TEACHER ON SPECIAL ASSIGNMENT
BTSA (BEGINNING TEACHER SUPPORT AND ASSESSMENT) MENTOR


The Teacher on Special Assignment – BTSA Mentor will work under the supervision of the professional development coordinator for the East Side District to support the induction of teachers with preliminary credentials. The responsibilities include the following:

1. Contributing to Mentor and Participating Teacher Professional Development

• Participate in the mentor orientation and all weekly forums, and attend all mentor professional development events, including those trainings dedicated to enhancing mentor skills and knowledge.


• Plan, participate in and facilitate support and training activities for Participating Teachers, including Orientation/Launch, workshops/seminars and collaborative learning events (may be held into early evening hours), veteran teacher observations, and an end-of-year colloquium celebration.


• Actively contribute to the success of overall program goals by building personal leadership capacity and assuming leadership responsibilities.


• Participate in and complete the mentor formative assessment process; collaborate with a coaching partner; and develop a case study portfolio reflecting work with one designated Participating Teacher.

2. Working with Participating Teachers

• Be willing to spend 1.5 – 3 Hours with each Participating Teacher before school starts to assist with classroom set up and planning, if possible.


• Develop a trusting, confidential and reflective professional partnership with the Participating Teachers on my caseload.


• Review my Participating Teachers’ eligibility for the BTSA Induction Program; monitor and support teachers on my caseload in their progress towards credentialing; if necessary; refer PT to district/county credential analyst and to the SC/SVNTP Program Manager for specific information.


• Provide weekly, on-site support to each Participating Teacher (an average of 6 hours per month) using a variety of support and assessment strategies focused on Participating Teachers’ needs.

3. Using the NTC Formative Assessment System

• Assist Participating Teachers in developing an Individual Learning Plan based on The California Standards for the Teaching Profession  (CSTP) and districts’ goals processes. Support the teachers in making periodic adjustments based on feedback from formative assessments and similar sources.


• Assist each teacher in developing and completing a professional development plan, based on the Individual Learning Plan (ILP).


• Assist each teacher in developing and maintaining documentation of NTC Formative Assessment System processes to meet SC/SVNTP BTSA Induction Program requirements and to be used as evidence of the teacher’s professional growth activities.

4.      Facilitating Communication and Program Support

• Maintain certain records on PTs’ Formative Assessment System processes.


• Turn in all the documentation for the ILP, the Mid-Year Review, and Professional Growth Reflections for each PT.


• Participate in processes for assessing PTs’ Demonstration of Application of Induction Standards 5 and 6.


• Communicate regularly (at least 1x every 4 – 6 weeks) with Site and District Administrators regarding program information, the Formative Assessment System, progress in credentialing, and Participating Teacher working conditions.


• Participate in making reports on the BTSA Induction Program to district/site administrators, the school board, and/or the union association at least once per year.


• Coordinate with other teacher training/professional development programs and initiatives in the PTs’ district(s) as appropriate.


• Participate in the program evaluation process (Induction Survey) and comply with district and project reporting procedures (BTSA Consent Form and Statewide Survey).