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1
LAUSD BTSA Induction
FACT Day 1 Training
Being a Support Provider is like…
2
• Make “appointments” with four people who are not sitting near you
• Find a partner for each of the following:
• Half Dome Partner
• Mirror Lake Partner
• Yosemite Falls Partner
• Vernal Falls Partner
• Exchange (and write down!) names for each appointment
3
Yosemite Partners
4
Plan Your Adventure! (3-2-1+1)
• Write: • 3 things you think teachers should
know • 2 things they should be able to do • 1 biggest challenge teachers are facing
• Share at your table
5
Teacher Preparation
Teacher
Performance Expectations (TPE)
Teacher preparation standards
Teacher Induction California
Standards for the Teaching Profession
BTSA Induction Standards
6
Induction Standards • “Say Something” • Locate the Induction Standards on
pages 1.5 – 1.8 • Read the Pedagogy Standard (1.5) • Highlight important items and note
any questions you have • With your assigned partner, discuss
your questions and notes • Repeat
7
Plan
Teach
Reflect
Apply
8
LAUSD INDUCTION FACT PORTFOLIO
Combines ALL of the following:
9
CONTEXT FOR TEACHING
• Class, School, District, and Community
• Conversation Guides
ASSESSMENT OF TEACHING PRACTICE
• Teacher Preparation Information • CA Standards for the Teaching
Profession and Induction Standards-Based
• Informal Classroom Observation
Reflective Conversation
Reflective Conversation
SUMMARY OF TEACHING
PRACTICE •Reflection on Teaching, Student and Personal Growth
•Future Considerations for Study
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
Ret
urn
to C
onte
xt fo
r Tea
chin
g an
d A
sses
smen
t
INQUIRY #1--Pedagogy • Inquiry Focus • Action Plan • Essential Component for
Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection
I
I
P
Year 1
10
CONTEXT FOR TEACHING
• Class, School, District, and Community
• Conversation Guide
ASSESSMENT OF TEACHING PRACTICE
• CA Standards for the Teaching
Profession and Induction Standards-Based
Reflective Conversation
Reflective Conversation
INQUIRY #2—Self-Selected • Inquiry Focus • Action Plan • Essential Component for
Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection
SUMMARY OF TEACHING
PRACTICE •Reflection on Teaching, Student and Personal Growth
•Future Considerations for Study
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
Ret
urn
to C
onte
xt fo
r Tea
chin
g an
d A
sses
smen
t
I
I
P
INQUIRY #3—Self-Selected • Inquiry Focus • Action Plan • Essential Component for Instruction • Entry Level Assessment • Observation • Analysis of Student Work • Summative Assessment • Reflection
I
I
P
Year 2
11
Induction Portfolio • Tab 1: Advisement • Tab 2: CFT/ATP—Year 1 • Tab 3: Inquiry #1—Pedagogy • Tab 4: Summary of Teaching Practice—
Year 1 • Tab 5: CFT/ATP—Year 2 • Tab 6: Inquiry #2—Self Selected • Tab 7: Inquiry #3—Self Selected • Tab 8: Summary of Teaching Practice—
Year 2
12
Confidentiality
• All documents are public record • Conversations between PT and SP
are confidential
13
A. Context for Teaching/Assessment of Teaching Practice
B. Inquiry C. Summary of Teaching Practice
FACT Components
14
Context for Teaching/ Assessment of Teaching Practice
15
Context for Teaching/Assessment of Teaching Practice
• Read and highlight key points on CFT/ATP (Tab 2) Cover of the Portfolio
• Share insights
16
Assessment of Teaching Practice Concepts • Participating Teachers bring
documentation (TPA/Portfolio, etc.) from their teacher preparation to connect with their current practice
• Information gathered in this section will
be the foundation of the Individual Induction Plan (IIP) in the Inquiries that will be completed during Tabs 3, 6, & 7
17
Teacher Preparation & Induction Comparison
Comparing Teacher Preparation to Induction Standards
18
• Read the directions (Yellow Section, p. 2.0, 1-2) • Meeting Your Support Provider • Teacher Preparation & Induction Alignment
Chart Discussion Guide
• Table talk: Discuss the intent of these two sections
(Participating Teachers will be introduced to this document at their Orientation)
Teacher Preparation & Induction Conversation
19
TEACHER PREPARATION & INDUCTION ALIGNMENT CHART B-1.1
Copyright © Commission on Teacher Credentialing and the California Department of Education July 1, 2008
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
TPE 3: Interpretation and Use of Assessment
TPE 2: Monitoring Student Learning During Instruction
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 13: Professional Growth
TPE 12: Professional, Legal, and Ethical Obligations
TPE 11: Social Environment
TPE 10: Instructional Time
TPE 9: Instructional Planning
TPE 8: Learning about Students
TPE 7: Teaching English Learners
TPE 6: Developmentally Appropriate Teaching Practices
Domain A: Making Subject
Matter Comprehensible
to Students
Domain D: Planning Instruction
and Designing Learning
Experiences for Students
Domain F: Developing as a
Professional Educator
Domain E: Creating and Maintaining
Effective Environments for Student Learning
Domain C: Engaging and
Supporting Students in Learning
Domain B: Assessing Student
Learning
CSTP 2:
Creating and Maintaining Effective
Environments for Student Learning
CSTP 3:
Understanding & Organizing Subject Matter for Student
Learning
CSTP 4:
Planning Instruction and Designing
Learning Experiences for All Students
CSTP 5
Assessment of Student Learning
CSTP 6:
Developing as a Professional Educator
1.1 Connecting students’ prior knowledge, life experience, and . . .
1.2 Using a variety of instructional strategies and resources to . . .
1.3 Facilitating learning experiences that promote autonomy, . . . 1.4 Engaging students in problem solving/critical thinking/other . .
1.5 Promoting self-directed, reflective learning for all students 2.1 Creating a physical environment that engages all students 2.2 Establishing a climate that promotes fairness and respect 2.3 Promoting social development and group responsibility
2.4 Establishing and maintaining standards for student behavior 2.6 Using instructional time effectively 3.1 Demonstrating knowledge of subject matter content & student .
3.2 Organizing curriculum to support student understanding of . .
3.3 Interrelating ideas/information within/across subject matter areas 3.4 Developing student understanding through instructional . . . 3.5 Using materials/resources/technologies to make subject matter . .
4.1 Drawing on & valuing students’ backgrounds, interests, . .
4.2 Establishing and articulating goals for student learning 4.3 Developing & sequencing instructional activities & materials . . .
2.5 Planning/implementing classroom procedures and routines that . .
4.5 Modifying instructional plans to adjust for student needs
6.1 Reflecting on teaching practice & planning professional . .
6.2 Establishing professional goals & pursuing opportunities to . .
6.3 Working with communities to improve professional practice 6.4 Working with families to improve professional practice 6.5 Working with colleagues to improve professional practice
4.4 Designing short-term and long-term plans to foster student learning
5.1 Establishing and communicating learning goals for all students 5.2 Collecting/using multiple sources of information to assess . .
5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction 5.5 Communicating with students/families/other audiences about . .
Induction
Teacher Preparation
Indu
ctio
n P
rogr
am S
tand
ard
5: P
edag
ogy
Tea
chin
g P
erfo
rman
ce A
sses
smen
t
Tea
cher
Pre
para
tion
Sta
ndar
d 10
: L
earn
ing
to C
reat
e a
Supp
ortiv
e, H
ealth
y E
nvir
onm
ent f
or S
tude
nt L
earn
ing
Tea
cher
Pre
para
tion
Sta
ndar
d 14
: P
repa
ratio
n to
Tea
ch S
peci
al P
opul
atio
ns in
the
Gen
eral
Edu
catio
n C
lass
room
T
each
er P
repa
rati
on S
tand
ard
13:
Pre
para
tion
to T
each
Eng
lish
Lea
rner
s T
each
er P
repa
rati
on S
tand
ard
9: U
sing
Com
pute
r-B
ased
Tec
hnol
ogy
in th
e C
lass
room
T
each
er P
repa
rati
on S
tand
ard
8: P
edag
ogic
al P
repa
ratio
n fo
r Su
bjec
t-Sp
ecif
ic C
onte
nt
T
each
er P
repa
rati
on S
tand
ard
5: E
quity
, Div
ersi
ty, a
nd A
cces
s to
the
Cor
e C
urri
culu
m
CSTP 1:
Engaging and Supporting All
Students in Learning
Indu
ctio
n P
rogr
am S
tand
ard
6: U
nive
rsal
Acc
ess—
Equ
ity
for
All
Stud
ents
6.6 Balancing professional responsibilities & maintaining motivation
20
Observing a conversation about the Alignment Chart
• Note the strategies used by the Support Provider as he guides the Participant through the discussion around the Alignment Chart
21
Teaching Without Context Round the Room and Back Again
• Jot down 1 item you need to know about your classroom, school, district, or community
• Set aside your materials • Circulate the room, sharing your idea
with each person you meet and listening to their idea
• Return to your seat and write down as many examples as you can remember
• Pool ideas at your table to make a list
22
Teaching Without Context
• View video clip
• Discuss at your table what you noticed, related to the ideas about context
23
Conversation Guide: Classroom Management • Read the discussion questions on the
Conversation Guide: Classroom Management (2.3)
• Highlight the key words from each question
• Select a question that you believe will lead to a powerful conversation with participating teachers
• Identify the Induction Standard(s) connected to
the questions
• Share your choice, and the reasoning behind your choice, with your table group
24
Using the Conversation Guides • Review the topics in the “Collecting”
section—look over the documents that are referred to here (2.4 & 2.5)
• Refer to the questions that are provided for each topic
• In the “Key Ideas and Reflections” column, list what you would need to know and prepare for in advance in order to successfully guide your participant through these conversations
25
K-W-O
Review the K-W-O Chart (2.6)
• What I already Know about my classroom practice
• What I Want to know about my classroom practice
• What I would like my support provider to Observe when (s)he visits my classroom
26
K-W-O
• Discuss with your “Tomorrowland Partner” the benefits of completing the K-W-O Chart for the Participating Teacher Support Provider
27
Filling in the Blanks…
Filling in the Blanks Worksheet
•Work with your “Adventureland Partner”
•Describe the purpose of each document
•Explain how each connects with the Participating Teacher’s classroom
•Be prepared to discuss!
FACT K-W-L
• Think about what you KNOW so far about FACT
• What do you WANT to know about FACT?
• Keep a list of what you
have learned…
29
Disneyland Partners • Make “appointments” with four people
who are not sitting near you • Find a partner for each of the following:
• Main Street USA Partner
• Frontierland Partner
• Adventureland Partner
• Tomorrowland Partner
• Exchange (and write down!) names for each appointment
30
Informal Classroom Observation
31
Informal Classroom Observation
Pre-Observation Conversation
• Work with your “Adventureland Partner” to list the items a Support Provider might discuss with a Participating Teacher during the pre-observation conference.
32
Informal Classroom Observation
Observation Tools
• Continue with your “Adventureland
Partner” • Compare Informal Classroom
Observation Tools 2.7 and 2.8
• Identify the types of information documented on each tool.
33
Informal Classroom Observation #1
Observation Practice
• Using Informal Classroom
Observation Tool 2.7 or 2.8, prepare to observe a lesson
• Remember to record all “evidence”
observed during the lesson using the CSTPs
34
Informal Classroom Observation #1
Practice Observation Debrief • Find your “Main Street USA Partner”. • Share samples of evidence collected
for the CSTP • Did you have anything written that
might be an opinion? If so, how could it be written as evidence?
• What if there is no evidence for a standard?
35
Post-Observation Reflection (2.9)
• The Post Observation Reflection (2.9) guides support providers to: • Help PT make connections to the needs they
identified on the K-W-O • Discuss evidence and insights related to
student learning • Identify participants’ areas of strength and
growth related to the CSTP and Induction Standards in preparation for completing the Description of Practice (DOP)
Informal Classroom Observation #1
Post-Observation Model
•Continue with your “Main Street USA Partner” •Decide who will be “A” and who will be “B”
•“A” will listen for how the SP uses evidence to move the conversation •“B” will listen for how the SP uses language (paraphrasing, pausing, etc.) to guide the PT’s thinking
•Jot down notes while you observe and discuss
Induction T-Chart • Each group will be assigned a different
Induction Standard • Create a T-Chart to show:
• Gallery Walk
What should Teachers say/do to demonstrate how they meet this standard?
What should students say/do to demonstrate that the instruction is meeting the standard?
38
Observation Practice
• Using Informal Classroom
Observation Tool 2.7 or 2.8, prepare to observe a lesson
• Remember to record all “evidence”
observed during the lesson using: • Induction Standards
Informal Classroom Observation #2
39
Post-Observation Role Play Prep • Individually, review your notes from
your observation of Michael’s lesson • Generate some questions and
prompts that would help Michael think more deeply about his practice, student learning, and/or next steps in his classroom.
Informal Classroom Observation #2
40
Post-Observation Role Play • Find your “Frontierland Partner” • Role play a conversation where one
partner is the Support Provider and the other partner is Michael
• Share the evidence collected for the Induction Standards
• Use the questions/prompts you generated to guide the role play conversation
Informal Classroom Observation #2
41
Informal Classroom Observation #2 DEBRIEF:
• How will you prepare for the Post-Observation conversation?
• How would preparation for this conversation help to make it a richer conversation that will result in learning?
• What types of questions promoted thinking as you role played this discussion?
42
Marking the DOP
• Review the Description of Practice (2.10—DOP)
• Review the wording in each of the categories • How are they different from one
column to the next? • Highlight key descriptors in each
column that define the level of practice
43
Marking the DOP • Look at CSTP #1 • Underline the words on each element that
you believe describe Michael’s level of practice in that area, based on your observation notes
• Note that for this example, your evidence is based solely on the Observation (CO), however in “real life”, you might cite several sources of evidence • Refer to the bottom of the DOP for
abbreviations of various sources of evidence
• Find your “Tomorrowland Partner” and compare your markings on the DOP
44
Marking the DOP
• How do you work with your PT to identify their level of practice?
• What is the value of citing that
evidence?
45
Conversation Guide: CSDC and Pedagogy
• Read the discussion prompts on the Conversation Guide: CSDC & Pedagogy (2.11)
• Highlight the key words from each prompt
• Discuss one prompt that you believe will lead to a powerful conversation with participating teachers
46
Using the Conversation Guides
• Review assigned document School and District Information/Resources (2.12) Home/School Communication (2.13) Site Orientation Checklist (2.14) Community Map (2.15)
• Discuss and record what to do in advance
• Share out responses
Steps to Completion
• As a group, help your colleagues to plan the steps to completing the CFT/ATP
What’s Next? FACT Day 2 Training, which will
cover: • Pedagogy Inquiry • Self-Selected Inquiries • Summary of Teaching Practice • You should have all components
covered in the Day 1 training completed by the end of Fall semester! 48
Questions?