"Working Together for Student
Success"
Values:
Partnering with our participating districts,
we value:
•
Maximizing opportunities for participating teachers to
experience success
•
Providing contextualized support that aligns with each
partner district’s student achievement goals
Mission:
Building upon
their Teacher Preparation Program, the BTSA South Bay
Consortium is dedicated to providing a supported induction
into the teaching profession for beginning teachers. The
BTSA Program provides beginning teachers with the elements
required in order to earn a Professional Clear California
Credential. Participating teachers will experience enhanced
professional growth and development by joining in a rich
and thoughtful induction process. This process includes
engaging in reflective conversations with experienced
colleagues about the delivery of effective practice.
Participating Teachers will chart progress through the
continuum of skills, knowledge, and abilities aligned with
the California Standards for the Teaching
Profession, state-adopted academic content standards
and performance levels for students, and the professional
teacher induction standards.
Program Description
The South Bay Consortium is
comprised of seven K-8 public school districts. The LEA for
the partnership is Campbell Union School District. The
program also collaborates with several private schools and
one independent charter school to provide a route for their
participating teachers (PTs) to clear their credential.
Support Providers (SPs) are full time classroom teachers,
partial or full release teachers, or retired teachers. In
2008 – 2009, there were 223 participating teachers and 156
support providers.
The program is a
collaborative model, consisting of an Advisory Council made
up of each partner district’s administrative
representatives who meet to discuss fiscal issues and
budgetary decisions. A Steering Committee, comprised of the
coordinators from each partner district, meets regularly to
examine program goals, needs and evaluation data in
relation to the “nuts and bolts” of program
decision-making. The Coordinators and LEA staff provide the
SP and PT professional development.
San José State
University has been an important partner since the
inception of the consortium. The college and partner
districts work together to support new teachers as they
transition from pre service to credentialed teaching.
Participating teachers in the
consortium experience enhanced professional growth and
development through a thoughtful induction process based on
local context, individual needs and program requirements.
The program consistently retains more than 80% of its new
teachers and provides an effective, supported transition
into teaching for each participating teacher.
Program Objectives
The South Bay Consortium provides the
necessary opportunities for each participating teacher to
complete all professional credential requirements.
Induction includes a clearly specified process to insure
that participating teachers complete all requirements for
the Professional Clear Teaching Credential.
During the
two-year induction process, the program will provide
support and guidance as new teachers begin their
professional practice. The program achieves the support
through:
•
Participation in the formative assessment process including
weekly meetings
with a professionally trained mentor, examination of
classroom practice and
analysis of student work
•
Development of an annual Individual Induction Plan
documenting planned
professional growth activities based on formative
assessment information
and individual needs
•
Application of the California Standards for the
Teaching Profession (CSTP)
and state-adopted frameworks and adopted curriculum
materials in one
content area in the context of his/her instructional
practice, beyond capabilities
demonstrated for the preliminary credential
•
Participation in professional growth activities in the
following areas:
1. K-12 Core Academic Content and Subject Specific Pedagogy
2. Equity, diversity, and access to the core curriculum
3. Teaching English Learners
4. Teaching Special Populations