LAUSD Common Standards. Table of Contents

Transcription

1 1 LAUSD Common Standards Table of Contents LAUSD Common Standards Standard 1 Standard 2 Educational Leadership Unit and Program Evaluation System p3 p10 Standard 3 Resources p14 Standard 4 Standard 5 Faculty Admissions p18 p23 Standard 6 Standard 7 Advice and Assistance Field Experiences and Clinical Practice p27 p30 Standard 8 Standard 9 Program Sponsor, District and University Field Experience Supervisors Assessment of Candidate Competence p36 p39

2 LAUSD COMMON STANDARDS 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 instruments. 2

3 COMMON STANDARD 1: Educational Leadership The 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. Narrative Response P r o g r a m D e s c r i p t i o n The 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 n V i s i o n S t a t e m e n t The 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. 3

4 D e v e l o p m e n t o f t h e V i s i o n The 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/language Principle 2: Meaningful experiences are more likely to lead to deeper learning Principle 3: Learners can demonstrate competence in non-traditional ways Principle 4: Ability is not finite - learners build ability through engagement Principle 5: Habits of Mind can be taught 5. Improved training, information and assistance for new teachers (Stanbury & Zimmerman) impacts the educational performance of students facilitates the professional success and retention of new teachers 6. High-intensity support strategies are the most effective at improving beginning teaching performance. (Dianda) 4

5 The vision is posted on the website as well as included in the published professional development plan, program handbooks and the resource guide. L A U S D M I S S I O N S T A T E M E N T The 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 s Certification Programs Mission Statement LAUSD 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) 5

6 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. R 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 s LAUSD 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 their students. 6

7 T h 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 y As 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 diverse engage 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 measures are effective instructional decision makers are able to control the conditions of teaching and learning in their classrooms use their unique body of knowledge as they grow in their ability to apply essential content, skills and strategies are reflective about their practice In 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 sessions Design 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 competencies Utilization of data to improve the rigor and consistency of the programs as well as individual teacher performance Analysis and reporting of data to ensure unit accountability Selecting and training effective support providers and faculty Providing the opportunities for teachers to identify individual needs and special interests 7

8 During 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. I 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 e Each 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 Orientation Coursework and instructional modules based on current research Mastery of course content and aligned to the adopted content standards Site based or local school support Supervision or formative assessment applied in the local context Application of research based strategies and reflection Cohorts or professional learning communities to support learning and professional growth Selection of faculty and support personnel from highly qualified practitioners Student achievement Formal 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. A 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 s The 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, 8

9 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, 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: 9

10 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 services. A 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 n LAUSD 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 skill 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 unmet requirements that must be completed to be recommended for a credential. LAUSD utilizes the online credential process to notify candidates that all requirements are met. 10

11 Common Standard 2: Unit and Program Evaluation System The education unit implements an assessment system for ongoing program and unit evaluation and improvement. The system collects, analyzes and utilizes data on 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 Response A 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 t Each 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. C 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 i t O p e r a t i o n s Multiple 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 11

12 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. O 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 s Data 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: admissions data on the number of participants enrolled in the program each year participant completion of individual program components based on the proficiency standard of the approved program--transcripts of progress are available for candidates leaving the program or transitioning to other certification programs program completion (drop out 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 assignment advice and assistance informal meetings. Individual Induction or Inquiry or Professional Growth Plan Review, Formative Assessment Documents accountability Logs and Payroll Timesheets 12

13 retention Data accreditation data, reports, feedback Components 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 CTC Year 2: Data Collection and Analysis Year 3: Biennial Report submitted to the CTC Year 4: Program Assessment Year 5: Data Collection and Analysis Year 6: Site Visit Year 7: Follow-Up to Site Visit 13

14 Common Standard 3: Resources The 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 Response B 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 s Budget 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. R 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 d The 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 14

15 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 be generated by: o Grant funds distributed by the Commission of Teacher Credentialing and California Department of Education. o Tuition fees from candidates o Professional Development registration fees o District funds o Additional Grants The 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 time administrators 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 15

16 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 affiliated charters. Field experiences occur in classrooms consistent with 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. I 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 s Candidates 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. 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 s The 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 16

17 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 designee. 17

18 Common Standard 4: Faculty and Instructional Personnel Qualified 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 instructors and field supervisors, recognizes excellence, and retains only those who are consistently effective. Narrative Response Q 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 e All 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 18

19 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 Profession Interviews Knowledge of Adult Learning Theory Knowledge of the Academic Content Standards/Career Technical Standards Knowledge of the Teaching Performance Expectations/Assessments Knowledge of Adult Education Standards Knowledgeable About Equity and Diversity Observations of Teaching Pedagogical and Andragogical Practices Appropriate to the Credential/Certificate Program Professional Development Facilitation and/or Training Progressively Related Educational Experiences Resumes Colleagues Recommendations 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 attitude Once faculty and instructional personnel are selected they meet with program staff to review their responsibilities and clarify questions. 19

20 P 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 g Administrators 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. P 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 y Program 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. 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 s Program 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 20

21 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. P 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 s Program personnel collaborate regularly through s, 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. E 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 e LAUSD 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 21

22 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. S 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 t LAUSD 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 include but are not limited to: Pedagogy and Methodology The context of public schooling Best professional practices in scholarship, service, teaching, and learning (as appropriate to the program) Formative assessment Effective mentoring strategies (reflective conversation protocols, observation techniques and strategies to provide learning focused feedback) Diverse abilities, cultural, language, ethnic and gender diversity Networking opportunities to discuss best practices including the examination of data to inform practice in the areas of teaching, candidate learning and educator preparation The 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). 22

23 Standard 5: Admission In 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 Response C 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 s The 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 preprofessional experiences participate in a standardized interview process which includes prompts to probe for sensitivity to California s diverse population, ability to communicate effectively and potential for professional success. 23