New Teacher Support Provider - Los Angeles Unified School ...€¦ · the identification of exemplary instructional leaders for the position of New Teacher Support Provider. Team

New Teacher Support Provider

Site Selection Committee Handbook

Los Angeles Unified School District

Human Resources Division Teacher and

Administrator Development Branch


Talent Management Division

Teacher and Administrator Development Branch




Table of Contents

Contact Roster

Objective & Expected Outcomes

Confidentiality Agreement

Phase I: Committee Guidelines and Application Process

Phase II: Video Simulation

Phase III: Classroom Observation

Phase IV: Candidate Interview

Phase V: Selection, Assignment, & Notification

Communications




A Caring, Competent and Qualified Teacher for Every Child 333. South Beaudry Blvd. 14th Floor, Los Angeles, California 90017

Phone: (213) 241-5495 - Fax: (213) 241-5494

Peggy Taylor Presley Director, Teacher Support Unit

[email protected]

Aleeta Powers

[email protected] BTSA Coordinator

Barbara Locker‐Halmy

barbara.locker‐[email protected] BTSA Specialist

Jeanne Gamba

[email protected] BTSA Specialist

Denise Busby

[email protected] BTSA Specialist

Maria Trillo

[email protected]

Office Technician

Carla Givens Lindsey

[email protected] Principal Clerk

mailto:[email protected]?subject=BTSA%20Induction%20Program

mailto:[email protected]



mailto:[email protected]?subject=BTSA%20Induction%20Program







Expected Outcomes:

School Site Selection Committees will understand:

• The rationale for the selection of New

Teacher Support Providers • The process for matching Support

Providers with Qualifying Teachers • Roles and Responsibilities of the Site

Selection Committee




New Teacher Support Provider Program

Statement Regarding Confidentiality

The California Education Code Section 45317 (a) states that any individual who willfully gives or receives confidential information that will unfairly advantage or disadvantage another candidate in an examination, application or employment, is guilty of a misdemeanor. To ensure confidentiality of the materials and preserve the integrity of the New Teacher Support Provider process, please read the information below, then date and sign the document. The questions, forms and all other parts of the application process are designated CONFIDENTIAL. By participating in this process, you agree that no action of yours will jeopardize the security of this process or the personal privacy of any candidate. With regard to the application process you understand: (1) that you must not discuss or divulge any information concerning the application process, (2) that you must not remove any materials related to this process, and (3) that you must call to the attention of your supervisors any situation or incident which might indicate that the security of this process was being violated.

______________________________________________________________________________

Date ______________________________________________________________________________

Print Name/Employee Number __________________________________________________________ Signature __________________________________________________________ Work Location




New Teacher Support Provider Selection Committee Compensation Request

School____________________________ Date__________________________

The following teachers have served as members of the New Teacher Support Provider Selection Committee and are eligible for additional compensation at the District Training Rate for service beyond their regular day.

Teacher Employee Number Date Number of Hours Total Hours 1. 2.

Approved:_________________________________ Principal Date__________________________

Please fax to the Teacher Support Unit (213) 241-5494. You may call the Teacher Support Unit if you have questions or require assistance.

Phase I Committee Guidelines

& Application Process

Human Resources Division Teacher and Administrator Development Branch

Los Angeles Unified School District Los Angeles Unified School District





Teacher and Administrator Branch

Phase I Resources

PHASE I – Committee Guidelines & Application Process

• Timeline Template • MEM-5601.0, New Teacher Support Provider Selection Process • Attachment A: Procedures for Selecting New Teacher Support Providers • Attachment B: New Teacher Support Provider Application for Enrollment • Attachment C: LAUSD Beginning Teacher Programs: Who Qualifies for a

New Teacher Support Provider? • Attachment D: New Teacher Support Providers Not Needed at the School Site • Attachment E: New Teacher Support Provider Match-Up Form 2011 • Application Scoring Sheet • Letter of Intent Rubric • Resume Rubric • Assisted Teacher Letter of Reference Scoring Sheet • Peer Letter of Recommendation Scoring Sheet • Confirmation of Candidates Moving to Phase II



Teacher and Administrator Branch

New Teacher Support Provider Site Selection Team Timeline Template

Activity Due Date Checklist

School Site Application Period for Support Provider Candidates • Post Notification of Process • Distribute Applications

Applications Due

Distribute Confirmation of Submission Letters

Screen Applications Using Protocol

Submit confirmation of candidates who are advancing to: New Teacher Support Provider Office via fax (213 241-5494)

Notify teachers who will attend Video Simulation Distribute Phase II letters (Baldwin Hills, Peary Middle and a Valley Location)

School site is notified of Video Simulation results from Central Office: Distribute Phase III/IV letters

Confirm appointments for Observation/Interview

Conduct Classroom Observations and Interviews

Notify teachers of final selection: Distribute Phase V letters

Notify Support Providers and Qualifying Teachers of the match

Submit Composite Application Scoring Sheet AND Match-up Form to Teacher Support Unit

LOS ANGELES UNIFIED SCHOOL DISTRICT MEMORANDUM

TITLE: New Teacher Support Provider Selection Process

NUMBER: MEM-5601.1

ISSUER: Gina Smith-DeVille, Administrator Teacher and Administrator Development Branch Matt Hill, Chief Strategy Officer Talent Management Division

DATE: Wednesday, September 14, 2011

PURPOSE: The purpose of this Memorandum is to provide updated information regarding the selection process for New Teacher Support Providers for the qualifying programs within the Teacher and Administrator Development Branch. In order to meet State accountability expectations and mandates, teachers in the following programs must receive the assistance of a Support Provider: Subject Matter Preparation, District Intern, District Intern BTSA Induction, and LAUSD BTSA Induction. Each of the identified programs provides the funding for the Support Provider and related training expenses. School locations with teachers within these programs are required to assist with the selection of the Support Providers.

MAJOR CHANGES:

This memorandum replaces Human Resources Division MEM-4941.1 of the same subject issued June 14, 2010 and reflects the change in the selection procedures for support providers which was implemented during the 2010-2011 school year. Support Providers who were selected under the new process are eligible to serve (if needed) during the 2011-12 school year. Others interested in becoming approved support providers should apply per guidelines and instructions below. This year teachers needing support within Local District 7 will be supported by Mentors who are part of the LAUSD Pilot Program (District Intern and BTSA participants).

INSTRUCTIONS:

Each school site must establish a selection committee to implement the Procedures for Selecting New Teacher Support Providers (Attachment A). All members of the Site Selection Committee must participate in mandatory training. Members who did not attend training during the 2010-11 school year are required to participate during this school year. Information regarding the availability of the program must be shared at each school site, should there be a need for additional support providers. It is the intent to provide opportunity for all eligible and interested teacher instructional leaders to apply. Exception: District Intern and BTSA program participants within Local District 7 will be assisted by full-time release mentors as part of the

ROUTING All Schools Local District

Superintendents Local District School

Support Directors Principals UTLA Chapter Chairs Certificated Staff

LAUSD Pilot Program. Any classroom teacher instructional leader who meets the following qualifications is eligible to apply for the position of New Teacher Support Provider (should there be a need at the school):

1. Holds a valid California Clear teaching credential; 2. Has achieved permanent status; 3. Has provided direct instruction to students during three of the past

five years as a register/rollbook carrying teacher or has provided direct instruction to students for a minimum of three hours/periods per day during three of the past five years;

4. Has demonstrated evidence of effectiveness in classroom management, discipline, implementation of differentiated instruction, mentor support and instructional leadership with peers;

5. Has received satisfactory performance ratings for the last three evaluations;

6. Has not received any Notice of Unsatisfactory Service or Act in the prior five years of service; and

7. Possesses additional qualifications pertaining to training and experience, professional qualities, professional growth, and human relations skills.

Non classroom teachers are not eligible to apply. A Site Selection Committee with the assistance from their Central Office BTSA Induction Specialist will screen and evaluate application documents, conduct the simulated mentor exercise, interview candidates and conduct classroom observations according to revised selection procedures. The Principal and United Teachers Los Angeles (UTLA) Chapter Chair or designee will complete the submission documents. The Site Selection Committee must approve and match providers with eligible teachers based on credentials, subject matter background, grade level, and compatibility. Eligibility status codes are shown in Attachment C. Completed List of New Teacher Support Providers Not Placed at the School Site (Attachment D) and New Teacher Support Provider Match-up Form (Attachment E) are to be returned to the Teacher Support Unit. Special note: Schools who implemented the new selection process as of the 2010-11 school year may “roll over” their Support Providers who were identified last year.

RELATED RESOURCES:

Attachment A – Procedures for Selecting New Teacher Support Providers Attachment B – Application for New Teacher Support Provider Attachment C – LAUSD Beginning Teacher Programs: Who Qualifies for

a New Teacher Support Provider? Attachment D – List of New Teacher Support Providers Not Placed at the

School Site Attachment E – New Teacher Support Provider Match-Up Form

ASSISTANCE:

For assistance or further information please contact Peggy Taylor Presley, Director of the Teacher Support Unit at (213) 241-5495, or at [email protected].


LOS ANGELES UNIFIED SCHOOL DISTRICT

MEM-5601.1 ATTACHMENT A September 14, 2011

TEACHER SUPPORT UNIT

PROCEDURES FOR SELECTING NEW TEACHER SUPPORT PROVIDERS

1. ESTABLISHMENT OF A SITE SELECTION COMMITTEE

• The Site Selection Committee (the Committee) composition consists of the Principal (or designee), Chapter-Chair (or designee), and one or more classroom teachers (51% of the committee must be teachers). The Principal and Chapter Chair shall serve as Co-Chairs. A typical composition of the committee is the Principal, Chapter Chair and one Teacher. The teacher on the Committee is to be elected by the teachers at the school site.

• The Committee organizes the local site selection process, including a timeline that will allow the

timely activation of Support Providers. • Classroom teachers on the Committee may be remunerated for up to four (4) hours of

Professional Expert pay at $25 per hour per applicant. Each school site will be responsible for keeping accurate records of hours worked and for submitting payment requests. All requests for payment will be processed through the LAUSD Teacher Support Unit. (Fax 213-241-5494)

• Co-Chairs of the Committee must sign off on key documents and will be responsible for

submission of the List of Support Providers Not Placed at the School Site and the Match-up Form.

• Effective for the 2010-2011 school year, all members of the Committee must participate in

updated training. Training will be conducted throughout the District. This training will support the identification of exemplary instructional leaders for the position of New Teacher Support Provider. Team members who have not been trained will need to participate in training during the Fall 2011. Additional training information will be made available to the Committee members to facilitate the selection process.

2. SELECTION PROCESS

• The Principal will review new teachers’ eligibility to receive a New Teacher Support Provider. Eligibility status codes are shown in Attachment C. Exceptions:

University Interns (F1 or F2 status codes) are not eligible for support through the Teacher

and Administrator Development Branch, but may be eligible through their university intern programs.

Local District 7 schools will utilize full release mentors participating in the LAUSD Pilot Program.

• The Committee will post a school-wide notice of the New Teacher Support Provider Selection Process, MEM-5601.1, with a timeline for return and selection should there be


MEM-5601.1 -2- ATTACHMENT A September 14, 2011

a need to identify additional Support Providers. Teachers who apply for the position of New Teacher Support Provider must meet all qualifications. Effective July 1, 2010, all interested teachers (including current New Teacher Support Providers) must apply to serve as New Teacher Support Providers. • Applicants will submit the following documents:

Application

Résumé

Letter of Intent

Letters of Recommendation (from a teacher that you have supported in the past and Grade Level/Department Chair or SLC Lead Teacher)

• The Committee will review the application documents using the revised District selection

protocols. • Applicants who met the eligible criteria will advance to the simulated mentoring experience;

upon successful completion of the simulated mentoring experience, successful candidates will advance to the interview/observation phase. The simulated mentoring experience will be conducted by the Teacher Support Unit. Successful completion of all application phases is mandatory for all New Teacher Support Provider candidates. Exception: National Board Certified Teachers must submit an application and successfully complete the simulated mentoring experience to be eligible for assignment as a support provider.

• All applicants will be notified regarding their status in the process within three (3) weeks of

concluding the process.

• The Committee will match grade level and/or subject assignment to each qualifying new teacher. This meeting will be held when all members of the committee are able to participate.

• The Committee will select all New Teacher Support Providers following these guidelines:

Site-selected New Teacher Support Providers may assist a maximum of two (2) eligible teachers.

A National Board Certified Teacher (NBCT) may support two (2) eligible teachers as a Site Selected New Teacher Support Provider and up to two (2) additional qualifying teachers for NBC hours.

• Should schools identify more New Teacher Support Providers than needed at the site, refer

additional names to the Teacher Support Unit for possible assignments at a neighboring school. If identified New Teacher Support Providers are not needed at the local school site or by the Local District, the Teacher Support Unit will maintain their names on a list of


MEM-5601.1 -3- ATTACHMENT A September 14, 2011

eligible New Teacher Support Providers for possible future activation during the school year. (Attachment D) • The Principal will match eligible teachers with New Teacher Support Providers and complete the

New Teacher Support Provider Match-Up Form, MEM-5601.1 (Attachment E). Both Co-Chairs must sign the Match-Up Form.

• All match-ups are pending until the approval of the match-up has been received from the

Teacher Support Unit. Confirmation of approvals will be faxed to each participating school. • Fax the New Teacher Support Provider Match-Up Form and the New Teacher Support Providers

Not Needed at the School Site Form to the Teacher Support Unit at (213) 241-5494. Both forms may also be sent via school mail to:

Teacher Support Unit

Beaudry Building, 14th Floor Attn: Peggy Taylor Presley

• If there is no Site-Selection Committee at the school, the Principal and UTLA Chapter Chair

shall convene a temporary committee. This committee will be composed of the Principal and UTLA Chapter Chair and one additional certificated staff member selected by mutual agreement between the Principal and UTLA Chapter Chair.

• Reminder: All members of the Site-Selection Committee must participate in the new updated

New Teacher Support Provider selection process training. Sessions will be scheduled during the fall of 2011.

MEM-5601.1 ATTACHMENT B September 14, 2011

NEW TEACHER SUPPORT PROVIDER APPLICATION FOR ENROLLMENT

(To be completed electronically)

1. Name (Last) (First) (Middle) 2. Address (Street) (City) (Zip Code) 3. LAUSD Employee Number 4. LAUSD E-mail 5. Home Phone ( ) 6. Cell Phone ( ) 7. Present Position (Department or Grade Level) 8. Number of years taught in Los Angeles Unified School District 9. Present School 10. Work Phone ( ) 10. Location Code 11. Local District 12. Have you ever received a Notice of Unsatisfactory Service/Act or a Below Standard Evaluation? Yes No 13. Have you previously served as a Support Provider? Yes No 14. List all California Credentials you hold that are current, valid, and on file with the District.

Type of Credential Date of Expiration

MEM-5601.1 -2- ATTACHMENT B September 14, 2011

15. List all of your full-time certificated assignments. List your most recent experience first. Be sure to list ALL immediate Principals/Supervisors for each assignment.

Dates

Your Position Title School or Office From To Mo./Yr. Mo./Yr.

Supervisor’s Name Immediate Administrator,

Principal/Supervisor

16. I certify that all of the information contained in this application and all supplementary materials

submitted are true and correct. I understand that the Teacher Support Unit may verify this information. I acknowledge that some of the ratings and results of my performance may be confidential.

Signature Date

Complete this application electronically.

Applications are due to the

Site Selection Committee

Applications must include:

A hard copy of the application Letter of intent Résumé Letter of recommendation from a teacher that

you have supported in the past Letter of recommendation from the grade

level/ department chairperson or SLC Lead Teacher

LOS ANGELES UNIFIED SCHOOL DISTRICT M-5601.1 ATTACHMENT C September 14, 2011

LAUSD BEGINNING TEACHER PROGRAMS: WHO QUALIFIES FOR A NEW TEACHER SUPPORT PROVIDER?

University programs are responsible to provide Support Providers for University Interns

Beginning teachers in any of the LAUSD programs listed below must be matched to a New Teacher Support Provider at the school site:

1. Subject Matter Preparation Program 2. General and Special Education District Intern Programs 3. District Intern BTSA Induction Program 4. LAUSD BTSA Induction Program

Pre-Credential Programs (Support leading to Preliminary

Credential programs) Cre

dent

ial T

ype Preparation / Level I Programs

(Taking coursework to earn a Preliminary Credential)

Induction / Level II Programs (Taking professional development

to earn a Professional Clear Credential)

LAUSD District Intern Preparation Program

• 18 month program blended with DI BTSA • Teaching on District Intern Credential Status Code = G1 or G2

LAUSD District Intern BTSA Induction • 18 month program • Teaching on Preliminary Credential Status Code = B1, B2 or occasionally R1

Gen

eral

Edu

catio

n

University Intern Preparation Program • 1-2 year program - Teaching on University Intern Credential • University provides a Support Provider

OR University Traditional Preparation Program

• 1-2 year programs • No Credential • Not teaching University Student + Student Teaching

LAUSD BTSA Induction

• 2 Year Program • Teaching on Preliminary Credential Status Code = B1, B2 or occasionally R1

LAUSD Subject Matter Prep

Program Beginning Teachers who need to meet subject matter requirement and are holding: • Newly hired Provisional

Intern Permit • Newly hired Education

Specialist Waiver • Newly hired Short-Term

Staff Permit

Status Code = V1 Note: Eligible for one year only

Edu

catio

n Sp

ecia

list

LAUSD District Intern Level I Program • 2 year program Mild/Moderate or Mod/Severe • 1 year program Mild/Moderate Credentialed Educators Now

Teaching Special Education (CENTSE) (in General Education- Paid on T Table if already there)

• Teaching on District Intern Credential Status Code = G1 or G2

LAUSD District Intern Level II Program

• 1 year program • Teaching on Preliminary Credential Status Code = G2

BLENDED 3 years total

= any type LAUSD New Teacher Support Provider

SP

SP SP

SP

SP SP

BLENDED 3 years total


MEM-5601.1 ATTACHMENT D September 14, 2011

NEW TEACHER SUPPORT PROVIDERS NOT NEEDED AT THE SCHOOL SITE

2011-2012 SCHOOL YEAR

Name of School: Local District:

School Phone Number: School Fax Number:

Principal’s Name:

Signature: _____________________________________

UTLA Representative’s Name:

Signature: _____________________________________

The following teachers have been selected eligible to serve as New Teacher Support Providers for the 2011-2012 school year, but are not needed at this school site and are willing to accept an assignment within close proximity to the school:

Name Employee Number LAUSD Email Address

Important Reminder:

Please list only those teachers who met the eligibility criteria and are willing to travel.

Email this form to [email protected] or FAX to (213) 241-5494 Attn: Peggy Taylor Presley


MEM-5601.1 ATTACHMENT E September 14, 2011

NEW TEACHER SUPPORT PROVIDER MATCH-UP FORM 2011 – 2012

SCHOOL LOCAL SCHOOL NAME: DISTRICT: PHONE: ADMINISTRATOR SCHOOL NEW TEACHER SUPPORT: FAX: NAME: @lausd.net

NBC Hours

NBC Hours

Qualifying Teacher(s): NBCTs are allowed up to 4 Qualifying Teachers. They may have 2 for NBC hours and 2 for a district stipend. Other Support Providers may work with up to 2 Qualifying Teachers each year.

New Teacher Support Provider Name: Emp. # Home Ph.# Travels To: Travels From: Date Activated:

Email: @lausd.net Mark all that apply: NBC Other SP

Support Provider Program (Select ONE)

MA

TC

H-U

P IN

FOR

MA

TIO

N

Qualifying Teacher Name (Last, First)

Emp. #

Employment Status (B1, B2, etc.)

LAUSD BTSA D.I. Prep D.I.

BTSA

Subj. Matter Prep

1.

S P

2. 3. N

B C

4.

New Teacher Support Provider Name: Emp. # Home Ph.# Travels To: Travels From: Date Activated:

Email: @lausd.net Mark all that apply: NBC Other SP

Support Provider Program (Select ONE)

MA

TC

H-U

P IN

FOR

MA

TIO

N

Qualifying Teacher Name (Last, First)

Emp. #

Employment Status (B1, B2, etc.)

LAUSD BTSA D.I. Prep D.I.

BTSA

Subj. Matter Prep

1.

S P

2. 3. N

B C

4. Approved: _________________________________________ __________________________________________ Principal Date Selection Committee Co-Chair/Chapter Chair Date Completion Deadlines: Year-round October 12, 2011 Traditional October 12, 2011 PLEASE return to: Teacher Support Unit Beaudry Building, 14th Floor or FAX to (213) 241-5494

Please retain a copy for your records. We also ask that you notify the Teacher Support Unit of any changes in match-ups after your original submission via Email ([email protected])

Please attach additional copies of this form as needed to facilitate all match-ups at your school site.

Schools will receive confirmation of the approval of their Support Provider and Participating Teacher Match –ups.






Los Angeles Unified School District Talent Management Division



Application Scoring Sheet

Name ________________________________________ Employee # ______________________________________

Application Section Possible Points

Points Required to Meet Minimum Standards

Actual Score Running Subtotal

Points Required to Move to Next Phase

Letter of Intent 25 15

Resume 21 16

Teacher Support Letter 10 5

Peer Letter 10 5 41

Video Observation 50 25 66

Interview 60 36 102

Classroom Observation

60 48

Total 236 150 Applicant Overall Score:


Teacher and Administrator Development Branch New Teacher Support Provider

Letter of Intent Rubric

Name _________________________________ Employee Number_____________________

Meets Quality Standards ‐5 points Meets Minimum

Standards ‐3 points Does Not Meet Minimum

Standards ‐0 Points

Request entrance to the program

5 3 0

Includes request for admission to NTSP Program including mentoring, classes, cohort‐based, networking or other NTSP component. Includes reason candidate seeks admission to NTSP Program

Includes request for admission to NTSP Program

Does not include request or reason for admission to NTSP Program

Qualifications for

Application

5 3 0

Discusses school 5 or more topics: • Currently serving as BTSA support provider • Assisted a new teacher at their • Commitment to own professional growth and learning • Reflective about own teaching practice • Instructional practices and achievement data reflect excellence in teaching • Ability to analyze and discuss student information • Ability to share instructional decisions • Effective interpersonal skills • Willing to work collaboratively with a beginning teacher • Willing to support beginning teachers at schools in close proximity to home school

Discusses 3 or more topics Discusses less than 3 topics

Desirable Skills

5 3 0

Discusses 3 or more topics: • Decision maker • Takes initiative • Mobilizes others around a common purpose • Makes resources available to others • Team builder • Contributes to a learning organization

Discusses 1‐2 topics Does not discuss these topics




Letter of Intent Rubric Name _________________________________ Employee Number_____________________

Meets Quality Standards ‐5 points Meets Minimum Standards ‐3 points

Does Not Meet Minimum Standards ‐0 Points

Leadership Strengths

5 3 0

Highlights responsibilities related to leadership

Does not highlight responsibilities related to leadership.

Grammar, Vocabulary, Spelling,

Punctuation, Capitalization, Margins, Type

and Paragraphs

5 3 0

Accurate English grammar and vocabulary (word forms, word choice) Accurate spelling, punctuation, and capitalization No less than .7 inch margins and 12 pt. professional font. 3‐5 very succinct paragraphs

Minimal errors (1 – 2) in grammar and vocabulary Minimal errors (1 – 2) in spelling, punctuation, or capitalization Either less than .7 margins or other than 12 pt. professional font 3‐5 paragraphs not clearly articulated

Difficult to read due to numerous errors (3 or more) in grammar and vocabulary Difficult to read due to numerous errors (3 or more) in spelling, punctuation, or capitalization Margins less than .7 inch and other than 12 pt. professional font More than 5 paragraphs or less than 3

_______ Total Points Out Of 25 Possible Points

Reviewer(s): ________________________________________

________________________________________



New Teacher Support Provider Résumé Rubric

Name: __________________________________ Employee # _____________________

Meets quality Standards – 3 Points Meets Minimum

Standards – 2 Points Does Not Meet Minimum Standards – 1

Point

3 2 1 Objective clearly stated Missing objective

3 2 1 Education and credentials listed in chronological order

Education and credentials not listed in chronological order

Missing education and credentials

3 2 1 Positions clearly stated in chronological order with respective responsibilities and accomplishments

Positions clearly stated in chronological order; missing responsibilities and accomplishments

Positions listed; unaccounted for in positions listed

3 2 1 Accurate English grammar and vocabulary (word forms, word choice).

Minimal errors (1 – 3) in grammar and vocabulary.

Difficult to read due to numerous errors (4 or more) in grammar and vocabulary

3 2 1 Accurate spelling, punctuation, and capitalization.

Minimal errors (1 – 3) in spelling, punctuation, or capitalization

Difficult to read due to numerous errors (4 or more) in spelling, punctuation, or capitalization

3 2 1 Header includes name, address, e‐mail, and phone number

Header includes name and address or header is missing

3 2 1 Neutral, simple paper, black ink, Times New Roman 12 pt font, margins .7 or greater

Neutral simple paper, black ink and margins .7 or greater

Neutral simple paper and margins .7 or greater, inappropriate font and/or size

Total Points: __________

Reviewer(s): ________________________________________




Assisted Teacher Letter of Reference Scoring Sheet Name _________________________________ Employee # _________________________________ Possible comments:

Provided ongoing, long term support Collaborative Supported the use of student data Non‐threatening demeanor Promoted growth Understanding and empathetic personality Available for assistance Kept confidences Helped with questions Contributed to teacher retention Would recommend as a mentor Followed through with commitments Knowledgeable of subject/content area Encouraged reflection Knowledge of differentiation Challenged teacher to improve Emphasized Culturally Relevant and Responsive Familiar with the California Standards for the

Education Teaching Profession and how to implement Exuded confidence Explained the school culture and how to navigate Assisted in accomplishing goals through the system

Other______________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________

Meets Quality Standards 10 points

Meets Minimum Standards 5 points

Does Not Meet Minimum Standards 0 Points

Tone of the letter is positive and supportive

Tone of the letter is neutral and factual Letter does not support the candidate

Reviewer(s): ___________________________________________ Total Points ________________ ___________________________________________

_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________




Peer (Grade Level Chair, Department Chair or SLC Lead Teacher) Letter of Recommendation Scoring Sheet

Name _________________________________ Employee # _________________________________

Possible comments:

Respected and supported by peers Collaborative Demonstrates integrity Non‐threatening demeanor Values and respects students, families and staff Understanding and empathetic personality Volunteers for assignments Open to feedback Shares ideas with other staff members Follows through with commitments Recommends as a mentor Strong instructional leader Knowledgeable of subject/content area Sets an example of professionalism Knowledge of differentiation Familiar with the California Standards for the Emphasized Culturally Relevant and Responsive Teaching Profession and how to implement

Education Exhibits responsible behavior Positive attitude Displays transparent actions

Other____________________________________________________________________________________________________________

Reviewer(s): _________________________________________ Total Points ________________

Life‐long learner

Meets Quality Standards 10 points

Meets Minimum Standards 5 points

Does Not Meet Minimum Standards 0 Points

Tone of the letter is positive and supportive Tone of the letter is neutral and factual Letter does not support the candidate

__________________________________________



Confirmation of Candidates Moving to Phase II

School _______________________ Date __________________

Name Email Employee #

1. ____________________ ________________ __________________

2. ____________________ ________________ __________________

3. ____________________ ________________ __________________

4. ____________________ ________________ __________________

5. ____________________ ________________ __________________

6. ____________________ ________________ _________________

Please fax to the Teacher Support Unit

(213) 241‐5494

Phase II

Video Simulation

Branch







Phase II Resources

• Teaching and Learning Framework

• California Standards for the Teaching Profession ( CSTPs)

• Scoring Rubric

LAUSD TEACHING & LEARNING FRAMEWORK

STANDARD 1: PLANNING & PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT a. Demonstrating Knowledge of Content and Pedagogy

Knowledge of Content and the Structure of the Discipline Knowledge of Content‐Related Pedagogy

b. Demonstrating Knowledge of Students Knowledge of Students’ Skills, Knowledge, and Language Proficiency Knowledge of How Children, Adolescents, or Adults Learn Knowledge of Students’ Special Needs Knowledge of Students’ Interests and Cultural Heritage

c. Establishing Instructional Outcomes Value, Sequence, Alignment, and Clarity Suitability for Diverse Learners d. Designing Coherent Instruction Standards‐Based Learning Activities Instructional Materials, Technology, and Resources Purposeful Instructional Groups Lesson and Unit Structure e. Designing Student Assessment Aligns with Instructional Outcomes Criteria and Standards Design of Formative Assessments Analysis and Use of Assessment Data for Planning

a. Creating an Environment of Respect and Rapport Teacher Interaction with Students

Student Interactions with One Another Classroom Climate b. Establishing a Culture for Learning Importance of the Content Expectations for Learning and Achievement Student Ownership of Their Work Physical Environment c. Managing Classroom Procedures Management of Routines, Procedures, and

Transitions Management of Materials And Supplies Performance of Non‐Instructional Duties Management of Parent Leaders, Other Volunteers

And Paraprofessionals d. Managing Student Behavior Expectations for Behavior Monitoring of Student Behavior Response to Student Behavior

STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: INSTRUCTION a. Reflecting on Practice Accurate Reflection Use of Reflection to Inform Future Instruction Selection of Professional Development Based on Reflection

and Data Implementation of New Learning from Professional

Development b. Participating in a Professional Community Collaboration with Colleagues Promotes a Culture of Professional Inquiry and Collaboration

STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES

a. Maintaining Accurate Records Tracks Progress Towards Identified Learning Outcomes Tracks Completion of Student Assignments in Support of

Student Learning Manages Non‐instructional Records Submits Records on Time b. Communicating with Families Information About the Instructional Program Information About Individual Students Engagement of Families in the Instructional Program c. Demonstrating Professionalism Ethical Conduct and Compliance with School, District, State,

and Federal Regulations Advocacy/Intervention for Students Decision‐Making

a. Communicating with Students Expectations for Learning

Directions and Procedures Explanations of Content Use of Academic Language b. Using Questioning and Discussion Techniques Quality and Purpose of Questions Discussion Techniques Student Participation c. Structures to Engage Students in Learning

Standards‐Based Projects, Activities and Assignments Purposeful and Productive Instructional Groups

Use of Available Instructional Materials, Technology, and Resources

Structure and Pacing d. Using Assessment in Instruction to Advance Student Learning Assessment Criteria Monitoring of Student Learning Feedback to Students Student Self‐Assessment and Monitoring of Progress e. Demonstrating Flexibility and Responsiveness

Responds and Adjusts to Meet Student Needs Persistence

Observation Form: California Standards for the Teaching Profession

Date:

Directions: Consider the Teaching and Learning Framework as it relates to the aligned CSTP as you make your Observation. Collection of Evidence

CST

P 1

Enga

ging

and

Sup

port

ing

A

ll St

uden

ts in

Lea

rnin

g

Instruction: Communicating with students

• Partners in conversation • Discipline-specific language • Language development

opportunities

CST

P 2

Cre

atin

g an

d M

aint

aini

ng E

ffect

ive

Envi

ronm

ents

fo

r Stu

dent

Lea

rnin

g Classroom Environment • Affective

• Emotional safety • Valuing learner identities • High expectations

• Activity Management • Classroom management

• Physical • Rich and stimulating learning

environment

Observation Form:

California Standards for the Teaching Profession

Collection of Evidence

CST

P 3

Und

erst

andi

ng &

Org

aniz

ing

Sub

ject

Mat

ter f

or

Stud

ent L

earn

ing

Dimension: Instruction: Structures to Engage Students in Learning • Higher order thinking

• Higher levels of Bloom’s Taxonomy • Appropriate content

• Content standards and professional standards

• Contextual relevance

Phase III








PHASE III Resources

PHASE III – Classroom Observation • Sub-Release Document

• Classroom Observation Guidelines

• Observation Form

• California Standards for the Teaching Profession –


o Understanding and Organizing Subject Matter for Student Learning

o Creating and Maintaining Effective Environments for Student Learning

o Engaging and Supporting All Students in Learning


Talent Management Division Teacher and Administrator Development Branch

NEW TEACHER SUPPORT PROVIDER SELECTION COMMITTEE SUBSTITUTE RELEASE DAY FORM

Please request release at least FOUR working days in advance of the requested date. The release is for teacher members of the New Teacher Support Provider Selection Committee. Release is provided to facilitate the scheduling of candidate observations and interviews. Schools are to group observations to minimize the number of sub release days which will be needed. Funding information will be provided with the substitute authorization. __________________________________________________ ______________________________ (Print) Last Name, First Name Employee Number __________________________________________________ ______________________________ School Name School Fax • One sub day per teacher member of the Selection Committee is permitted

• Allowable use of release days is to conduct the candidate observations and interviews for the position of New Teacher Support Provider

Day and Date of Sub Release: _____________________________________________________ __________________________________________________ ______________________________ Approved by Principal Date

Please fax your request to the Teacher Support Unit @ (213) 241-5494 to the attention of Barbara Locker-Halmy.

For Teacher Support Unit Office Use Only Payroll Reporting Information:

Approved: ___________________ SAA Contacted and Fund Code Provided – Yes: _____

LAUSD TEACHING & LEARNING FRAMEWORK STANDARD 1: PLANNING & PREPARATION STANDARD 2: CLASSROOM ENVIRONMENT a. Demonstrating Knowledge of Content and Pedagogy

Knowledge of Content and the Structure of the Discipline Knowledge of Content‐Related Pedagogy

b. Demonstrating Knowledge of Students Knowledge of Students’ Skills, Knowledge, and Language Proficiency Knowledge of How Children, Adolescents, or Adults Learn Knowledge of Students’ Special Needs Knowledge of Students’ Interests and Cultural Heritage

c. Establishing Instructional Outcomes Value, Sequence, Alignment, and Clarity Suitability for Diverse Learners d. Designing Coherent Instruction Standards‐Based Learning Activities Instructional Materials, Technology, and Resources Purposeful Instructional Groups Lesson and Unit Structure e. Designing Student Assessment Aligns with Instructional Outcomes Criteria and Standards Design of Formative Assessments Analysis and Use of Assessment Data for Planning

a. Creating an Environment of Respect and Rapport Teacher Interaction with Students

Student Interactions with One Another Classroom Climate b. Establishing a Culture for Learning Importance of the Content Expectations for Learning and Achievement Student Ownership of Their Work Physical Environment c. Managing Classroom Procedures Management of Routines, Procedures, and

Transitions Management of Materials And Supplies Performance of Non‐Instructional Duties Management of Parent Leaders, Other Volunteers

And Paraprofessionals d. Managing Student Behavior Expectations for Behavior Monitoring of Student Behavior Response to Student Behavior

STANDARD 5: PROFESSIONAL GROWTH STANDARD 3: INSTRUCTION a. Reflecting on Practice Accurate Reflection Use of Reflection to Inform Future Instruction Selection of Professional Development Based on Reflection

and Data Implementation of New Learning from Professional

Development b. Participating in a Professional Community Collaboration with Colleagues Promotes a Culture of Professional Inquiry and Collaboration

STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES

a. Maintaining Accurate Records Tracks Progress Towards Identified Learning Outcomes Tracks Completion of Student Assignments in Support of

Student Learning Manages Non‐instructional Records Submits Records on Time b. Communicating with Families Information About the Instructional Program Information About Individual Students Engagement of Families in the Instructional Program c. Demonstrating Professionalism Ethical Conduct and Compliance with School, District, State,

and Federal Regulations Advocacy/Intervention for Students Decision‐Making

a. Communicating with Students Expectations for Learning

Directions and Procedures Explanations of Content Use of Academic Language b. Using Questioning and Discussion Techniques Quality and Purpose of Questions Discussion Techniques Student Participation c. Structures to Engage Students in Learning

Standards‐Based Projects, Activities and Assignments Purposeful and Productive Instructional Groups

Use of Available Instructional Materials, Technology, and Resources

Structure and Pacing d. Using Assessment in Instruction to Advance Student Learning Assessment Criteria Monitoring of Student Learning Feedback to Students Student Self‐Assessment and Monitoring of Progress e. Demonstrating Flexibility and Responsiveness

Responds and Adjusts to Meet Student Needs Persistence



Classroom Observation Guidelines

• Schedule Observation and Interview on same day • Refer to Compensation/Sub-Release documents • Schedule Observation for 30-50 minutes • All Site Selection Committee members are expected to participate in all Observations/Interviews

Standards Alignment

Teaching and Learning Framework California Standards for the Teaching Profession (CSTP)

Instruction: Structures to Engage Students in Learning • Higher order thinking

Higher levels of Bloom’s Taxonomy • Appropriate content

Content standards and professional standards • Contextual relevance

CSTP Standard 3: Understanding and Organizing Subject Matter for Student Learning

Classroom Environment • Affective

Emotional safety Valuing learner identities High expectations

• Activity Management • Classroom management

• Physical • Rich and stimulating learning environment

CSTP Standard 2: Creating and Maintaining Effective Environments for Student Learning

Instruction: Communicating with Students • Partners in conversation CSTP Standard 1: • Discipline-specific language Engaging and Supporting All Students in • Language development opportunities Learning

Observation Form: California Standards for the Teaching Profession

Date:

Directions: Consider the Teaching and Learning Framework as it relates to the aligned CSTP as you make your Observation.


CST

P 1

Enga

ging

and

Sup

port

ing

A

ll St

uden

ts in

Lea

rnin

g

Instruction: Communicating with Students • Partners in conversation • Discipline-specific language • Language development opportunities

CST

P 2

Cre

atin

g an

d M

aint

aini

ng E

ffect

ive

Envi

ronm

ents

for

Stu

dent

Le

arni

ng

Classroom Environment • Affective Emotional safety Valuing learner identities High expectations • Activity Management • Classroom management • Physical • Rich and stimulating learning

environment

Observation Form:

Classroom Standards for the Teaching Profession


CST

P 3

Und

erst

andi

ng &

Org

aniz

ing

Sub

ject

Mat

ter f

or

Stud

ent L

earn

ing

Instruction: Structures to Engage Students in Learning • Higher order thinking

• Higher levels of Bloom’s Taxonomy• Appropriate content

• Content standards and professional standards

• Contextual relevance

Los Angeles Unified School District Division of Human Resources



Quality of Teaching and Learning Rubric - Classroom Observation

Name: ___________________________________________ Employee Number: ______________________

Instruction: Structures to Engage Students in Learning Levels

CSTP Standard 3:

Understanding and Organizing Subject Matter for Student Learning

1

(0 points)

2

(8 points)

3

(16 points)

4

(20 points)

This dimension captures cognitive complexity or academic rigor of learning activities during instruction. Quality of intellectual challenge is determined by both learner and activity. Higher levels of intellectual challenge are associated with the following:

1. Higher order thinking:a Skills such as communicating understanding of concepts, analyzing information, applying concepts, evaluating, or making connections (i.e., higher levels of Bloom’s taxonomy),

2. Appropriate content: Learning activities that reflect a developmentally appropriate knowledge core (e.g., content standards and professional standards), and

3. Contextual relevance: Teaching that helps learners transfer content to settings beyond immediate activity.

Learners engage primarily in low-level thinking tasks (e.g., memorization or recall of basic facts) and spend less time* on higher order thinking tasks (e.g., analysis, synthesis, evaluation). Learning activities are not aligned with discipline-specific content standards. Neither task nor teacher helps learners transfer learning to other contexts.

*<10%

Learners spend some time* on higher order thinking tasks (e.g., analysis, synthesis, evaluation). Learners may be asked to describe, summarize, and apply procedures. Learning activities align in a general way to content standards. Teacher sets out general expectation that learners transfer their learning to other contexts, but there is no specific discussion about how to do so.

* About 10% to 20%

Learners spend a significant amount of time* on higher order thinking tasks (e.g., analysis, synthesis, evaluation). They may explain, justify with examples, or make inferences. Tasks align in some specific ways to content standards. There is some discussion for how learners should transfer their learning to other contexts, but these directions may be incomplete.

* About 20% to 50%

Learners spend most of their time* on higher order thinking skills (e.g., analysis, synthesis, evaluation). Tasks align specifically and comprehensively to content standards. Teacher translates abstract learning to learners’ specific contexts in an explicit and complete way.

*>50%

Comments:

Score:

LAUSD Research and Planning *Indicates most important component.

THE QTL RUBRIC AND ITS ASSOCIATED INSTRUMENTS ARE NOT MEANT TO BE USED AS ANY PART OF AN EMPLOYEE EVALUATION




Teaching and Learning Framework - Classroom Observation

Name: ___________________________________________ Employee Number: ___________________

Classroom Environment Levels

CSTP Standard 2:

Creating and Maintaining Effective Environments for Student Learning

1

(0 points)

2

(8 points)

3

(16 points)

4

(20 points)

This dimension examines the context of learning, including classroom cultural practices and norms as well as physical and interactional spaces that foster learning. This dimension considers the following:

1. Affective:a Emotional safety (trust, respect, norms and opportunities for collaboration, encouraging learners to take intellectual risks); Valuing learner identities (bridging learners’ experiences and instruction in a positive manner, respect for cross-cultural differences, helping learners value and make learning relevant, treating all learners fairly); High expectations (teacher communicates that all learners can learn, improving, and engaging in behaviors that foster learning and learners communicate high expectations for themselves and others),

2. Activity management (classroom management) and organization: Evidence of routines. Transitions from activity to activity are smooth. Time is not wasted. Teacher ensures all learners are on-task and instills responsibility for self- and peer-management among learners, and

3. Physical: Rich and stimulating physical learning environment (e.g., comfortable spaces, computers, manipulatives, evidence of learner work).

Environment is primarily negative, with no safety for learners to express themselves and no support from teacher. Teacher does not appear to know or appreciate individual learners (e.g., does not bring in their backgrounds). Teacher may communicate low expectations e.g., “I know many of you won’t do the reading.”). Time and activities may be poorly managed (e.g., wasted time, learner inappropriate behavior left unchecked, too much time spent disciplining learners) or overly controlled by teacher (e.g., learners are stifled). Setting may be disorganized, dirty, and resource-poor.

Environment is generally safe in that there is no hostile behavior (there may even be a generally polite tone), but learners are not encouraged to voice their thoughts. Teacher makes general references to learners’ backgrounds or to their experiences outside the learning setting. Teacher does not communicate expectations to motivate learners. Routines may be followed rigidly. There may be a few instances of unchecked off-task behavior. Teacher occasionally monitors learners’ completion of learning tasks. Setting is fairly well organized with ample resources.

Environment encourages spontaneous and supportive sharing of ideas among learners. Teacher refers in positive ways to learners’ cultures and experiences, knows individual learners’ interests. Teacher may communicate high expectations. Learners rely on well-established routines. Teacher regularly monitors learners’ completion of learning tasks. Learners have access to supportive resources (e.g., technology). Learner work and useful references may be posted on walls. Spaces are clean, comfortable, and well-lighted.

Learners are comfortable giving each other critical feedback and taking intellectual risks. Teacher brings learners’ experiences outside of learning setting into instruction in positive ways and connects these experiences to the content. Teacher communicates to learners that they are capable of mastering the learning at hand and of engaging in behaviors that foster learning. Setting and activities well organized and students monitor their own work habits as well as those of their peers. Learners have access to a rich and stimulating learning environment and rely on well-established and efficient routines.

Comments:

Score:

LAUSD Research and Planning a Indicates most important component. THE QTL RUBRIC AND ITS ASSOCIATED INSTRUMENTS ARE NOT MEANT TO BE USED AS ANY PART OF AN EMPLOYEE EVALUATION.




Quality of Teaching and Learning Rubric - Classroom Observation

Name: ___________________________________________ Employee Number: ___________________

Instruction: Communicating with Students Levels

CSTP Standard 1:

Engaging and Supporting All Students in Learning

1

(0 points)

2

(8 points)

3

(16 points)

4

(20 points)

This is the quality of dialogue teacher promotes and facilitates. In an instructional setting, high quality dialogue occurs when the following features are in place:

1. Opportunities for all learners to participate as partners in conversation:a Teacher facilitates learner-to-learner interactions, takes up learners’ contributions, enables all learners to speak, asks questions that activate prior knowledge, probes for elaboration and evidence, and models language and strategies that facilitate discussion (e.g. Socratic dialogue and clarifying questions),

2. Fostering of use of discipline-specific language and academic language (e.g., through modeling), and

3. Language development opportunities specific to the needs of ELs, SELs, and SWDs (e.g., use of primary language, contrastive analysis, re-voicing, think-pair-share, verbalizing thoughts, repetition of instructions).

Learners do not engage in dialogue, or they have recitation-style exchanges controlled by the teacher. If teacher asks questions, they are mostly close-ended, known-answer, directed at few learners. Teacher does not allow sufficient wait time for learners to respond. Teacher does not foster (e.g., model) use of discipline-specific language or academic language. Teacher may use slang, African American or Chicano English without contrasting this with standard forms of English. Teacher does not provide opportunities for ELs, SELs, or SWDs to develop oral language.

Teacher asks open-ended questions (e.g., what do you already know about this topic?) but does not follow up with probes for further understanding (e.g., moves to a different learner or interprets learner’s response). Teacher may not allow sufficient time after posing an open-ended question. Teacher models discipline-specific language or academic language, but does not require learners to use it. Teacher provides minimal opportunities for ELs, SELs, or SWDs to develop oral language.

Teacher asks learners to expand their responses to open-ended questions through probes such as, “Why?” “Say more about that,” or “Explain your answer.” Teacher frequently asks questions intending to discover what learners know and to guide them to more refined and well-articulated understandings. Teacher models discipline-specific language and academic language and expects learners to use it. Teacher uses knowledge of discourse and learning styles of ELs, SELs, and SWDs to facilitate oral language development.

Teacher and learners engage in conversations and challenge each other to elaborate on their initial responses, such as by prompting, “Why?” “Say more about that,” or “Explain your answer.” Learners initiate this type of interaction. Teacher consistently asks questions intending to discover what learners know and to guide them to more refined and well-articulated understandings. Learners consistently use discipline-specific language and academic language. Teacher uses knowledge of discourse styles of ELs, SELs, and SWDs to facilitate oral language development.

Comments:

Score:

LAUSD Research and Planning a Indicates most important component. THE QTL RUBRIC AND ITS ASSOCIATED INSTRUMENTS ARE NOT MEANT TO BE USED AS ANY PART OF AN EMPLOYEE EVALUATION.

Phase IV Candidate Interview








Phase IV Resources

PHASE IV: Candidate Interview

• New Teacher Support Provider Interview Questions • New Teacher Support Provider Interview Questions and

Rubric




New Teacher Support Provider Interview Questions

1. Why are you applying to the New Teacher Support Provider Program? Where do you see yourself in the next six to seven years?

2. Using your knowledge about data (hard and soft) tell about a time when you planned and implemented a lesson that students did not understand. Explain how the use of data assisted you in meeting the needs of the students and adjusting course.

3. Tell about the most difficult student that you have worked with. How did you handle that situation?

4. Tell about how you have resolved a conflict with a colleague, student or parent. How did you resolve the conflict?

5. How do you feel about being held accountable for improving student achievement? How do you hold yourself personally accountable?

6. What is your vision of the role of mentor?



New Teacher Support Provider Interview Questions and Rubric Candidate__________________________________

Question 1: Why are you applying to the New Teacher Support Provider Program? Where do you see yourself in the next six to seven years?

Response Indicators: Desire to:

improve the practice of new teachers increase own teaching and/or communication skills share best practices provide professional development assume a leadership role in my capacity as a teacher become a certified teacher leader

Meets Quality Standards

10 Points

(Answer includes 4 or

more response indicators)

Meets Minimum Standards

6 Points

(Answer includes 2 or 3 response indicators)

Does Not Meet

Minimum Standards

0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________



New Teacher Support Provider Interview Questions and Rubric

Candidate’s Name: __________________________________________ Employee #: ___________________

Question 2: Using your knowledge about data (hard and soft), tell about a time when you planned and implemented a lesson that students did not understand or master. Explain how the use of data assisted you in meeting the needs of the students and adjusting course.

Response Indicators: Discussed:

indicators that the lesson was not meeting the needs of the students how the lesson was re‐directed appropriate data used to diagnose and solve the problem the use of data to identify the most pressing problem multiple sources of data used to inform plans pushing for students to transcend past performance the development of a tracking system to highlight where individual students need improvement administering assessments as often as necessary for students to work to mastery taking responsibility for student learning how the students were re‐engaged scaffolding questions for each key learning using authentic tasks when appropriate


10 Points

(Answer includes

4 or more response indicators)


6 Points

(Answer includes 2 or 3 response

indicators)

Does Not Meet Minimum Standards

0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________



New Teacher Support Provider Interview Questions and Rubric

Candidate’s Name: __________________________________________ Employee #: _________________________

Question 3: Tell about the most difficult student that you have worked with. How did you handle that situation?

Response Indicators: provided consistent follow‐through and monitoring developed a positive course of action demonstrated progress in solving the problem communicated with student and parents maintained and took responsibility for control of the situation exhibited respect to student considered individual student and situation


10 Points

(Answer includes 4 or more response

indicators)


6 Points

(Answer includes 2 or 3 response indicators)


0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________


Teacher and Administrator Development Branch New Teacher Support Provider Interview Questions and Rubric


Question 4: Tell about a time when you resolved a conflict with a colleague, student or parent. How did you resolve the conflict?

Response Indicators: navigated conflict in a constructive manner understood perspective of another demonstrated willingness to table own perspective for the greater

good supportive of District goals rather than own self‐interests expressed awareness of personal challenge and demonstrated growth

in that area* focused on the issue (communicated clearly and compellingly;

presented examples and evidence) listened actively avoided personal comments considered multiple solutions that align with problems and causes acted in a straightforward but tactful manner did not avoid difficult situation presented feedback in a respectful manner


10 Points




6 Points (

Answer includes 2 or 3 response indicators)


0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________




Question 5: How do you feel about being held accountable for improving student achievement? How do you hold yourself personally accountable?

Response Indicators: expresses perception of agency and control in affecting student achievement views accountability as a way to improve their practice and that of others accepts responsibility for student learning (not blaming students, parents or community) connects achievement to instructional objectives and/or long‐term goals changes practice for greater success encourages consideration of individual student needs implements personalization – ( i.e. contacting parents, walking neighborhood, individual plans) acknowledges students’ right to have a competent teacher supports greater communication with grade level or instructional teams seeks multiple solutions aligning with key problems and root causes


10 Points




6 Points

(Answer includes 2

or 3 response indicators)


0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________


Teacher and Administrator Development Branch New Teacher Support Provider

Interview Questions and Rubric Candidate’s Name: __________________________________________ Employee #: _________________________

Question 6: What is your vision of the role of mentor?

Response Indicators: demonstrates a commitment to their own professional growth and learning guides teachers through demonstrations, observations, and consultations to promote instructional excellence uses positive interpersonal skills analyzes and discusses student information and share instructional decisions reflects about own teaching practice commits to own professional growth and learning aware of beginning teacher development acts as an excellent professional role models responsible for the development and growth of new teachers refers to strategies and non‐financial resources that could be shared


10 Points




6 Points

(Answer includes 2

or 3 response indicators)


0 Points

Score: _______

Comments: Concerns:

Reviewer’s Name: ____________________________________________




Overall Points:

Total Score: ________

Overall Comments: Overall Concerns:

Reviewer’s Name: ____________________________________________

Phase V Selection, Assignment &

Notification



Teacher and Administrator Development Branch nch a




Phase V Resources

PHASE V: Selection, Assignment, & Notification

• Composite Application Scoring Sheet • Composite Application Scoring Sheet – Signature Page




Composite Application Scoring Sheet

School Names: _________________________ Loc. Code: _________ Date: _________ Phone: _______________

Application Section You will transfer the scores from each individual ‘Application Scoring Sheet’ to this Composite Application Scoring Sheet which will reflect the scores of all applicants for New Teacher Support Provider processed during this application period. 1. Enter each applicant’s Name and Employee Number

2. Transfer the scores for each component of the application process. 3. Enter the Total Score for the Applicant 4. Write yes in the Eligible box if they have received the minimum required score for

each phase and the Total Applicant Score. 5. Write yes in the available to travel box if they are eligible to serve but are

unassigned at your school and did not submit a written request not to be assigned to another school site. Write no if they requested not to travel.

Letter of Inten

t

Resume

Teache

r Supp

ort Letter

Peer Letter

Video

Observation

Classroo

m Observation

Interview

App

lican

t Total Score

Eligible (yes/no)

Available to Travel

Total 25 21 10 10 50 60 60 236

When all scores have been entered each committee member signs the document. It will be submitted, along with the match‐up form (Attachment E) and, if applicable, the List of New Teacher Support Providers Not Placed at the School Site (Attachment D)

Passing 15 16 5 5 25 48 36 150

Name Employee Number

Sample: Christina Soto 857093 20 17 7 8 30 50 60 192 YES YES

Additional copies of this page may be added as necessary to record the scores of all applicants.




Signature Page

School Name: ______________________________________ Loc. Code: ________ Phone: _________________

Total Applicants Screened: __________________________________ Date: ______________________________ Co‐Chairs Name: _______________________________ Employee # _______ Signature:_________________________ (Site Administrator or Designee) Name: _______________________________ Employee # _______ Signature:_________________________ (UTLA Chapter Chair or Designee) Additional Committee Members (committee must have a minimum of 51% teacher representatives): There must be at least one elected teacher representative in this section. Additional members may serve at the discretion of the school site. Name: _______________________________ Employee # _______ Signature:_________________________ Name: _______________________________ Employee # _______ Signature:_________________________ Name: _______________________________ Employee # _______ Signature:_________________________ Name: _______________________________ Employee # _______ Signature:_________________________

REFER BACK TO PHASE 1 TAB

FOR DOCUMENTS

COMMUNICATIONS




DATE: Applicant Name: Address: Dear__________________________ Thank you for your application to the New Teacher Support Provider Program. This letter is a confirmation that the Site Selection Committee has received your application. You will receive written confirmation of the outcome of the initial screening of your application. Applicants who advance forward in the process will receive additional communications and confirmations. We would like to take this opportunity to highlight some of the dates in which advancing candidates will be asked to participate as part of the selection process. • Video Simulation Activity will be on website: http:// acts.lausd.net/btsa/

• Classroom Observation & Interviews at school sites will be held during the week of: See posted calendar * Your Site Selection Committee will have information on these events which will be shared with you at a later date. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase I A

Confirmation of Submission

DATE: Applicant Name: Address: Dear__________________________ Thank you for your recent application to the New Teacher Support Provider Program. Based on your application, resume, recommendations and letter of intent, you have qualified to advance to Phase II of the New Teacher Support Provider Selection Process. The Video Simulation exercise will be conducted at various locations throughout the district. Please check the website (http//acts.lausd.net/btsa/) to register for the date and location of your choice. This phase will provide you with an opportunity to share feedback regarding a classroom observation simulation. The exercise takes approximately 90 minutes. Sincerely, _____________________________ ____________________________ New Teacher Support Provider New Teacher Support Provider Selection Committee Co-Chairperson, Administrator Selection Committee Co-Chairperson, UTLA

Phase II A

Phase II Video Simulation

http://www.lausd.net/btsa

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to advance to Phase II of the New Teacher Support Provider Selection process at this time. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the new Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact _____________________________, Administrator at ________________________________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase II B

Ineligible to Move to Phase II

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to advance to Phase II of the New Teacher Support Provider Selection process at this time. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the new Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact _____________________________, Administrator at ________________________________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase II B

DATE: Applicant Name: Address: Dear ________________________ We are pleased to inform you that you have advanced to Phase III & IV of the New Teacher Support Provider Selection process. This phase will consist of a classroom observation conducted by the Site Selection Committee and an interview. Please check with your School Site Selection Committee for observation dates. The classroom observation will be from 30 – 50 minutes. Please submit a copy of your daily teaching schedule to the site chairperson so that an observation can be scheduled. If you wish to have additional information, please contact _______________________, Administrator of ____________________ Name School Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase IIIA & IV A

Phases III & IV Classroom Observation

Interview

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to advance to Phase III, the classroom observation, & Phase IV, the interview, of the New Teacher Support Provider Selection Process. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the New Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact ______________________________, Administrator at _______________________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase IIIB & IVB

Ineligible to Move to Phases III & IV

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to advance to Phase III, the classroom observation, & Phase IV, the interview, of the New Teacher Support Provider Selection Process. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the New Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact ______________________________, Administrator at _______________________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase IIIB & IV B

DATE: Applicant Name: Address: Dear__________________________ We are pleased to inform you that you have met all of the criteria to become a New Teacher Support Provider and have been recommended for the position. Congratulations on your successful completion of the application process. The Site Selection Committee will now review the needs of the school and determine if you are eligible to be matched with a teacher who qualifies for support. Individuals who are not matched at this school location may be placed on an availability list and eligible for assignment at a nearby school which is in need of additional support providers. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase V A

Phase V Eligibility to Serve

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to serve as a New Teacher Support Provider for the 2011 – 2012 school year. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the new Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact _____________________________, Administrator at _________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase V B

Not Selected to Serve

DATE: Applicant Name: Address: Dear__________________________ Thank you for your interest in serving as a New Teacher Support Provider. However, please be advised that you have not been selected to serve as a New Teacher Support Provider for the 2011 – 2012 school year. Please note that announcement of new recruitment periods are contingent upon continued state funding, available positions and/or reorganization of the new Teacher Support Provider Program. You are welcome to reapply for available Support Provider positions when a new recruitment period is announced. If you wish to discuss this further, please contact _____________________________, Administrator at _________________ to arrange an appointment with the New Teacher Support Provider Selection Committee Chairperson. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Phase VB

DATE: Applicant Name: Address: Dear__________________________ Thank you for your willingness to serve as a New Teacher Support Provider. We are pleased to inform you that you have been matched with a qualifying teacher to serve as a Support Provider for this school year. Your term of service is contingent upon continued state funding available positions and/or reorganization of the Support Provider Program. Please contact _______________________________ in Room ________________ to begin your support provider relationship. Shortly, you will also receive information regarding upcoming training for Support Providers. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Match-Up A

Match-Up

DATE: Applicant Name: Address: Dear__________________________ We are pleased to inform you that by a majority vote of the New Teacher Support Provider Selection Committee, you have been identified as eligible to serve as a Support Provider for this school year. Unfortunately, we have been unable to match you with a qualifying teacher. However, we will place your name on the roster of teachers eligible to serve as a traveling Support Provider. Teachers from this list will be eligible for assignment to support qualifying teachers who cannot be supported at their own school location. Inquiries regarding the eligibility list may be directed to the BTSA Specialist for your Local District. Your term of service is contingent upon continued state funding. available positions and/or reorganization of the Support Provider Program. Should you not wish to be considered for assignment at a neighboring school, please contact your Local District BTSA Specialist so that your name may be removed from the eligibility roster. Congratulations on your selection. We look forward to your continuing contributions to the educational excellence for all students. Sincerely, _____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, Administrator ____________________________ New Teacher Support Provider Selection Committee Co-Chairperson, UTLA

Traveling Match-Up A

Traveling Match-Up

Documents

New Teacher Support Provider - Los Angeles Unified School ...€¦ · the identification of exemplary instructional leaders for the position of New Teacher Support Provider. Team