San Juan Teachers Association and San Juan Unified School District - - PowerPoint PPT Presentation

San Juan Teachers Association and San Juan Unified School District

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A PARTNERSHIP FOR HIGH QUALITY TEACHING

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OVERVIEW

› The BTSA/PAR Model in SJUSD

• Our Beliefs
• The People Who Ensure Its Success
• The Process

› Our Challenges and Successes › Your Questions

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Principles and Beliefs

› Ensure high quality teaching and learning

for all students in the San Juan Unified

› Collaboration and partnership built upon

trust and transparency between the District and Union

› Support for beginning and veteran

teachers by teacher leaders

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The People

Who Ensure Our Success

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The Governance Panel

› Four teachers and three administrators,

includes co-directors

› Consensus decision making whenever

possible

› Responsible for all personnel, budget, and

programmatic issues for BTSA and PAR

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The Co-Directors

› Currently SJTA President and SJUSD Assistant

Superintendent of Secondary

› Meet jointly to set agendas and discuss

programmatic issues

› Meet with the Lead CT regularly › Serve as communication conduits to their

• rganizations

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Lead Consulting Teacher

› Can serve a term of four years with option of

two-three additional years upon approval of panel

› Responsible for day to day operations › Has a caseload of beginning teachers and

PAR teacher

› Responsible for ‘staff meetings’ and

supporting calibration among CTs

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Consulting Teachers

› Four year term › Demonstrated knowledge of teaching and

learning and ability to work with adults

› Highly skilled and calibrated (weekly teamwork) › Released full time

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THE PROCESS

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Two Types of Support

Peer Assistance

Voluntary Targeted Support Determined by the Teacher

Peer Assistance and Review

Involuntary Targeted Support with a Mandatory Improvement Plan

Peer ¡Assistance ¡ ¡

› Teacher self-identifies need for support and

contacts SJTA

› CT assigned to support teacher › Completely confidential process with no evidence

collected

› CT only reports to governance panel if resources

are needed or resistance is encountered

› Principal remains in the role of evaluator

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PAR ¡(Peer ¡Assistance ¡and ¡Review) ¡ ¡

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› Improvement plan developed with CT, principal,

and teacher

› Minimum of 3 hours weekly support: observations,

coaching, resources

› Up-dates to panel every 6 weeks › At the end of the first year, the governance panel

makes a recommendation to HR

What we have learned…

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Positive Impacts

› BTSA/PAR collaboration has carried

• ver to other labor-management issues

› Collaboration, transparency, and trust

are norms between union and district

› Capacity Building of teachers › Improvement of teacher quality is our

shared responsibility

Direct Positive Impacts

› Some Referred Teachers were competent

teachers that needed support and are now excelling

› Others saw the objective evidence

presented and resigned before the year ended

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On-going challenges…

› New superintendents and/or school

board members can lead to changes in focus and resources

› Panel and/or CT turnover creates the

need for recalibration and training

› Availability of qualified Consulting

Teachers when needed

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Extension of this work…

Evolving from evaluation to

A System of Professional Growth

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