Lisa Darling-Daniel - Alternative Accountability Policy Forum

Report
Lisa Darling-Daniel
Coordinator
Ventura County
General Education Induction Consortium
and
Education Specialist Clear Credential Consortium
Ventura County Office of Education
Teacher Support Services
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https://todaysmeet.com/AAPFgreatteachers
What are the
program components?
Gen Ed Induction Consortium
(Year 1, Year 2, Early Completion, Private/Independent Cohorts)
Designated Subjects
(Career Technical Education and Adult Education, regular and shortened
Equivalency Program)
Ed Specialist Clear Consortium
(Autism Spectrum Disorder (ASD), Orthopedic Impairment (OI), Early Childhood
Special Education (ECSE), Language Academic Development (LAD), Math Instructional
Added Authorization (MIAA) **PENDING)
Induction Classes
Hybrid model
Fieldwork with assigned
Support Provider
Teaching
Performance
Portfolios
Program Options
YEAR 1
Advisement and Assistance
Formative Assessment Classes
• Group Advisement/Introducing Induction
• Context for Teaching
• Culturally Responsive Instruction
• Designing Equitable and Inclusive Learning
Environments
• Technology Conference
• Curriculum Calibration
• Differentiation of Instruction
• Universal Access: Teaching and Reaching All
Students
Portfolio Review: A & B
YEAR 2
Advisement and Assistance
Formative Assessment Classes
 Teaching Special Populations
 Assessing Students for Learning MiniConference
 Developing as a Professional Educator
 Unit Planning
 Teaching English Learners
 Reflection on Professional Practice
Induction Ceremony
Portfolio Review: C & D
Credential
Recommendation
Classes are structured to meet teacher needs by having online and site-based classes.
Online support is also available for distant support providers, offering them program
information, formative assessment support, and mentoring skills.
Program Features
•
•
•
•
•
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS
Designed to build upon the knowledge, skills, and abilities that each candidate brings to the
classroom from their university program
SUPPORT PROVIDERS
One-on-one support from a trained, experienced teacher who will serve as a Support Provider
ACADEMIC ADVISORS
Credential recommendation, the Academic Advisors are available to assist each candidate
understand the requirements
INDUCTION PORTFOLIOS
Provide authentic assessment of teaching performance, including analyzing and reflecting on
practices based on the California Standards for the Teaching Profession and the Common Core
State Standards
DISTRICT COLLABORATION
In light of the LCFF, VCOE collaborates with Consortium districts in developing fee schedules,
Memos of Understanding, and supporting the development of individualized professional
goals, in addition to providing job-embedded professional development that supports districts
goals and initiatives.
Response
to
Intervention
Tier 3 Tier 3
Tier 2
Tier 1
Academic
Tier 2
Tier 1
Social/Emotional
Behavior
Tier 3 Tier 3
Tier 2
Tier 1
Academic
Tier 2
Tier 1
Social/Emotional
Behavior
Tier 3 Tier 3
Tier 2
Tier 1
Academic
Tier 2
Tier 1
Social/Emotional
Behavior
Support Providers for
Alternative Education Teachers
• Site-based
• School Experience vs.
Subject Matter experience
• Strong Classroom
Management
8
Induction Classes for
Alternative Education Teachers
• Grouped with district or
Private/Charter/Independent
• Context for Teaching
– Who are your students?
– What resources do you have available?
– Designing Equitable and Inclusive Learning Environments
– Differentiation – behavior and academic
– Assessment – behavior and academic
9
Formative Assessment Focus for
Alternative Education Teachers
• A.3 Context for Teaching
10
11
12
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Why Assess Behavior?
We are responsible for developing
and responding to both sides of
our student’s pyramid.
Why Assess Behavior?
• Behavior influences academic
performance.
• Behavior is the “content” we teach.
We are responsible to teach that
behavior.
• We reinforce behavior, just like we
reinforce learning.
• Behavior should be assessed like
academic content – fair, measurable,
clearly stated.
• Assessments help us check our biases.
They are designed to be objective, fair
measures of our students.
16
Make a plan!
If you fail to plan, you
are planning to fail.
Tier II Extensions
Daily behavior goal rubric:
• Uses similar format as behavior
rubric.
• Increase feedback frequency
• Increase self-monitoring
frequency
• Collect more precise data for
possible next steps.
• Build buy-in and communication
between school and home.
• Clearly state positive/negative
consequences.
• Integrate goals from Positive
Behavior Support Plan (if
applicable)
Tier III Extensions
Intensive daily
behavior goal:
• Increased frequency
of self-monitoring
and feedback.
• Should involve
counselors,
administrators,
parent/guardian,
school psychologist,
other teachers.

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