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Understanding Inquiry process for BTSA candidates that are Pt1 & ECOs.
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Inspiring and Preparing ALL Students to Succeed in a Global Society
Welcome to Understanding Inquiry: Year PTs1, ECOs & SPs
November 7, 12 & December 2, 3, 4, 2013
San Jose Unified School District
Meeting Goals
Assessment of Teaching and Learning
Context for Teaching and Learning
Inquiry into Teaching and Learning (IIP Embedded Across)
Summary of Teaching and Learning
Formative Assessment for California Teachers (FACT)
• At the beginning of this year, I thought/believed/practiced __________.
• At the end of this year, I would like my actions to reflect____________.
What is your teaching practice narrative?
Teaching requires teachers to make
sense of the interaction between the
following five elements
simultaneously: the child, the
context, the content, the acts of
teaching, and the teacher's own
beliefs or dispositions.
Fichtman & Yendol-Hoppey, 2009
Action research is teacher driven, reflective practice.
• Intent is to change, improve and Intent is to change, improve and inform teaching.inform teaching.
• Carried out in the classroom.Carried out in the classroom.
• Researcher identifies problem of Researcher identifies problem of practice.practice.
Your focus area is found at intersection of the dilemmas and
complexities of your work.
Continuum of Teaching Practice
How to find your focus areaI posted my rules at the beginning of
the year.
I give kudos and catch students being
good.
I redirect behavior. I make parent
phone calls if necessary. Kudos (see
above)
How to find your focus area
Nov. 13:Rules posted at the beginning of the year. Catch students being good.
Nov. 13:Reditrect behavior. Make parent phone calls.
Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior…• “Where do you see yourself?”
• “What student work and lesson plan is that based on?”
• “What kinds of changes can you make to get to the next level?”
Continuum of Teaching Practice
Self-Assessment: Focus Area
Areas of growth & strength• Locate the 1 – 3 elements of the CSTPs related
to your focus
• Self-Assess on these elements
• “Where do you see yourself?”
• “What student work and lesson plan is that based on?”
• “What kinds of changes can you make to get to the next level?”
Continuum of Teaching Practice
Routines
2.6 Employing classroom routines, procedures, norms,and supports for positive behavior to ensure a climatein which all students can learn.
How to find your focus area
Consider self-assessments, feedback, & classroom experience to identify areas of strength & growth
http://bit.ly/newfact
• What focus areas may this lead to?
• Write your focus area in C-1, Cell 1
• Choose focus CSTP in C-1, Cell 3
What are the criteria for a compelling Focus Question?
1. Explicit focus on improving teacher practice
2. Clear transformative and development in a specific teaching context
3. Concise, open-ended & shouldn’t already have an answer
4. Something the researcher has control over
5. Personally engaging
Non-Example Focus Questions
Will Thinking Maps work with my students?
What strategies will support my EL learners?
How can my struggling students be more successful?
Focus questions
How will incorporating pictorial input charts and sentence frames impact students’ expressive oral language?
To what extent will utilizing explicit instruction of communication and collaboration strategies impact student confidence, classroom culture, and level of academic discussion?
How can I establish a safe and rigorous learning environment in which both self- and peer-assessment are utilized in order to create a strong, final oral presentation?
Break
Craft and share your focus question
• Does it meet the criteria?
• How can it be improved?
• Write your focus question in C-1, Cell 2
Essential Components of Instruction (C-2)How will incorporating pictorial input charts
and sentence frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions
Make arguments. State point of views andconvince other people of what you think
• What will your students be learning over the course of your Inquiry?
• Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2
Essential Components of Instruction (C-2)
Essential Components of Instruction (C-2)How will incorporating pictorial input charts
and sentence frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions
Make arguments. State point of views andconvince other people of what you think
Written on board, newsletter, tweet/text
Essential Components of Instruction (C-2)How will incorporating pictorial input charts
and sentence frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions
Make arguments. State point of views andconvince other people of what you think
Written on board, newsletter, tweet/text
What type of entry & summative assessment will you use?
• Write your entry level assessment and criteria for interpretation in C-2, Cell3
• Write your summative assessment and criteria for interpretation in C-2, Cell 4
Essential Components of Instruction (C-2)How will incorporating pictorial input charts
and sentence frames improve students’ expressive oral language?
CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions
Make arguments. State point of views andconvince other people of what you think
Written on board, newsletter, tweet/text
What other types of data will answer your focus question?
• Unit assessments
• DRA
• Observation checklists
• Writing samples
• Tickets Out the Door
• Quick Checks
• Communication Logs
• Parent surveys
• Field notes
• Written reflections
• Observations
• Student interviews
• Focus groups
• Pictures
• Video
What type of academic change do you hope to see as a result of this inquiry
(C-1, Cell 4)?• Needs to be quantifiable (a number!)
• 80% of my students will increase one level on the writing rubric.
• There will be a 50% reduction in D’s & F’s among my students of color at the end of the grading period.
• The lowest third of my students will increase their knowledge of morphemes as measured on end of unit assessment by 100%.
Step 1: Develop Focus Question C-1 Cells 1-4*
C-1 Cells 5-8
Step 0: Self-Assessment CTP; E2.5 – E 2.6
Step 3: Analyze Entry AssessmentSelect Focus Students
• C-3 (Pt 1 & 2); C-4
Inquiry into Teaching & Learning:Steps 0-3
Step 2: Essential Components of Instruction
C-2
Lesson Plan (C-5)Lesson Plan (C-5)
Teach lessonTeach lesson
•Observation C-6•Collect student Work•Observation C-6•Collect student Work
•Analyze student work C-7•Research & Reflect C-1 5-8
•Analyze student work C-7•Research & Reflect C-1 5-8
Inquiry into Teaching & Learning:Step 4
x4
Step 5: Summary Student Assessment C-8
Step 7: Self-Assessment CTP; E2.5 – E 2.6
Step 6: Final Reflection• C-3 (Pt 1 & 2); C-4
Inquiry into Teaching & Learning:Steps 5-7
How is it going?
Review:Review:Focus AreaFocus AreaCompelling focus questionCompelling focus questionAcademic contentAcademic contentAssessment measuresAssessment measures
Within your SP/PT partnership, Within your SP/PT partnership, take a moment to check in.take a moment to check in.What questions do you still What questions do you still have? have?
Closure
• Please complete feedback forms
• PTs: Classroom Management 11: 1/21 & 1/23
• Returning SPs: Coaching for Induction 2: 12/12 or online beginning early Dec.
• New SPs: Coaching for Induction 2: 1/16
• Advice & Assistance Meetings in January
• Bus your tables