Commission on Teacher Credentialing
Biennial Report
Institution ___Santa Rosa City Schools______
Date report is submitted ___7/28/2010__ Date of last Site Visit None_
Program documented in this report:
Name of Program _Santa Rosa City Schools BTSA Induction Program
Credential awarded __Clear Multiple Subject, Clear Single Subject_
Is this program offered at more than one site? Yes No
If yes, list all sites at which the program is offered:
______
Program Contact: _Rachael Ayre
Phone # (707) 528-5755
If the preparer of this report is different than the Program Contact, please note contact information for that person below:
Name: ______
Phone # ______
E-mail ______
The Santa Rosa City Schools (SRCS) Beginning Teacher Support and Assessment (BTSA) Induction program is a single district BTSA program which has, at its peak, served 76 teachers. During the 2009-2010 school year, the program served 48 general education teachers. Santa Rosa City Schools is the only district in Sonoma County who is not currently served by the North Coast Beginning Teacher Program (NCBTP). SRCS believes that providing its own program offers a perfect alignment between the participating teacher’s context and the resources provided. However, the Santa Rosa City Schools BTSA program has been gifted with a great partnership through the North Coast BTSA program as they have been generous with their resources, staff, and materials. As our programs often serve a number of the same teachers due to retention issues from year one to year two, the Santa Rosa City Schools BTSA program has adopted the NCBTP local formative assessment materials and modified them slightly for our single district context.
The majority of the program’s constituency (70%) are those candidates who attended a preliminary preparation program at a neighboring university, Sonoma State University.
The program is staffed with one full time administrative position, a .80 FTE Director, and two part-time teachers on special assignment whose FTE total .60. The support providers (SPs) are classroom based teachers who may support more than one teacher, but support each one individually on a 1:1 basis. In addition, the BTSA office contracts with teachers for the extended day rate or $40/hour for additional work to be done, such as professional development, advisement sessions, or scoring portfolios.
Participating teachers (PTs) are required to meet weekly with their support providers, and also attend a brief monthly seminar with their support provider at the district office. After the brief meeting, support providers stay for formative assessment professional development and PTs are invited to stay for the one of more BTSA sponsored professional development offerings.
Recent changes to the SRCS BTSA program.
□ Approval of the Education Specialist Credential Program (2010)[1]
□ Common Standard 9. See appendix for strikethroughs which indicate deleted text. Insertions are noted by yellow highlighting and are underlined.
Program InformationLocal Educational Agency / Number of Schools / Type of BTSA Program
K-12 / X / Elementary / 14 / Single District / X
Elementary / Middle / 5 / Consortium
HS / High / 6 / Multi-District
Support Provider
Model/s Used
(Check all that apply) / Formative
Assessment System
Classroom-based / X / CFASST
Full-time Released / SCNTC FAS
Part-time released / Local or Other / x
Participant Information
Total PT in Program (General Education) / 48
# MS PT in Program / 12*
# SS PT in Program / 36
Total SP currently supporting PT / 26
PT: SP Ratio / 1:3 maximum
1:1.85 average
Participating SB 2042 teachers. / 43
Ryan teachers to be recommended for Clear MS or SS Credential in 2009-10. / 2
SB 2042 teachers to be recommended for Clear MS or SS credentials in 2009-10. / 20
Number of Completers/Graduates / 22
*One teacher is a dual MS/SS credential holder
SECTION A. PART II.
CANDIDATE ASSESSMENT INFORMATION
(MS/SS Credential Program)
Response to Section A, Part II
The chart below displays various evaluation instruments Santa Rosa City Schools uses to evaluate candidate progress/performance and program effectiveness. The chart below lists these assessments. Where applicable, the title of each assessment is hyperlinked to the full assessment in the Appendix .
Evaluation Instrument / Standards / Description / Data Collected / Use1. Local Mid Year Survey / CS 1-7, 9
PS 1-6 / A survey designed to assess participating teacher’s needs, mid-year. / Multiple choice and free response questions collected at the end of the first semester. / Program improvement
2. Descriptions of Practice (DOPs) / CS 2
PS 4-6 / The document is used on an entry-level and progress monitoring basis for PTs to rate themselves on each of the elements of the California Standards for the Teaching Profession (CSTP) and the language contained within the Induction Standards by PTs mid-year. / The Descriptions of Practice table headings Beginning/Emerging, Applying, and Integrating have been converted to a 1-3 scale. Candidates make an entry level marking on the DOP at the beginning of the semester, and then a second progress monitoring mark at the end of the inquiry. / Candidate Competence
Documents growth towards excellence in teacher performance. The initial assessment of the Participating Teacher’s current practice helps him/her decide on the focus areas for growth during the Inquiry process.
3. SRCS BTSA Portfolio Review based on Portfolio Review Rubric / CS 9
PS 4-6 / A comprehensive inquiry review done by trained staff, thus ensuring Inquiry completion. Linkage Reflection, Practice, Growth Over Time, and an Overall Rating are assessed using a rubric. / The rubric headings Beginning/Emerging, Applying, and Integrating have been converted to a 1-3 scale and a score was collected in each of the following areas for each participant: Linkage Reflection, Practice, Growth Over Time, and an Overall Rating. / Candidate Competence
Primary Use: Formative Assessment of teaching skills
Secondary Use:
Documents evidence of identified CSTP and Induction standard within each inquiry.
4. Employer Survey / CS 2, 9
PS 4-6 / The Assistant Superintendent of Human Resources was involved in a discussion to determine successful employees who are BTSA candidates. / Human Resources provided a list of candidates who were made probationary during BTSA Induction. Data for these candidates has been compared to other candidates. / Candidate Competence
5. Support Provider Feedback Form / CS 2-4
PS 2, 3, 4 / Categories for feedback on the SP Feedback form include: time spent with PTs, how PTs responded to the mid-year survey, and meeting attendance. / SPs are given written feedback at the end of the year on the SP Feedback Form. / Program Improvement, Candidate Competence
6. State Survey / CS 1-7, 9
PS 1-6 / A survey designed to assess participating teacher experiences at the end of each year. / Comprehensive data on program effectiveness collected at the end of the second semester. / Program improvement, Candidate Competence
1. Local Mid Year Survey
76% of Year One teachers took the Mid Year Survey.
65% of the Year Two teachers took the Mid Year Survey.
The survey was administered online in December. Teachers were expected to complete the survey prior to winter break.
The table below details the results for those who participated:
Number of PTs that took the Mid Year Survey / Are you satisfied with your Support Provider? / Are the BTSA professional development sessions meeting your needs? / Suggestions for Professional Development Breakout SessionsA Classroom management
B Instructional Strategies
C Technology Training
D Other
E None / Level of Happiness[2] (H) with the BTSA program (10=highest)
Year 1 / SS (N= 14) / 100% Yes / 86%Yes
14% No / B=7 50%
C=2 14%
D=2 14%
E=3 22% / H<7 N=4 28.5%
H>7 N=10 71.5%
MS (N=5 ) / 100% Yes / 100% Yes / B=3 80%
D=1 20% / H<7 N=0 0%
H>7 N=5 100%
Year 2 / SS (N= 12) / 100% Yes / 83% Yes
17% No / B=5 42%
D=4 33%
E=3 25% / H<7 N=3 25 %
H>7 N= 9 75%
MS (N=3 ) / 100% Yes / 100% Yes / D=3 100% / H<7 N=0 0%
H>7 N=3 100%
2. Descriptions of Practice (DOPs) - Growth Over Time
The Descriptions of Practice (DOP) are a CSTP self-Assessment tool that is used in conjunction with the Individual Induction Plan and Action Plan within each inquiry. The DOP establishes criteria for each element of the CSTP. The participating teachers use collected evidence to mark the appropriate box for each CSTP element. This is done at the beginning of the Inquiry as an entry-level assessment, and then again at the end of the inquiry as a progress monitoring assessment.
The Descriptions of Practice is a rubric. For purposes of analysis and review, the descriptors have been given a numerical value. 1=Emerging Practice, 2=Applying, 3=Integrating. PTs have the opportunity to mark one sentence within an element in one category, and another sentence in the same element in another category. The average of the two categories is the resulting score used for data analysis.
Inquiry One
Element / Average Entry Level Marking, Standard Deviation / Average Progress Monitoring Marking, Standard Deviation / AverageChange (Growth Over Time), Standard Deviation / Average Entry Level Marking, Standard Deviation / Average Progress Monitoring Marking, Standard Deviation / Average
Change (Growth Over Time), Standard Deviation
SS, N=18 / MS, N=5
2.1 / 1.69, .55 / 2.25, .52 / 0.56, .57 / 1.70, .45 / 2.80, .45 / 1.10, .22
2.2 / 1.81, .39 / 2.42, ,49 / 0.61, .47 / 1.80, .57 / 2.50, .50 / 0.70, .27
2.3 / 1.28, .46 / 2.11, .40 / 0.83, .38 / 1.60, .55 / 2.20, .76 / 0.60, .65
2.4 / 1.53, .58 / 2.25, .60 / 0.72, .55 / 2.10, .74 / 2.80, .45 / 0.70, .45
2.5 / 1.19, .30 / 1.97, .55 / 0.78, .55 / 1.30, .45 / 2.30, .84 / 1.00, .94
2.6 / 1.47, .50 / 2.00, .59 / 0.53, .50 / 1.60, .42 / 2.50, .35 / 0.90, .42
Inquiry Three
Change (Growth Over Time), Standard Deviation / Average Entry Level Marking, Standard Deviation / Average Progress Monitoring Marking, Standard Deviation / Average
Change (Growth Over Time), Standard Deviation
SS, N=15 / MS, N=6
3.1 / 2.13,.44 / 2.50, .53 / 0.37,.48 / 2.08, .38 / 2.25, .27 / 0.17, .27
3.2 / 2.10, .28 / 2.63, .44 / 0.53, .48 / 2.00, .55 / 2.42, .38 / 0.42, .50
3.3 / 2.17, .49 / 2.47, .44 / 0.30, .37 / 2.42, .49 / 2.67, .41 / 0.25, .45
3.4 / 1.97, .52 / 2.43, .59 / 0.47, .58 / 1.92, .49 / 2.33, .41 / 0.42, 50
3.5 / 2.07, .62 / 2.37, .48 / 0.30, .56 / 2.33, .61 / 2.67, .41 / 0.33, .55
3. SRCS BTSA Portfolio Review based on Portfolio Review Rubric
Embedded within the formative assessment system are ample opportunities to demonstrate growth in the CSTP and competency in the Induction Standards. To ensure each candidate has reached the desired degree of competency, the formative assessment is submitted for review, after the completion of each inquiry. This process is known as the portfolio review.
For purposes of analysis and review, inquiries are scored using a rubric in “linkage through the inquiry”, “quality of reflection”, “growth over time”, and an “overall score”. The descriptors on the rubric have been given the following numerical values: 1=Emerging Practice, 2=Applying Practice, 3=Integrating Practice. Support Providers, who serve as the portfolio reviewers, are all trained. Prior to the distribution of PT portfolios to scores, scorers are brought together by staff for calibration.
The Santa Rosa City Schools BTSA program’s theory of competence is that quality plus completion equals competence. If anything within the portfolio is missing, a score of one must be given in at least one area, and the portfolio is returned to be completed. If an overall score of one is received, the inquiry will also be returned for resubmission.
Inquiry One (focus on CSTP 2) / Inquiry Three (focus on CSTP 3 and CSTP 5)N= / Pass Rate on 1st Submission[3], % of Late Submissions / Mean Overall Score / Stand Dev. / N= / Pass Rate on 1st Submission, % of Late Submissions / Mean Overall Score / Stand. Dev.
SS / 20 / 85%, 0% / 2.4 / .50 / 16 / 75%, 19% / 2.5 / .51
MS / 5 / 100%, 0% / 2.8 / .44 / 5 / 100%, 20% / 3 / 0
H[4]<7 / 3 / 100%, 0% / 2.67 / .58 / 2 / 100%, 50% / 3 / 0
Teachers Made Probationary During BTSA Induction / 3 / 100% / 2.67 / .58 / 8 / 100% / 2.6 / .46
PTs who met with SP < 70% of suggested hours / 4 / 75% / 2.25 / .5 / 2 / 50% / 2.5 / .70
PTs who met with SP >125% of suggested hours / 5 / 100% / 2.4 / .55 / 2 / 100% / 2.5 / .70
PTs second score after resubmission / 5 / N/A / 2 / 0 / 2 / N/A / 2.25 / .5
4. Employer Survey
After a discussion with SRCS management, in particular, the Assistant Superintendent of Human Resources, it was decided that utilizing newly assigned probationary status would be an effective way to view competency (for an employer). The BTSA program does not utilize or review individual PT evaluations. It is the sincere hope of the employer that the most qualified and competent candidates enrolled in the BTSA program have been offered probationary status. While it should hold that only qualified and competent PTs are made probationary it is also a possibility that not all candidates earn the probationary status. The formula for determining probationary to temporary ratios in HR is complex and is determined, in part by one’s subject area.
Number of Participating Teachers that made Probationary while enrolled in the BTSA Induction ProgramMS / Social Science / Math / PE / English
PT Level of Happiness (from Mid-Year Survey), Average / 8.33 / 9.00 / 9.00 / 7.00 / 6.00
Number of PTs / 3 / 3 / 1 / 1 / 1
PT Satisfaction, Stand. Deviation / 0.58 / 1.00 / 0.00 / 0.00 / 0.00
Portfolio Review Score Average / 3.00 / 2.50 / 2.00 / 2.50 / 3.00
Number of PTs / 3 / 4 / 1 / 2 / 2
Portfolio Review Score Stand. Deviation / 0.00 / 0.58 / 0.00 / 0.71 / 0.00
5. Support Provider Feedback Form