WA S H I N G TO N U N I F I E D S C H O O L D I S T R I C ... · Te l e 9 1 6 . 3 7 5 . 7 6 0 0 e x...

WASHINGTON UNIFIED SCHOOL DISTRICT

INDUCTION PROGRAM

Participating Teacher

Handbook

2017-2018

Table of Contents

Welcome ……………………………………………………………………………………………………………………………………………….. 3

Participating Teachers Letter of Commitment ……………………………………………………………………………………... 4

Induction ……………………………………………………………………………………………………………………………………………….. 7

Professional Development and Edivate ………..…………..………………………………………………………………….……...8

Program Overview ………..……………………………………………………………………………………………………………….……...9

Induction Calendar Meeting …………………………………………………….………………………………………..………………..10

Induction Requirements …………………………………………………….…………………………………………..…………………….11

Early Completion Options (ECO) …………....................................................................................................12

Professional Development Log ………………………………………………….…………………………………………………………15

Verification of Support ……………………………………………….……………………………………………………………………….16

Grievance Procedure …………...…………………………….…………………..…………………………………………………………..17

Grievance Form ……………..…………………………………………………………………………………………………………………….19

Support Provider Match ……………………………………………………………………………………………………………………….21

Program Standard 5 & 6 ……………………………………………………………………………………………………………………….22

California Standards for the Teaching Profession (CSTP )………………………………..……………….…………………..25

Academic College Credit ………………………………..…………………………………………………………………………………….26

WUSD Revised 8/10/2017

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Welcome

Congratulations ! You have worked hard to earn your Preliminary California Teaching Credential, and now are eligible to enroll in the Washington Unified School District Teacher Induction Program. Our program offers a comprehensive approach to earning your California Clear Credential for both General Education and Education Specialists. Included in this handbook are materials for completion and reference for both Participating Teachers and Support Providers. Please take your time reviewing the components and all necessary information you will need for this year. I look forward to meeting you and partnering to support the growth of your teaching practice!

Best,

Rahele Atabaki

Rahele Atabaki Program Specialist BTSA & ASES

Tele 916.375.7600 ext: 1306 website www.wusdbtsa.weebly.com ,

930 Westacre Road, West Sacramento, CA 95691


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http://www.wusdbtsa.weebly.com/



Name ___________________________________

Mentor __________________________________

A core value of the Washington Unified School District Induction Program (WUSD) is a commitment to high quality individualized professional growth for every teacher in the project. Major objectives include supporting teachers to improve teaching practices and student learning based on using the California Standards for the Teaching Profession [CSTP] and Induction Program Standards and complete requirements towards earning a California Professional Clear Credential.


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I commit to...

● Attend and participate in all required Induction sessions ● Attend all Professional Development events as per district program requirements.

● Complete all required Induction activities within the two funded years (or be subject to reapplication and the cost of support for subsequent completion)

● Meet with Support Provider on a weekly basis for a minimum of 60 minutes ● Maintain all documented evidence of growth in my Individualized Learning Plan

(ILP) ● Complete the NTC Formative Assessment System (Learning Zone) each year to

guide my growth as a teacher.

● Submit completed Induction documentation at defined checkpoints identified on the calendar

● Complete 20 hours of Professional Development.

● Exhibit competence in: ➢ subject matter content ➢ implementation of Common Core Standards ➢ pedagogical skills differentiated instruction ➢ formative and summative assessment ➢ classroom management & culture ➢ application of technology in teaching and learning ➢ designing an equitable learning environment ➢ collaboration with site personnel, families, and community groups ➢ Meeting legal obligations for English Language Learners and Special Populations

students ➢ 21st Century learning strategies and structures ➢ Pursue professional development in the areas listed above ➢ Respond to requests for information (e.g. surveys) from Induction Leadership in

a timely manner ➢ Permit Induction Leadership to utilize Induction products and experience to

drive Program evaluation and revision. ➢ Adhere to protocols in case of mid-year transfer

● Education Specialists only : Attend and participate in all required Special Education professional development

➢ Educational Benefit ➢ Transition Planning Curriculum,


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➢ Instruction and Assessment ➢ Advanced Behavior Support ➢ Collaboration and Consultation ➢ Current and Emerging Research

I agree to participate fully in the WUSD Induction Program this year.

I have read the Participating Teacher responsibilities as described above and agree to follow them to the best of my ability. I understand that all program requirements must be fulfilled within two years in order to receive a recommendation for a California Professional Clear Credential. If, for any reason, I am unable to fully complete program requirements in two years, I understand that I will need to contact my mentor, the Program specialist, and my site administrator, and that it will be my responsibility to pay the costs for any remaining requirements. I further understand that extensions will only be granted under extenuating circumstances (e.g., medical / family illness or emergency).

Participating Teacher Signature_____________________ Date______________

After signing this Letter of Commitment, please return it to Rahele Atabaki, the District's Induction Program Specialist.

Washington Unified School District

930 Westacre Rd. West Sacramento, CA 95691


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What is Induction?

Induction is a 2 year program, approved by the California Commission on Teacher Credentialing (CTC), offered to clear preliminary California teaching credentials. Programs are designed to provide on site, job embedded mentoring to support growth in the California Standards for the Teaching Profession (CSTPs).

Who is Eligible?

Teachers holding a preliminary teaching credential (General Education and Education Specialists), and are employed part or full time as a teacher of record in Washington Unified School District.

What does the Washington Unified School District Induction Program provide?

● Opportunity to engage in meaningful inquiry related to your teaching assignment ● Non-evaluative and confidential relationship with Support Provider. ● On site, job embedded mentoring from a trained Support Provider ● Collegial connections with a community of beginning teachers and mentors ● Strategic professional development to promote growth in the California Standards for

the Teaching Profession (CSTPs) ● Release time to observe and collaborate with exemplar educators ● Guidance toward completion of all Professional Clear Credential requirements. ● Free Professional Development Opportunities


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Professional Development and Edivate Edivate is a professional learning platform that contains a library of instructional videos, a professional learning community of 1.2 million teachers and a portfolio where teachers can track and earn credit for their learning. During the onboarding process, teachers are asked to fill out a profile, including information such as their grade level, content area and level of education. This information will help the system recommend appropriate and relevant PD resources. When a teacher logs onto Edivate they see a navigation bar with a search bar and tabs for resources, groups, help, messages and settings. The resources tab drops down offering multiple options including: Videos, Learning Targets, Observation 360, Communities, LumiBook, User Video Uploader and more.

At the heart of Edivate lies a content library including a vast collection of over 2,500 on-demand instructional videos covering 125 topics with examples from real classrooms. Videos range on average from five to 12 minutes in length. Videos have been filmed in over 3,500 classrooms, and have been used in every state and in 70 countries. New videos are added monthly.Each video has three reflection questions that teachers can answer as they watch the video. The platform sends teachers a second set of questions to answer via email 72 hours after watching the video, so that teachers have more time to reflect on the lessons they learned. Teachers can track their response questions and send them to a mentor or principal. Administrators can also pull reports showing a teacher's response to questions.

Swivl technology brings educators a new level of professional learning by enabling them to capture and share their own lessons and teaching with colleagues and administrators for feedback and collaboration. Educators will have this enhanced capability through the Swivl robot accessory.

The Swivl robotic accessory uses an app- and cloud-connected hosting appliance to turn a mobile device into a lecture and presentation capture tool. The robotic accessory in the classroom records the teacher, including motion sensors to follow them as they instruct, and their presentation materials. The accessory then quickly prepares the video for sharing and later review. With Swivl, educators can create, manage and share content with their peers and administrators for both collaboration and feedback.


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Program Overview


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WUSD Induction Session Schedule 2017-2018 Meetings for both Participating Teachers enrolled in Induction and Faculty Support Providers

These meetings are required and are part of the Induction hours and stipend process for WUSD employees. Required Meetings for Participating Teachers (PT’s) and Induction Faculty Support Providers (SP’s):

PD Title Audience Date Time Room # Notes

Induction Orientation SPs and PTs 8/11/17 1:00-2:30 Bryte

Work Session 1 SPs and PTs 9/28/17 4:00-5:30 WMO Bring laptop

Work Session 2 SPs and PTs 12/12/17 4:00-5:30 TBA Bring laptop

Mid-Year Review SPs and PTs 2/27/18 4:00-5:30 TBA Bring laptop

BTSA Colloquium SPs, PTs, and Admin 5/17/18 4:00-6:00 TBA Inquiry Presentation

Required Meetings for Induction Faculty Support Providers:


Mentor Overview Meeting SPs 8/22/17 4:00-5:00 DO Rm 19 Mentor Overview Meeting

Mentor Forum #1 SPs 9/21/17

8:30-3:00 DO Rm 19 Release Day: ½ day observation & ½ day PD

Mentor Forum #2 SPs 11/2/17 8:30-3:00 DO Rm 19 Release Day: ½ day observation & ½ day PD

Mentor Forum #3 SPs 1/25/18 8:30-3:00 DO Rm 19 Release Day: ½ day observation & ½ day PD

Mentor Forum #4 SP’s 3/13/18 8:30-3:00 DO rm 19 Release Day: ½ day observation & ½ day PD

Group 1 (BTSA Portfolio Review)

SPs 4/30/18 3:00-6:00 DO Rm 75 Bring laptop

Group 2 (BTSA Portfolio Review)

SPs 5/1/18 3:00-6:00 DO Rm 75 Bring laptop

Required Training for New Induction Faculty Support Providers:

PD Title Audience Dates Time Room # Notes

New Support Provider Trainings New SPs TBA 8:30-3:00 DO Rm 19

Professional Development Class offered to all Participating Teachers :


Poverty in the Classroom 6 hours of PD given for Induction

Participating Teachers

2/13/18,2/20/18

4:00-5:30 DO Rm 19 This is a book study and

participants are required to attend

both sessions


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WUSD Teacher Induction Verification of Completion 2017-2018 Participating Teacher___________________ PT’s Support Provider _____________________

Fall if needed

September Reader 1 Reader 2 Reader 3 ILP- Co- Assessment Summary Learning Plan #1 ( Due September 28)

Knowing Teachers- To Be Filled By Mentor

October Reader 1 Reader 2 Reader 3 Communica�ng with Families Knowing Students Academically CAL (one) November (First Inquiry) Inquiry Cycle Ac�on Plan Designing Standards -Based Units of Study CAL (one) Student Work (evidence) Content, Strategies and Alignment- To Be Filled By Mentor December Communica�ng, Collabora�ng, and Coordina�ng to Support Student Learning CAL (one) Spring January ILP- Co Assessment Summary Learning Plan #2 (Mid-Year) CAL- (one) February- March (Second Inquiry) Pre- Observa�on Planning Conversa�on Lesson plan- Choose one Backward Design or Planning for Effec�ve Instruc�on Analysis of Student Work Post- Observa�on Reflec�on Student work- (evidence) April ILP- Co Assessment Summary Learning Plan #3 ( End of the Year) Verifica�on of Support Professional Development Log- 20 Hours Any time of the year- PT’s are required to observe at least one teacher during the year Focused Teacher Observa�on Filled By Mentor Interac�on Logs - Selec�ve Scrip�ng or any Observa�on Notes minimum of 3 Edivate Swivl Observa�on (minimum 3)

Met Not Met If Needed 1 st Signature- Print Name and Sign 2nd Signature- Print Name and Sign 3 rd Signature if needed- Print Name and Sign


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Early Completion Option(ECO)

Purpose

Senate Bill 57 (Scott) provides for an Early Completion Option for Multiple or Single Subject Induction Candidates. The Early Completion Option (ECO) allows individuals to complete a commission-approved professional teacher induction program in less than the two years of the established program. It is equally rigorous as the full-length program. Upon successful completion of the induction requirements, candidates are recommended to the California Commission on Teacher Credentialing (CCTC) for a Professional Clear Credential.

Eligibility Criteria:

Candidates must hold a preliminary multiple or single subject credential. The intent of the legislation is to serve experienced and exceptional teachers. Interested candidates will need to demonstrate that they have the knowledge, skills, abilities, and competencies required of all teacher candidates who complete the two-year program.

Private School or Out-of-State teachers with:

■ Three or more years of teaching


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■ Verification of teaching experience including rigorous positive evaluations from site administrators.

Intern Teachers with:

■ Two years of participation in an intern program and positive evaluations from the University Advisor, Site Administrator, and Master Teacher

■ Effective completion of all requirements for entry into an Intern Program ■ Completion of US Constitution coursework, fingerprints, subject matter, and/or

RICA if applicable. ■ A passing score on the Teaching Performance Assessment.

If upon review of the requirements, a candidate feels s/he meets the criteria, an application may be submitted to request ECO status. Applications may be obtained from the District Program Specialist.

Application Process:

1. Contact the District Program Specialist of your intention to apply for the ECO.

2. Criteria -The evidence must provide a compelling picture of the candidate’s experience and exceptionality beyond that expected in a Preliminary credential program.

Submit an Application Packet including:

❏ Documentation of a minimum of two (2) years prior teaching experience as the teacher of record in a K-12 teaching assignment.

❏ Evidence of exceptional teaching practice during prior professional experience with a minimum of three (3) teacher performance evaluations completed in the prior 18 months including one by the current evaluator.

❏ Three (3) current letters of recommendations (within the last six months) from educational leaders who have witnessed your teaching expertise. Letters should


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http://links.schoolloop.com/link/rd?href=736c5f6c696e6b6666303163633065623266687474703a2f2f65626269632d6e7573642d63612e7363686f6f6c6c6f6f702e636f6d2f66696c652f313332373734303136383534372f313333313936363835343435372f373432373932333336373436323132313033352e646f6378

not only speak to your teaching expertise but also to your professional and ethical conduct.

❏ A well-written rationale explaining how you meet the criteria for ECO. The rationale should reflect on your exemplary practice, attitudes, professionalism, and commitment to teaching practice.

3. District Program specialist forwards all recommendations to the WUSD BTSA Board.

4. Upon acceptance and approval that all the submitted documents meet the criteria as determined by the Program Specialist and the BTSA Board members, a classroom observation will be scheduled. Evidence will be collected based on the Continuum of Teaching Practice for CSTP Standard 2 - Creating and Maintaining Effective Environments for Student Learning.

Acceptance as an ECO Credential Candidate requires maintenance of exceptional performance and professionalism. The candidate must meet all deadlines: Inquiry Reviews, and Induction District Meetings including the Colloquium, and related workshops or trainings. If the candidate is unable to continue to demonstrate appropriate placement in the ECO program, the candidate may be withdrawn from the ECO Program.

Applications must be received by the District Program Specialist on or before October 1st, 2017.


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Washington Unified School District Participating Teacher Professional Development Log

Participating Teacher Name: ________________________________________

The purpose of this log is to track 20 hours professional development progress. All professional development needs aligned with the Participating Teacher’s ILP

may be counted toward this requirement. BTSA trainings count for all PTs. Support providers approve other training using the PT’s individual needs as a

filter.

Date Time Training/Professional Development Title

Hours

Total Hours _____ __________________________________ __________________ Support Provider signature certifying completion Date


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Washington Unified School District

Teacher Induction Program Verification of Support

Name of Participating Teacher: _____________________________________

Name of Support Provider : ______________________________________

I certify that I have met with my Participating Teacher on a weekly or nearly weekly basis from the time we began working together and that I have observed my Participating Teacher in his/her classroom approximately

once a month for the purpose of providing coaching.

Signature of Support Provider Verifying Signature of Participating Teacher

_____________________ ___________________________


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Grievance Procedure

Candidate Work

Satisfactory completion of work is based on two components:

● Completion of required documentation. Participating Teacher work must offer evidence of growth along the Continuum of Teaching Practice (CTP) and provide specific examples of progress, including: student data, instructional and behavioral strategies implemented, instructional materials produced, and professional development. Timely completion of all Induction work may affect enrollment and participation in the program.

● Attendance and participation during sessions Attendance and participation during required sessions insures all Participating Teachers are receiving the professional development and guidance to complete all Induction requirements. One absence per year for both Participating Teachers and Support Providers is allowed due to illness or emergency circumstances. If further absences occur, the Participating Teacher or Support Provider will conference with Induction leadership to design next steps in order to maintain enrollment in the program.

If work is evaluated as unsatisfactory, the Participating Teacher or Support Provider may file a grievance and appeal the decision. See Washington Unified Induction Grievance Process Flowchart .

If the Participating Teacher does not receive a passing score there are two options:

The Participating Teacher may file a grievance and appeal the decision (see the Grievance Flowchart)

OR

The Participating Teacher can continue in the Induction Program for an additional 5 months at the current cost of one semester (approximately $1,300). During the additional semester, the Participating Teacher must pursue growth in CSTP components identified through an Inquiry Cycle and successfully complete all recommendations. All recommendations for a Clear California Teaching Credential are provided solely by current employees of Washington Unified School District working in accordance with the Induction Program accredited by CTC.


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Grievance Procedure Flow Chart

Participating Teacher and or Support Provider discuss issue with Washington Unified Induction Program Specialist.

If issue is not resolved within the informal process, a written complaint may be filed with the Induction Program Specialist.

The Induction Program Specialist

will conduct an investigation and meet with all parties within 10 working days of receipt of complaint.

The Induction Program Specialist will send a written response to the complainant.

If unresolved at Step 2, the complainant may file a complaint with the WUSD Induction Committee.

The Committee will conduct an investigation and meet with the complainant within 10 working days upon the

receipt of the complaint.

Within 10 working days of the meeting, the Committee will prepare a written response to the complainant.


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Washington Unified Induction Teacher Grievance Form

Name of Complainant:______________________

Date of Complaint:__________________

District: _______________ Site: ___________________

Reason for Complaint:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

I hereby file this form to grieve:


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The resolution I am seeking is:

____________________________

Signature of Complainant

Received by: __________________ Date: ______________________

Next Steps:

Outcome:


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Participating Teacher and Support Provider

Reassignment Policy

We try our best to match you with a Support Provider who has experience and expertise in a teaching assignment similar to what you have. However, if your Support Provider doesn’t seem to be meeting your needs, the first step is to have a conversation with him/her to attempt to resolve the problem. The second step is to contact the WUSD Induction Program Specialist to arrange a 3 way meeting to resolve the problem. If it appears that the problem can be solved, we will have you continue working together, with the Program Specialist checking on your progress after 4 weeks. If, in the Program Specialist’s judgment, you and your assigned Support Provider are not well suited to working together, a change will be made. Should questions arise about the pairing of participating teacher and mentor, it is the responsibility of the participating teacher to contact the district Program Specialist to request a mentor reassignment.


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Program Standards

Program Standard 5: Pedagogy

Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated for the preliminary credential. They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry-level, progress monitoring, and summative assessments of student academic performance to inform instruction. They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of nonstandard English, and advanced learners).

To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol.

Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety.

Program Standard 6: Universal Access: Equity for all Students

Participating teachers protect and support all students by designing and implementing equitable and inclusive learning environments. They maximize academic achievement for students from all ethnic, races, socio-economic, cultural, academic, and linguistic or family background; gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special


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instructional needs. When planning and delivering instruction, participating teachers examine and strive to minimize bias in classrooms, schools and larger educational systems while using culturally responsive pedagogical practices. Participating teachers use a variety of resources (including technology-related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners’ equitable access to the state-adopted academic content standards.

a) Teaching English Learners: To ensure academic achievement and language proficiency for English Learners, participating teachers adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation processes. Participating teachers implement district policies regarding primary language support services for students. Participating teachers plan instruction for English Learners based on the students’ levels of proficiency and literacy in English and primary language as assessed by multiple measures such as the California English Language Development Test (CELDT), the California Standards Test (CST), and local assessments. Based on teaching assignment and the adopted language program instructional model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELD by proficiency level, and/or content-based ELD.

Participating teachers instruct English learners using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students’ primary language and proficiency levels in English considering the students’ culture, level of acculturation, and prior schooling.

b) Teaching Special Populations: To ensure academic achievement for special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers implement district policies regarding support services for special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students’ assessed levels of academic, behavioral and social needs.

Based on assessed student needs, participating teachers provide accommodations and


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implement modifications. Participating teachers recognize student strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct special populations using adopted standards-aligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies).


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Academic College Credit

Register Online

For Teacher Induction Program

You can earn 12 college units for your participation in the two year Induction program. You may apply online by going to our website http://www.cce.csus.edu/btsa

Online registration ends at 11:59pm on May 25, 2018 so please register ASAP.

It’s quick and easy to do!

❖ Use the pull down menu to select your school district or consortium. The title will include the number of units offered for your district as well as the total cost.

❖ Select beginning teacher and specify if you are year one or year two or service provider.

❖ District: Please confirm with your coordinator which district you are in before completing the registration.

❖ Fill in all the information including payment method. If paying by credit, please fill in credit card information, if paying by check please see information below.

❖ Please complete the form in its entirety as incomplete forms will not be processed.

❖ Your credit card statement, canceled check or bank statement will be your


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confirmation that your registration had been completed.

After completing the online registration form, it may take up to 3 weeks to process payment due to a high volume of registrations.

❖ You may also send a check with a copy of the registration printout to the following address:

Credit Registration

BTSA Fees

3000 State University Drive

Sacramento, CA 95819-6103

❖ The cost of each unit is $65. No refunds will be available for BTSA registrations .

To order transcripts, please go to www.csus.edu/registrar/transcripts/

Grades will be posted by the end of July. A letter of credit will be sent out as soon as grades are posted to the address on file. Please note most districts will require official transcripts to be ordered.

If you have any questions about the BTSA program or course work, please contact Rahele Atabaki 916-375-7600 ext 1306

If you have any questions about the BTSA units through Sacramento State, please contact Liz Arellanes at (916) 278-6249.


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