: information in confidential documents; failure to
meet general program admission requirements; low scores on assessment tools;
and/or inability to pass oral interviews.
Applicants who do not meet the criteria for employment within the district or
candidacy for a specific program may be given guidance regarding remediation
that may assist them to become eligible.
Once an applicant is accepted into candidacy each program utilizes a variety of
mechanisms to ensure that the participant receives ongoing advisement and
assistance regarding their academic, professional and personal development
such as:
Teach In LA Website http://www.teachinla.com/whyteach/about.html
Teacher and Administrator Website http://notebook.lausd.net/portal/page?_pageid=33,211965&_dad=ptl&_schema=PTL_EP
New Teacher Resources http://www.teachinla.com/new_teacher_resources/
Calendars o LAUSD o DI—se DI Submission
LAUSD BTSA Participating Teacher Orientation--Power-point, Packet(s)
LAUSD Application Question Preview https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364
Pre-Application Page notifications http://www.teachinla.com/pre_online_application.html
Credential Program(s) Staff
Calendar
Available for review on site:
Information outlining their program requirements which are referred to
throughout the program include, but are not limited to, brochures,
portfolios packets, course syllabi and handbooks
Program websites with information pertaining to eligibility, requirements,
schedules and deadlines
Information shared during group meetings and courses
Group and personal communications such as email and phone calls
Candidates may also receive support and assistance from indirect
sources including School Site, Local District and District personnel;
Support Providers; Program Advisors; Specialists and Instructors
Periodic individual advisement where participants are given specific
advice and feedback regarding their progress utilizing information from
multiple sources such as candidates’ portfolios and database reports
indicating the candidate’s individual progress
Support providers assistance to participants at their school sites in
understanding and implementing pedagogy within the context of their
authentic practice
Individual support from program staff by request (e.g. email, phone, in
person, fax).
Program leaders are available to meet with district personnel or advise
candidates.
Advice and assistance during instructional and /or professional
development activity and other impromptu visits.
Additional site based support is determined by the site administrator, thus
providing candidates with immediate local resources and information.
Sign ins
All candidates have access to an assigned district or program lead that is
knowledgeable about the credential programs. Support providers meet regularly
with program staff and are given information including program requirements such
as formative assessment, professional development, teacher inquiry and program
completion.
P r o g r a m s R e t a i n O n l y C a n d i d a t e s S u i t a b l e t o t h e P r o f e s s i o n—District Intern
Each program collaborates with personnel within the Human Resources
Division to ensure that all technical requirements pertaining to their program
have been satisfied (ie satisfactory Stull evaluations, adequate service hours).
See District Intern Submission
P r o g r a m s R e t a i n O n l y C a n d i d a t e s S u i t a b l e t o t h e P r o f e s s i o n—B T S A I n d u c t i o n
In accordance with the California Education Code and Induction Program
Standards, the formal evaluation of a teacher's performance by a site
administrator and the documentation of a candidate's formative
development collected in collaboration with a support provider function
separately within the unit. The results of any teacher's formal
performance evaluation, conducted by the site administrator, are
confidential and cannot be required by the program to be utilized as
BTSA Induction Eligibility
BTSA Induction Jeopardy Notifications
evidence to guide advice and assistance efforts. Additionally,
documentation of a candidate's formative development (see Induction
Program Standard 4: Formative Assessment System) cannot be utilized
as evidence to inform a teacher's formal performance evaluation,
professional placement, or retention within the District.
With these conditions in mind, a program candidate must maintain a
current contract with the LAUSD and must persist in meeting all other
qualifying conditions in order to continue to be retained in the program. All
candidates will be retained within the program as long as these conditions
continue to be met. This means that if a program candidate's contract is
terminated or he/she ceases to meet any of the qualifying conditions for
program participation prior to program completion, the candidate will no
longer be eligible for retention in the LAUSD BTSA Induction Program.
Additionally, a candidate must fully meet all Commission-adopted
competency requirements as described in Common Standard 9:
Assessment of Candidate Competence in order to be recommended for
advancement in the education profession (i.e., a clear credential).
P r o g r a m U t i l i z e s E v i d e n c e t o M o n i t o r P r o g r e s s a n d Gu i d e A d v i s e m e n t
Participants are advised of their responsibility to make adequate progress in
meeting program requirements. Each program has a clearly defined process
in place to monitor each candidate’s progress toward program completion
and maintains a database as a record to document candidate status.
Participants submit evidence of completion of program requirements during
regularly scheduled sessions for each program. If a candidate falls behind or
LAUSD BTSA Induction Memorandum of Understanding
Databases available for review onsite
LAUSD Jeopardy Process Documents
District Intern Jeopardy Process Documents—see DI submission
does not meet designated benchmarks, a Program Advisor will work
individually with a candidate to determine the cause and possible remedy.
This process includes a number of steps and moves along a continuum from
informal email reminders, one-to-one interactions, to formal notifications and
eventual removal from the program. Each program has a jeopardy process
in place for participants who are at risk of not meeting program expectations.
The jeopardy program for each includes, at a minimum:
Periodic progress reviews as candidates progress through program
components
A formalized evaluation of program progress
A series of communications notifying them of their ‘at risk’ status within
the program
Advice, assistance and support designed to assist them in moving into
compliance with program requirements and expectations
Annual evaluations conducted by school site administrators (all
evaluation processes are contractually negotiated annually with the
local bargaining unit and the evaluation process has clearly
established procedures and guidelines)
This process of checking periodic benchmarks and on-going counseling
and guidance is well delineated through bulletins and memoranda,
handbooks, flowcharts, and advisement procedures. Consistent failure to
meet benchmarks may result in the candidate’s release from a program.
A formal process is in place to terminate their retention in the program
should efforts to assist them to meet program standards are
LAUSD BTSA Calendar o FACT Worktime schedule o Mid-Year Advisement schedule o Fall and Spring Seminar o Summary of Teaching
Practice/Portfolio Review
LAUSD BTSA Participants PD and Advisement
LAUSD BTSA Credential Recommendation Documents
unsuccessful. Candidates who successfully complete all requirements in
accordance with the regulations governing their program will be
recommended for the appropriate credential
Common Standard 7: Field Experience and Clinical Practice
The unit and its partners design, implement, and regularly evaluate a planned sequence of field-based and
clinical experiences in order for candidates to develop and demonstrate the knowledge and skills necessary to
educate and support all students effectively so that P-12 students meet state-adopted academic standards. For
each credential and certificate program, the unit collaborates with its partners regarding the criteria for selection
of school sites, effective clinical personnel, and site-based supervising personnel. Field-based work and/or
clinical experiences provide candidates opportunities to understand and address issues of diversity that affect
school climate, teaching, and learning, and to help candidates develop research-based strategies for improving
student learning.
Narrative Response
D e s i g n a n d I m p l e m e n t F i e l d E x p e r i e n c e s
Each certification unit has a planned sequence of field experiences that
are designed by program and district personnel. The certification unit
partners review program evaluations and provide input to the program
design through annual meetings.
Program partners implement the program design and structures to assist
candidates to become life-long learners utilizing field experiences that are
based on evidence of the Plan, Teach, Reflect, and Apply (PTRA) cycle.
Program implementation requires candidates to be immersed in the
learning community/classroom. Employment in a certificated assignment
within the district or at a charter school within the district boundaries or
verification of service in an assignment that allows for completion of all
LAUSD BTSA Formative Assessment
Advisory Council Agenda
Sign ins available for review on site
Inquiry
Eligibility Criteria
Support Provider Roles and Responsibilities
Participating Teacher Memorandum of Understanding
program requirements is a pre-requisite for all LAUSD credential
programs. Experienced teachers meet regularly with each teacher to
observe and reflect on teaching practice. Each candidate demonstrates
the teaching of lesson/unit designs including instructional activities and
strategies. Teachers are expected to demonstrate successful, research
based strategies using the state adopted academic content standards,
subject matter pedagogy, and the adopted frameworks.
The program design requires candidates to collaborate with grade/subject
level or job a- like peers throughout the process. Candidates receive
intensive instructional support and submit evidence of this collaborative
effort and the results of the impact on their instruction. The design of the
supervision/mentoring support system requires candidates to be
supported for up to two years or until the candidate completes the
certificate or credential program.
Supervised field based experiences for District Interns begin during pre-
service and continue throughout the program. Candidates complete a
series of focused observations of exemplary teachers working in an area
consistent with the credential they are seeking. They are placed in a
classroom with a cooperating teacher who guides them as they observe
in the classroom before assuming responsibility for teaching a lesson
series. Once placed District Interns participate in specifically designed
practice in teaching tasks under the guidance of a trained support
provider. These tasks are implemented within their classroom and allow
them to examine their practice and develop proficiency in meeting the
needs of the students that they serve. Each task includes components
that require the use of research-based strategies. As they respond to the
prompts within the task they collaborate with other professionals to
address factors that impact teaching and learning including issues of
diversity and school climate. With the guidance of a support provider they
design and implement differentiated instruction to improve student
learning.
Candidates in the Education Specialist Intern program experience
supervised field work within a general education classroom during their off
track time in addition to their experiences in the assignment that is
consistent with their area of authorization.
BTSA Induction candidates are immersed in the learning community and
are provided opportunities to develop and demonstrate competence in
their professional roles. They continue to examine their practice and add
to their research base as they construct inquiries with the guidance of a
support provider to focus on improving their practice in order to improve
student learning. They engage in reflective practice as they design and
implement instruction, select targeted differentiation strategies and
analyze the resulting student work. Through their focused work during
the inquiries they refine their ability to work in a diverse, multi-ethnic,
multi-lingual, urban environment comprised of students of multi-abilities.
Specific prompts during the inquiry guide them to address issues of
diversity. Support Providers are selected and assigned as part of a formal
process designed to comply with state legislative guidelines, District
policy and the current research base regarding coaching and mentoring.
In each program a candidate’s knowledge and ability to use academic
content standards and strategies promote academic achievement that
differentiates instruction to meet all student’s needs is documented using
a variety of program tools/evidence.
E v a l u a t e F i e l d E x p e r i e n c e s
Throughout their experience participants in each program submit
evidence of their progress toward engaging in the field based experiences
for their credential program. Each certification unit implements a
culminating activity e.g. portfolio and/or TPA assessment where
participants demonstrate evidence of meeting the requirements to be
recommended for the credential.
Program personnel gather evidence of the effectiveness of the
experiences through analysis of candidate work, surveys of candidates,
instructors and supervising staff, observations and participation in the
annual accreditation process. Data are collected, analyzed and utilized to
assess program effectiveness and guide program modifications.
DI—see DI Submission
BTSA Induction Portfolio
Accreditation Process
C a n d i d a t e s E f f e c t i v e l y D e m o n s t r a t e K n o w l e d g e a n d S k i l l s t o E d u c a t e A l l S t u d e n t s
Candidates demonstrate knowledge and skills necessary to educate all
students during field experiences, coursework, and professional
development activities. The LAUSD candidates engage in practice
designed to effectively support all students under the supervision and
guidance of the programs’ experienced instructors and field support
personnel. Field based-support personnel measure each candidate’s
ability to effectively use the knowledge and skills to educate all students
using multiple measures. Candidates are assigned experienced teacher
support from support personnel who demonstrate the knowledge and
skills necessary for the certificate or credential based on the designated
credential certification or license. Candidates for a teaching credential
collect teaching artifacts as evidence of their teaching performance
including lesson plans, student work, reflections on practice, and student
performance data. Support providers observe candidates teaching.
Candidate’s prepare unit and lesson plans based on the academic
content standards and meet regularly with an experienced teacher to
reflect on how their teaching strategies meet the learning needs of all
students. This evidence is collected through teaching portfolios, projects,
and the formative assessment process. Candidates and clinical personnel
use approved CSTP criteria to focus clinical practice and ensure all
candidates work with English language learners and special population
students.
BTSA Induction Portfolio o Context for
Teaching/Assessment of Teaching Practice
o Inquiry o Summary of Teaching
Practice/Portfolio Review o Project o Continuum of Teaching Practice
Roles and Responsibilities
Support Provider Selection and Assignment
C o l l a b o r a t e s W i t h P a r t n e r s f o r S e l e c t i o n o f S i t e s a n d P e r s o n n e l
Collaboration regarding the criteria for selection of school sites, effective
personnel and site based supervising personnel occurs within the District.
Selection and assignment of support providers for induction candidates is
governed by the bargaining unit agreement which is developed in
accordance with credential standards and District policy. Once they have
completed their pre-service requirement appropriate placement and
support of teachers accepted into the intern program occurs within the
context of the District policies and procedures. The process involves
collaboration between the human resources, the school sites and the
intern program. In the Los Angeles Unified School District personnel
selection is a school-site administrative function. It is the responsibility of
Human Resources staff to ensure that the school site assignment is
consistent with the teaching authorization the candidate is seeking.
Administrators who select an intern at their site have the responsibility to
select a support provider for the candidate that has depth of content area
knowledge and experience, sensitivity to the needs of the candidate, and
commitment to helping candidate move their practice forward. The local
school administrator is responsible for the supervision of all local school
site-based supervising personnel. The program director for each
credential monitors the selection and assignment of support personnel.
The most common method of experienced teacher support is from
classroom teachers. Recent retirees and full release providers may be
used. Clinical support personnel and practicum supervisors are selected
Support Provider Selection and Assignment
Roles and Responsibilities
based on teaching experience, teaching credentials, communication
skills, and other qualifications necessary for the certificate or credential
program. Weekly collaboration between the candidate and the
experienced teacher also occurs by face-to-face meetings, phone, email,
grade level or subject a-like meetings, and other impromptu contact.
Candidates have a variety of support built into all field-based experiences.
This support network includes resources such as:
Peer Coach (Experienced teacher support as determined by the
local district)
School Site Administrator
Clinical supervisor or support provider
District Content or Instructional Specialists
Professional Learning Communities (Cohorts of teachers meeting
to discuss academic content, student data, inquiry projects)
Program Sponsored Teacher Learning Communities (Cohorts of
candidates meeting for collegial support, instruction, and to discuss
relevant formative assessment and/or research)
Program Instructors (Current Practitioners providing support to
both clinical support teachers and candidates)
Fieldwork Placement Administrators (Local district administrators
identified as liaisons to the certification program)
Each program determines the qualifications and criteria utilized to select
faculty who support candidates learning in field experiences and clinical
practice in accordance with the expectations outlined in the standards
governing their program.
C a n d i d a t e s U n d e r s t a n d a n d A d d r e s s I s s u e s o f D i v e r s i t y
Program personnel provide appropriate learning experiences for
candidates based on the approved program, current course, or candidate
need. Candidates use focus students representative of diverse
populations during their clinical/field experience. Candidates use reflective
conversations and/or written responses to plan, implement and assess
instruction designed to support all students in learning. Program
personnel facilitate, instruct, or coach candidates during these field
experiences thus ensuring that candidates demonstrate growth in both
teaching and learning.
The LAUSD certification units provide candidates with guidance and
supervision as it relates to understanding and addressing issues of
diversity through the systematic evaluation of the teachers practice while
in the classroom setting. Candidates are provided multiple opportunities
to demonstrate support of all students either through performance- based
assessments, e.g. the Teaching Performance Assessment, or through the
use of mentoring/supervision. Mentoring/supervision provides candidates
with multiple opportunities to examine issues of diversity that affect school
climate, teaching and learning as well as providing candidates with best
practices and strategies to maximize academic achievement for students.
Candidates use a variety of tools to engage in examining their ability to
BTSA Induction Portfolio
Focus Student Selection
Essential Components of Instruction (09-11)
Essential Components/Lesson Plan Template (11-12)
Observation Template
Mid-Year Advisement
design and implement instruction in an inclusive and equitable way.
Candidates are required to utilize formative assessment activities,
including objective observation data throughout the credentialing process
to minimize bias and examine strategies that are culturally responsive to
their students needs. Candidates specifically engage in formative
assessment and teaching performance assessment activities where they
articulate their strategies for responding to the diverse populations they
work with.
C a n d i d a t e s D e v e l o p R e s e a r c h - B a s e d S t r a t e g i e s f o r I m p r o v e d S t u d e n t L e a r n i n g
Coursework, field experiences and formative assessment processes
focus the candidate on the discovery of and implementation of research
based strategies that improve student learning. Candidates examine and
develop research-based strategies using inquiry in the context of their
teaching or administrative assignment. As a part of their submission of
evidence for each program they indicate research that they have
referenced and how it impacted their instructional planning and
implementation. Analysis of results and impact of the research their own
practice and on student learning is included in their documentation.
Individual Induction Plan
Standard 8: District-Employed Supervisors
District-employed Supervisors are certified and experienced in either teaching the specified content or
performing the services authorized by the credential. A process for selecting Support Providers who are
knowledgeable and supportive of
the academic content standards for students is based on identified criteria. Support Providers are trained in
supervision, oriented to the supervisory role, evaluated and recognized in a systematic manner.
Narrative Response
S u p e r v i s o r s a r e C e r t i f i e d
All supervisors employed by the certification unit are certified and have
taught the specified content or have performed the services of the
credential area being supervised. LAUSD collaborates with the local
district/school to identify highly qualified current or recent practitioners.
District partners recommend talented teachers and administrators for
supervisory responsibilities. These teachers and administrators may be
currently serving or recently retired.
Roles & Responsibilities--Job Descriptions
Resumes available for review on site
S e l e c t i o n o f S u p e r v i s o r s h a s I d e n t i f i e d C r i t e r i a
There are clearly defined selection criteria for support providers and
supervising personnel in accordance with the standards governing each
Support Provider Selection and Assignment Memorandum
Roles and Responsibilities
program. All certification units follow the hiring practices, procedures, and
policies of the Los Angeles Unified School District. Clinical personnel and
supervisors must have at least 3 years of successful experience as
determined by the district to be considered as an appropriate fieldwork
candidate. All candidates providing field supervision must be professional
role models with strong and effective communication skills. Other criteria
considered important include:
Resume with progressively increased educational responsibilities
and experiences
Letter(s) of Recommendation
Willingness to participate in professional training to acquire
additional knowledge and skills appropriate to support new teacher
development
Willingness to engage in formative assessment processes,
including non- evaluative, reflective conversations about formative
assessment evidence of the participating teacher
Effective listening and interpersonal skills, and a positive, non-
judgmental attitude
Support providers must have demonstrated successful practice, shown
ability to work with adult learners, have knowledge of the academic
content standards for students. Prior to selection and assignment support
providers and other supervising personnel must indicate their willingness
to participate in professional training to acquire additional knowledge and
skills appropriate to support new teacher development as well as
Resumes available for review on site
willingness to engage in formative assessment processes, including non
evaluative, reflective conversations about formative assessment evidence
of the participating teacher
The District has different categories of support providers. The number of
candidates served and the participant program vary depending on the
policy governing selection and assignment for that classification (i.e.
Certificated Staff Mentoring Program, National Board Certified Support
Providers, and School Site Selected Support Providers, Charter School
Support Providers, Full Time Release Support Providers). Support
Providers are selected and assigned at the school site level. Criteria for
the assignment of support providers is detailed in a Memoranda which is
posted on the District website with supplemental documents defining
revised guidelines for each classification of Support Providers. In the
event that a school is unable to find a support provider the program may
assist in locating a support provider from another category to serve the
candidate.
Additionally, though rare, an individual school may have grant funds or
other conditions that allow them to hire a credentialed experienced
teacher to serve as a support provider. In these instances the Principal or
their designee becomes responsible to ensure that they meet all criteria
and receive all mandated support provider training.
S u p e r v i s o r s a r e T r a i n e d a n d O r i e n t e d t o S u p e r v i s i o n
Each of the beginning teacher programs offers a variety of training for
Support Providers. Training includes:
Orientation to the program and professional responsibilities of support providers
The state approved Formative Assessment System (currently FACT or FAS) for all Support Providers working with candidates in BTSA Induction
Professional development in research based support strategies including adult learning theory and coaching methodology
Information on the design and requirements of the credential programs
Networking opportunities with other Support Providers to discuss best practices.
Calendar
Sign ins available for review on site
Support Provider Training: o Support Provider
Orientation o FACT Training for
Support Providers o Coaching Strategies 1 o Coaching Strategies 2 o Mentor Academy
S u p e r v i s o r s a r e E v a l u a t e d a n d R e c o g n i z e d
All Support Providers and Supervisors are evaluated through a variety of measures. Each District employee is evaluated by their Administrator on a regular and predictable basis as part of the District performance evaluation. Charter School Supervisors and Support Providers are evaluated under the terms of their Charter. Candidates provide feedback on the effectiveness of their support providers through participation in state and program surveys as well as informal communications with program staff. Quality of candidate work completed with the support provider provides additional information on their practice. Supervisors are recognized for completing specific coaching and mentoring training provided by the LAUSD programs. Supervisors receive compensation for their services. Additionally, each of the credential programs offers annual recognition for Support Providers who work with candidates in their program which may be evidenced through a variety of formats (i.e. celebratory event, certificate, presentation of professional materials).
Evaluations available for review on site
LAUSD Stull Evaluation
Surveys o State Survey o Mid-Year Survey
Support Provider (SP) Recognition
SP Recognition Certificate
Common Standard 9: Assessment of Candidate Competence
Candidates preparing to serve as teachers and other 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. Assessments indicate that candidates meet the Commission-adopted competency
requirements, as specified in the appropriate program standards.
Narrative Response
C a n d i d a t e s K n o w a n d D e m o n s t r a t e P r o f e s s i o n a l K n o w l e d g e a n d S k i l l s
All applicants must have passed CBEST and subject matter competency
assessments prior to entry into the program.
All interns must receive passing scores in all required coursework for
their program which has been designed in alignment with the program
standards for their specific credential. Multiple Subject and Education
Specialist interns must complete the RICA before becoming eligible for
recommendation for the preliminary credential. All interns must receive a
satisfactory or better Stull evaluation from their site administrator.
General Education Interns complete the California Teacher Performance
Assessment (Cal-TPA) for which they are required to demonstrate the
professional knowledge and skills necessary to educate and support
effectively all students in meeting the state-adopted academic standards.
The Cal-TPA is designed to assess the candidate’s ability to meet the
Teacher Performance Expectations. Information from the TPA is utilized
LAUSD Application Question Preview https://www.weteachla.com/ats/app_login?COMPANY_ID=00001364
LAUSD BTSA Induction Portfolio
Roles and Responsibilities
Resumes available for review onsite
Summary of Teaching Practice Culminating Project
formatively to guide the intern’s professional growth during the program.
They must receive a passing score on each task of the assessment
which is scored by calibrated assessors before they are recommended
for the preliminary credential.
Teachers in the Education Specialist Level I and Level II Intern Programs
(to be replaced by the Preliminary and Clear Education Specialist
Programs) complete a series of portfolio tasks demonstrating at least
proficient competency in the California Standards for the Teaching
Profession as well as the Program Standards for their specific credential.
Information from the portfolio tasks is utilized formatively to guide the
intern’s professional growth during the program. The portfolio tasks are
aligned with the standards and are assessed utilizing a rubric by
personnel who have been trained in this process.
The LAUSD general education induction program(s) candidates
complete a portfolio demonstrating their knowledge and skills in each of
the California Standards for Teaching Profession as well as areas
mandated by the Program Standards. The portfolio tasks are aligned
with the standards and are assessed utilizing criteria checklists by
personnel who have been trained in this process. Emphasis in the
induction program is in authentic demonstration of the candidate’s ability
to educate the students in their classroom in alignment with professional,
state and district standards and expectations.
Each approved certification program assigns qualified faculty, field and
clinical personnel, coaches and/or mentors to assess the knowledge,
skills and performance of each candidate. The candidate must
demonstrate knowledge and skills during field based clinical practice,
and/or real classroom experiences. Candidates collect evidence of their
practice for the purpose of satisfying all relevant program competencies
and standards. The deliberate application of knowledge and skills is
documented through observation data, student work, examination of
student data, and teacher reflections. Program staff review candidate
competency using multiple measures including the candidates submitted
evidence.
C a n d i d a t e s E f f e c t i v e l y E d u c a t e a n d S u p p o r t A l l S t u d e n t s i n M e e t i n g t h e S t a t e A d o p t e d
A c a d e m i c S t a n d a r d s
Candidates must possess the requisite personal characteristics, including
sensitivity to California’s diverse populations, communication skills,
academic performance and the ability to support both English Language
Learners and Special Population Learners as measured by the approved
state/program assessments. Each certification unit examines the
candidate’s professional practice and experiences to verify a candidate’s
ability to effectively educate and support all students against a set of
California teaching standards and approved program standards.
Candidates demonstrate personal growth in relation to these standards
and provide evidence in a culminating activity that examines either the
Teaching Performance Expectations, California Standards for the
FACT Inquiry
Continuum of Teaching Practice
Summary of Teaching Practice Culminating Project
Teaching Profession or both. Candidates demonstrate growth against a
set of standards during a systematic study of their pedagogy and the
adopted academic standards required for their credential.
C a n d i d a t e s A s s e s s m e n t M e e t C o m m i s s i o n A d o p t e d C o m p e t e n c y R e q u i r e m e n t s
Multiple sources of information are used to determine a candidate’s
competency. Candidates demonstrate competency through a variety of
evidence the teacher submits based on current classroom or clinical
experiences. The district intern program utilizes the California Teaching
Performance Assessment (CA-TPA), course performance, and RICA
passing test scores. The BTSA Induction Program utilizes the
commission approved Formative Assessment System, currently the
Formative Assessment System for California Teachers (FACT) and/or the
Formative Assessment System (FAS). Candidates demonstrate
scholarship through the completion of coursework and/or fieldwork as
required by the approved program standards. Candidates demonstrate
that they can effectively educate all students through the use of systematic
inquiry into teaching and learning. Each candidate’s assessment includes
professional development that includes, but is not limited to accessing
research to inform their inquiry. Candidates reflect on their teaching and
student learning using a variety of evidence collected and reviewed with
support personnel throughout various stages of the credential process.
Credential units have established outcomes for each approved program.
BTSA Induction Portfolio o FACT Context for
Teaching/Assessment of Teaching Practice
o FACT Inquiry o Individual Induction Plan
(Action Research) o Continuum of Teaching
Practice
Outcomes described in Common Standard 1 Narrative