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LAUSD Common Standards and LAUSD BTSA Induction Program StandardsTable of ContentsLAUSD Common StandardsStandard 1Standard 2Educational LeadershipUnit and Program Evaluation Systemp3p10Standard 3Resourcesp14Standard 4Standard 5FacultyAdmissionsp18p23Standard 6Standard 7Advice and AssistanceField Experiences and Clinical Practicep27p30Standard 8Standard 9Program Sponsor, District and University Field Experience SupervisorsAssessment of Candidate Competencep36p39LAUSD BTSA Induction Program StandardsStandard 1Standard 2Program Rationale and DesignCommunication and Collaborationp43p49Standard 3Support Providers and Professional Development Providersp53Standard 4Standard 5Formative Assessment SystemPedagogyp56p59Standard 6Universal Access: Equity for All Students (6a: Teaching EnglishLanguage Learners; 6b Teaching Special Populations)p73LAUSD COMMONSTANDARDS 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 MON STANDARD 1: Educational LeadershipThe 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.P r o g r a m D e s c r i p t i o nNarrative ResponseThe 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 nV i s i o n S t a t e m e n tThe 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 NarrativeD e v e l o p m e n t o f t h e V i s i o nThe 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. “Great Teachers are Made, Not Born”. (Moir)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)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)4. The basic tenets of culturally relevant curriculum (Carol Lee):Principle 1: Connection to prior knowledge/languagePrinciple 2: Meaningful experiences are more likely to lead to deeper learningPrinciple 3: Learners can demonstrate competence in non-traditional waysPrinciple 4: Ability is not finite - learners build ability through engagementPrinciple 5: “Habits of Mind” can be taught5. Improved training, information and assistance for new teachers (Stanbury & Zimmerman)impacts the educational performance of studentsfacilitates the professional success and retention of new teachers6. High-intensity support strategies are the most effective at improving beginning teaching performance. (Dianda)The vision is posted on the website.Mission/ Vision/Narratives Committee Vision Statement—included in NarrativeBackground Knowledge—Research Citations—included in NarrativeWebsites A U S D M I S S I O N S T A T E M E N TThe 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 NarrativeL A U S D CERTIFICATION PROGRAMS M I S S I O N S T A T E M E N T499173515367000LAUSD 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.1. 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 other non-traditional teacher candidates, most especially second career candidates, and candidates with skills to teach in shortage fields, into the teaching profession. The final outcome is the Preliminary California Teaching Credential. (formerly Level I for Education Specialists)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. (Educational Leadership, “Two Roads To High Performance” October 2008, Susan Sclafani).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”.Certification Programs Mission Statement—included in NarrativeCertification Program Goals—included in NarrativeCurriculum and Professional Development Agendas and MaterialsResearch Citations—included in NarrativeR 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 sLAUSD 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 theirstudents.Standards Narratives—Contained in Narratives DocumentsCurriculum and Professional DevelopmentTh 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 yAs 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 high standards of excellence requirements are designed to develop teachers who:are effective in teaching students who are culturally, linguistically and academically diverseengage 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 measuresare effective instructional decision makersare able to control the conditions of teaching and learning in their classroomsuse their unique body of knowledge as they grow in their ability to apply essential content, skills and strategiesare reflective about their practiceIn 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 sessionsDesign of courses and instruction, instructional decision making and program requirements (including as appropriate candidate performance and experiences, scholarship and service) which are in alignment with the vision and facilitate expected teacher competenciesUtilization of data to improve the rigor and consistency of the programs as well as individual teacher performanceAnalysis and reporting of data to ensure unit accountabilitySelecting and training effective support providers and facultyProviding the opportunities for teachers to identify individual needs and special interestsDuring 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.Formative AssessmentPreparation Programs CourseworkCurriculum and Professional DevelopmentAdvisory CouncilIHE CollaborativeIHE ConsortiumLA Regional NetworkData Collection, Analysis & Program AdaptationsSupport Provider TrainingFaculty TrainingIndividual Induction Plans (IIP)Leadership Team AgendasAccreditation Process (Data Collection, Bi-ennial Report, Site Visit…)Site Visit Team RosterRoles and ResponsibilitiesResumes/Vitae—available for review on siteI 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 eEach 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 OrientationCoursework and instructional modules based on current researchMastery of course content and aligned to the adopted content standardsSite based or local school supportSupervision or formative assessment applied in the local contextApplication of research based strategies and reflectionCohorts or professional learning communities to support learning and professional growthSelection of faculty and support personnel from highly qualified practitionersStudent achievementFormal and informal assessment of data is utilized to determine the effectiveness of each program and to guide ongoing decisions on the revision of program design and implementation.Leadership Team AgendasCalendar Sign in sheets—available for review on siteAccreditation ReportsA 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 sThe 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 which tracks each individual’s progress toward completion. Candidates are given advisement and 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 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 anization ChartCurriculum and Professional Development Syllabi and ResourcesWebsites: & Feedback Calendar Agendas & PacketsDatabase—available for review on siteProgram Assessors Rosters & TrainingCredential Recommendation DocumentsOffice Space, Equipment, Etc. available for review onsiteStaff Contact InformationCandidate Evidence Review ProcessRoles & ResponsibilitiesA 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 nLAUSD’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 unmetrequirements that must be completed to be recommended for a credential. LAUSD utilizes the online credential process to notify candidates that all requirements are met.DatabaseLearning ZonePortfolio Review Process & ChecklistProgram Assessors RosterJeopardy NoticesExtension RequestsCommon Standard 2: Unit and Program Evaluation SystemThe education unit implements an assessment system for ongoing program and unit evaluation and improvement. The system collects, analyzes and utilizes dataon 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 ResponseA 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 tEach 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 is 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.State SurveyLAUSD BTSA Mid-Year SurveyProgram EvaluationsPortfolio ChecklistsLeadership Team AgendasC 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 sMultiple 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 is examined and used to assist in determining the effectiveness of the course and the instructors within the program. This survey data is combined with other data collected, such as student teaching performance assessments and portfolio projects. The current year’s data is analyzed by each program’s leadership team and discussed with the program’s partners. The data is compared with previously collected data and tracks program trends. The data is summarized in a comprehensive program improvement report.Programs maintain a database to track completion of requirements such as formal examinations, culminating tasks and portfolio entries. The database is utilized to generate reports on individual and aggregated data on candidate progress.Coursework RequirementsFormative Assessment State SurveysEvaluationsLeadership Team MeetingsAdvisory CouncilBiennial ReportDatabaseO 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 sData 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 yearparticipant 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 programsprogram 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 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 assignmentadvice and assistance informal meetings. Individual Induction or Inquiry or Professional Growth Plan Review, Formative Assessment Documentsaccountability Logs and Payroll Timesheetretention Dataaccreditation data, reports, feedbackComponents 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 is 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 is 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 is 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 is the basis for the “Biennial Reports” and the data gathering and analysis required in the accreditation process:Year 1: Biennial Report submitted to the CTCYear 2: Data Collection and AnalysisYear 3: Biennial Report submitted to the CTCYear 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)Leadership Team AgendasBiennial Report & Program SummariesDatabaseTransportabilityDocumentsEvaluationsAccreditation ReportsParticipating Teacher and Support Provider AgendasAdvisory CouncilCommon Standard 3: ResourcesThe 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 ResponseB 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 sBudget 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 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.Budgets—available for review on siteR 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 dThe 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:Grant funds distributed by the Commission on Teacher Credentialing and California Department of Education.Tuition fees from candidatesProfessional Development registration feesDistrict fundsAdditional GrantsThe 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 timeadministrators 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 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.Budgets—available for review on siteSupport Provider database—databases available for review on siteResumes—available for review on siteProfessional Development—Staff Training LocationsMaster Calendar—available for review on siteOrganization ChartField Supervisor rostersStaff RosterRoles and ResponsibilitiesCurriculumAdmissions GuidelinesSubstitute Release FormI 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 sCandidates 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: rostersWebsites: 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 sThe 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 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 anization ChartState SurveysMid-Year SurveysStaff Interview ScheduleCommon Standard 4: Faculty and Instructional PersonnelQualified 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 instructorsand field supervisors, recognizes excellence, and retains only those who are consistently effective.Narrative ResponseQ 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 eAll 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 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 ProfessionInterviewsKnowledge of Adult Learning TheoryKnowledge of the Academic Content Standards/Career Technical StandardsKnowledge of the Teaching Performance Expectations/AssessmentsKnowledge of Adult Education StandardsKnowledgeable About Equity and DiversityObservations of TeachingPedagogical and Andragogical Practices Appropriate to the Credential/Certificate ProgramProfessional Development Facilitation and/or TrainingProgressively Related Educational ExperiencesResumesColleagues’ RecommendationsWillingness to participate in professional training to acquire additional knowledge and skills appropriate to support new teacher developmentWillingness to engage in formative assessment processes, including non-evaluative, reflective conversations about formative assessment evidence of the participating teacherEffective listening and interpersonal skills, and a positive, non-judgmental attitudeOnce faculty and instructional personnel are selected they meet with program staff to review their responsibilities and clarify questions.Roles and Responsibilities Personnel and Faculty RostersHuman Resources Leadership Committee Interview ScheduleSample Applications—available for review on siteSample Interview Questions—available for review on siteP 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 gAdministrators 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 personnel to provide field based support. The majority of full release personnel are retired teachers or central offices staff.EvaluationsProfessional Development—StaffSupport Provider Database—available for review on siteP 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 yProgram 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.Staff and Support Provider Interview ScheduleProfessional Development—StaffCurriculum and Professional Development (see conversation guides)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 sProgram 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 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.Resumes/Vitae—available on site for reviewSite administrator and Support Provider Interview SchedulesLeadership Team AgendasP 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 sProgram 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.Sample email available for review on siteAdvisory CouncilProfessional Development—StaffAdvisory Council RosterIHE Consortium RosterE 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 eLAUSD 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.EvaluationsState SurveyMid-Year SurveyCurriculum and Professional Development—Support ProvidersSupport Provider Feedback FormLead Support Provider RosterBTSA FacilitatorsCertificatesS 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 tLAUSD provides professional development support for faculty and staff through the divisions of Human Resource Services and the Office of Curriculum, 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 MethodologyThe context of public schoolingBest professional practices in scholarship, service, teaching, and learning (as appropriate to the program)Formative assessmentEffective mentoring strategies (reflective conversation protocols, observation techniques and strategies to provide learning focused feedback)Diverse abilities, cultural, language, ethnic and gender diversityNetworking opportunities to discuss best practices including the examination of data to inform practice in the areas of teaching, candidate learning and educator preparationThe 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.Professional Development—StaffLeadership Team AgendasProfessional Development Providers RosterStandard 5: AdmissionIn 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 ResponseC 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 sThe 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 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 communicateeffectively 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 clearanceEach program has specific and differentiated employment criteria.The LAUSD HR division has trained specialists who screen candidates for the DistrictIntern 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 certificationAdmittance 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 rmation regarding employment and admission requirements for all offered programs is clearly defined for candidates:?on the LAUSD Website?in printed materialsduring personal interviews?at informational meetingsAdult Educational Designated Subjects Credential - no longer active in LAUSD622046017843500Designated Subjects Career Technical Education (CTE) Teaching Credential – no longer active in LAUSDDistrict 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 RequirementsAdministrative Tier II Credential Program – currently inactive in LAUSDM 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 sLAUSD 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.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 sThroughout the program’s initial interview and advisement process, it is determined that candidates have appropriate pre-professional experiences and 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 mon Standard 6: Advice and AssistanceQualified 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 ResponseQ 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 sThe 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. 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 sInformation and advisement for credential programs offered through the Los AngelesUnified 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, requirementsand 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 orcandidacy 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:·Information outlining their program requirements which are referred to throughoutthe program include, but are not limited to, brochures, portfolios packets, course syllabi and handbooks·Program websites with information pertaining to eligibility, requirements, schedulesand 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 understandingand 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.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 InternEach 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).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 nIn 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 evidence to guide advice and assistance efforts. Additionally, documentation of a candidate's formative development (see PS 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 CS 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 tParticipants 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 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 unsuccessful. Candidates who successfully complete all requirements in accordance with the regulations governing their program will be recommended for the appropriate credentialCommon Standard 7: Field Experience and Clinical PracticeThe 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 ResponseD 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 sEach 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. The sequence of experiences for each program is designed utilizing the credential standards governing that program, District vision and priorities and current research.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 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 theirinstruction. 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 tasksunder 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 theuse 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 sThroughout 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 is collected, analyzed and utilized to assess program effectiveness and guide program modifications. 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 sCandidates 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.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 lCollaboration 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 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 yProgram 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 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 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 yProgram 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 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 gCoursework, 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 impactof the research their own practice and on student learning is included in their documentation. Standard 8: District-Employed SupervisorsDistrict-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 ofthe 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 ResponseS u p e r v i s o r s a r e C e r t i f i e dAll 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. 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 aThere are clearly defined selection criteria for support providers and supervising personnel in accordance with the standards governing each 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 attitudeSupport 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 willingness to engage in formative assessment processes, including non evaluative, reflective conversations about formative assessment evidence of the participating teacherThe 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 locatinga 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 nEach 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 allSupport 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.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 dAll 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 professionalmaterials).Common Standard 9: Assessment of Candidate CompetenceCandidates 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 ResponseC 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 sAll 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 formatively to guide the intern’s professional growth during the program. They mustreceive 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 areassessed 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 sCandidates 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 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 sMultiple 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 New Teacher Center Formative Assessment System (NTC 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. ................
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