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Bay Area Teacher Training Institute Bay Area Teacher Training Institute EXECUTIVE DIRECTOR LOCATION SEMIFINAL ROUND Oakland, CA November 7 and 8 FIELD WORK FINAL ROUND Greater San Francisco Bay Area November 16 - 18 POST DATE DECISION ANNOUNCED September 10, 2020 December 11, 2020 APPLICATION DEADLINE START DATE October 12, 2020 at 5:00pm PDT July 1, 2021 QUARTERFINAL ROUND October 24 and 25 Summary With the world changing so rapidly, one thing has remained constant: the importance of education. Children at a young age need well-trained, experienced teachers to develop the fundamental skills that will enable them to tackle more complex problems as they get older. Meanwhile, research has shown that to deliver excellent pedagogy requires not just a practicum of knowledge but also extensive apprenticeship. Thus, institutions that provide both theoretical and experiential training to future elementary school teachers fill a critical role in the larger educational ecosystem. The Bay Area Teacher Training Institute (BATTI), based in Oakland, California, is a shining example of this complementary approach to teacher training. For two decades, nearly 500 aspiring educators have graduated with a master's degree and multiple-subject credential after two years of intense classroom study and on-the-job mentoring. Since its inception, BATTI has benefited from the able leadership of its founding executive director, who will retire next June after nearly twenty years on the job. Now, BATTI seeks an executive director with not only a passion and expertise for teacher development, but also a systematic and relational mindset for running and growing an association of partner schools, teacher residents, and university instructors. This one-of-a-kind position starts July 1, 2021 and reports to the board of directors. BATTI Mission We provide comprehensive preparation for aspiring independent and public school teachers and leaders. We graduate educators with the capacity and determination to: • foster joyous, purposeful, and engaging learning for a diverse student body; • build more inclusive, innovative, and successful classrooms and schools; • contribute to more just, equitable, and sustainable communities. BAY AREA TEACHER TRAINING INSTITUTE 2 EXECUTIVE DIRECTOR The BATTI Approach — Proven Results OVERVIEW BATTI was founded in 2002 to transform teacher development. Nearly twenty years later, BATTI continues to provide hands-on training to paid resident teachers employed by a coalition of independent, public, and charter schools, while also delivering two years of graduate-level instruction in advanced pedagogy. Residents receive daily support from their lead mentors and monthly observational visits from university supervisors. Seminar-style evening classes led by university instructors help to connect experiential learning to theoretical pedagogy. Even as the number of participants has grown, BATTI has maintained a culture of community, support, and mutual respect. MEMBERS OF THE BATTI COMMUNITY • TEACHER RESIDENTS: Aspiring educators who spend two years employed as a classroom teacher and graduate student to gain the practice and theory needed to become successful lead teachers • MENTORS: Full-time teachers who work daily with teacher residents to provide structured guidance and feedback as residents gradually learn to design and deliver lessons • PARTNER SCHOOLS: Host schools that employ teacher residents and pair them with an experienced mentor, usually a full-time classroom instructor • UNIVERSITY PARTNER: Holy Names University, which works with BATTI to admit and matriculate students, hire instructors, and confer the degree and recommend credentials • SUPERVISORS: University employees, selected by BATTI, who visit monthly to both observe residents deliver a lesson, as well as facilitate observational conferences and written reflections • INSTRUCTORS: University adjunct instructors, selected by BATTI, many of whom are practicing educators, who design and deliver evening courses taken by teacher residents • SUMMER PARTNERS: Institutions that provide teacher residents opportunities to work during their second summer in a public education setting • STAFF: Team of four BATTI employees that oversees the program and ensures a positive student experience for each teacher resident • BOARD OF DIRECTORS: Trustees that hire and supervise the executive director and govern the entire organization BY COMPARISON MODEL OVERVIEW APPROACH RESULTS AFTER FIVE YEARS Traditional credentialing 15-22 weeks of student teaching Emphasis on theory Usually about half of programs (e.g., schools of 2–5 days a week program graduates are education) still teaching Fast-track urban Seven weeks of summer school, Emphasis on practice Usually 20 - 25% of internships (e.g., Teach then start the school year as graduates are still in For America) the lead teacher in charge of a the classroom classroom The HNU - BATTI Two years of full-time Emphasis on both 80% of recent BATTI residency program apprentice teaching along with theory and practice graduates are still in two years of intense classwork with structured the classroom support BAY AREA TEACHER TRAINING INSTITUTE 3 EXECUTIVE DIRECTOR Educational Philosophy OVERVIEW The HNU - BATTI program helps teachers formulate a deep understanding of cognition, child development, and the overall practice of teaching, as well as how to adapt that practice to a diversity of learners and a variety of school settings. At the heart of BATTI’s philosophy is that learning must be personal, purposeful and pragmatic. The program is built around the theory that young people learn best when their learning (a) is connected to who they are and what they already know and care about; (b) has a deep and meaningful social purpose; and (c) allows students to build their own understanding over time and with a strong element of “doing.” PEDAGOGICAL TENETS OF AN HNU - BATTI EDUCATION • COMMUNAL: Building a supportive student learning community • PERSONAL: Staying attuned to student needs • COLLABORATIVE: Crafting rich and joyful activities for children • COMPREHENSIVE: Attending to content and student well-being • PRACTICAL: Following best practices for classroom management • INTERDISCIPLINARY: Designing real-world challenges • CULTURALLY COMPETENT: Remaining alert to the needs of a diverse student community • SOCIALLY AND ENVIRONMENTALLY RESPONSIBLE: Fostering values of justice and stewardship • GLOBAL: Building community connections • CREATIVE AND IMAGINATIVE: Integrating art, music and drama into the student experience • INNOVATIVE: Using emerging tools and technology thoughtfully and purposefully • PROFESSIONAL: Remaining lifelong learners and becoming educational leaders • PLAYFUL AND RECIPROCAL: Valuing play and student voice in the classroom BAY AREA TEACHER TRAINING INSTITUTE 4 EXECUTIVE DIRECTOR The Lasting Impact of BATTI Over the last 20 years, BATTI has prepared nearly 500 teachers for service, the vast majority of whom continue to work in education to this day. But BATTI’s true impact cannot be measured in statistics alone, for at its core BATTI is an interconnected network of educators that helps to create the next generation of teachers. Following are profiles of two BATTI alumni who blossomed under BATTI and are now paying it forward to others. ZACH MARIKAH BERNARD CLASS OF 2008 BURNETT CLASS OF 2018 Second Grade Teacher, Program Supervisor, and Kindergarten Teacher at Cobb Elementary Dean of Faculty for the Lower School Summer School at San Francisco Unified School District Program at Head-Royce School Although he had some prior preschool As a biracial person of color from Orange Montessori teaching experience, Zach Bernard County, Marikah has always been attuned to knew that he needed a robust program to issues of race and identity. But it wasn't until her prepare him for the myriad challenges of first graduate class at BATTI — Transformative elementary school teaching. BATTI offered Education — that these issues struck a personal everything Zach wanted: hands-on training, note. "We did an identity deep dive, and academic theory, and the opportunity to earn a that whole experience changed me," says living at the same time. His internship occurred Marikah. "It gave me a chance to unpack things at Head-Royce School, and his performance personally, and it developed in me a deep impressed school administrators so much passion for social justice." From the time she that they hired Zach full-time as soon as he started the program, Marikah knew she wanted graduated. to be a public school teacher, but she also knew she wasn't quite ready to run her own Now in his fourteenth year at Head-Royce, classroom. Zach is an emerging leader in both classroom education and school administration. He Now in her third year as a full-time public school oversees teacher hiring for Head-Royce’s lower teacher at Cobb Elementary, Marikah has been school summer program, while during the confronted by the systemic inequities that exist school year he has served as a BATTI mentor within the public education system. "I was aware and managed the associate teacher program. of these injustices before, but it’s been a bit Says Bernard, “I love mentoring. As great jarring to witness it firsthand. It is important as my classes were, I learned the most from to me to create a space where students can getting direct feedback. Now I'm so drawn bring their whole selves to school — something toward mentoring other teachers.” Zach looks I wasn’t able to do when I was in elementary forward to further opportunities
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