Welcome
New Support Provider FACT Training
September 18, 2013

SAN JOSE UNIFIED
SCHOOL DISTRICT

INSPIRING AND PREPARING A...
Meeting Goals
Understand the purposes and processes of
Assessment of Teaching and Learning
Develop the mentoring skills of...
Formative Assessment for
California Teachers (FACT)
Context for Teaching and Learning

Assessment of Teaching
and Learning...
Assessment of
Teaching & Learning

Read pages 27-31, behind Tab 3
!

I am surprised by this

?

I have a question about th...
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Connecting Teacher Preparation to
Induction
Connecting Teacher Preparation
to Induction & Student Success
Teacher Preparation

Induction

Declarative knowledge

Proce...
K-W-O (B-2)
Step 1: Pre Conference
 B-1 & B-2
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Observation
Observation
Evidence

Opinion

• Observable

• Makes inferences

• Free of evaluative
words

• Includes evaluative
words

...
FACT vs. Opinion
Fact or Opinion?
Observation
CSTP 1-6
• Engaging
• Managing

• Knowing
• Planning
• Assessing
• Growing

Induction Standards
• Pedagogy
• U...
California Standards for the
Teaching Profession

What are the elements of
the California Standards
for the Teaching
Profe...
Observation Practice

In Triads:

• Notice observation forms are modified.
• What strategies will you use to record
eviden...
Observation Practice

• 7th grade teacher

• Language Arts Lesson: Reviewing for an
upcoming test
Observation Practice

• Share evidence gathered
• Work together to change opinion to
fact/evidence
Break
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Mentoring Language

Purpose of learning-focused conversations is to
provide an opportunity for the PT to grow
Intentional ...
Mentoring Language

The



Some

Could



Might

Is



Seems

Why



What
Mentoring Language

The



Some

What are the strategies you use to teach your
students number sense?
What are some strat...
Mentoring Language

Could



Might

What could you do to support your Els in
vocabulary development during this math
less...
Mentoring Language

Is



Seems

Given your knowledge of your students, how is
your management system working?
Given your...
Mentoring Language

Why



What

Why did you choose Round Robin as a strategy
for your fluency lesson?
What were some of ...
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & Post-

Observation
Reflection
...
Post-Observation
Conference

Draft some questions might you ask your PT
during the Post-observation reflection that will
h...
Mentoring Language

The



Some

Could



Might

Is



Seems

Why



What
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Continuum of Teaching
Practice
• Self - Assessment
Continuum of Teaching
Practice
• How is the language different on each level of
the continuum?
• How is are the descriptor...
Continuum of Teaching
Practice
The Participating Teacher’s Responsibilities:
• Highlight level
• Provide evidence
• Year 1...
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Self-Assessment
Assessment of
Teaching & Learning
Step 1: Pre Conference
 B-1 & B-2
Step 2: Observation & PostObservation Reflection
 B-...
Closure Conversation
Closure Conversation

• To connect the observation and selfassessment to the inquiry:
• Identify areas of focus for furthe...
Closure Conversation

We don’t learn
to teach;

We learn from
our teaching.
Meeting Goals
Understand the purposes and processes of
Assessment of Teaching and Learning
Develop the mentoring skills of...
Closure

What is one thing you might do next with
your participating teacher?
Share with a partner
Be prepared to share ou...
Program Logistics
Remaining questions?

Feedback – Online Evaluation:
• Bit.ly/newsp/atl
October 10: New SP FACT CSTP &
Co...










http://www.flickr.com/photos/qthomasbower/34
70650293/sizes/m/in/photostream/
http://www.flickr.com/photos/...
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New SP- Assessment of Teaching & Learning & the Continuum for Teaching Practice

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Sept. 18, 2013

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  • DarrenDisplay the wordlehttp://www.wordle.net/show/wrdl/5680113/Support_Provider_Musings4:00 – 4:05Welcome Back!Thank you for bringing computers. You should have picked up a binder as you walked in. Introduce Kelly
  • DarrenObserving and coaching are the bulk of our focus today which matches the comments from the Support Providers Re-Apps about how valuable the process of observing and debriefing with their PTS was. We also want to be mindful of the feedback from last year’s New SPs in that they wanted more practical tips/applications of the Induction resources, as well as a reference and modeling of how the various resources relate to each other. While we also want to support your growth as mentors weaving in the FACT resources seamlessly into your learning focused conversations, we also want to make sure you understand and feel confident with the resources. To this end, when we are clarifying the function and mentoring moves to implement with resources we will be as explicit as possible: Kelly will clarify the function of the resources, and Darren will lead you through considering how you can grow your mentoring skills in using these resources. Kelly will detail the what and Darren will explore the how and why.
  • Darren4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACTDesigned to assist teachers in meeting the learning needs of students while growing as professional educators.Assessment for teaching and learning begins reflection that leads to the cycle of inquiry.
  • DarrenWe want the resources in the binder to be as useful and understandable to you as possible. With that in mind, please take a moment to read pages 27-31, behind tab 3. These are an overview and directions to the Assessment of Teaching and Learning. While you are reading, please use the same cues we’ve used before and be prepared to share your thoughts with a partner.
  • Kelly4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACTIN the binder Steps 1 and 2 are tools to be used for FACT. Steps 3 and 4 are the calibration of where teachers are at this moment in time, a snapshot of their teacher selves as well as starting to focus on next steps for growth
  • DarrenInduction Standards & Teacher Performance standards.We worked with PTs during orientation to help them see the connections between the TPE and CSTP so they are aware of the connection, this is considered B-1 in the second Module, the Assesssment of Teaching and Learning. We have found over the years that SPs often need to reinforce the idea that FACT might be similar to their reflective experience in their teacher preparation program; but, it is the application of knowledge and skills they learned in their prep program.Teacher Preparation Programs and Induction Programs both teach their candidates to help students meet the academic content standards for their grade level/content area.Teacher Preparation Programs require student teachers to meet Teacher Performance Expectations (TPE), while Teacher Induction participates in formative assessment of teachers on the CSTP. [on the RIGHT) The TPE are the skills that a beginning DOMAINS AND COLOR CODING. hey’re organized by 6 broad domains and each TPE is broken down into elements. These two sets of standards closely parallel each other. The TPE are more detailed than the CSTP since they represent knowledge and skill, but address similar areas of teacher performance.The Standards of Quality and Effectiveness related to teacher quality address key areas for teacher growth. These standards are demonstration standards set by the CCTC as minimum competencies for teachers who are recommended for a clear credential. The IPS are measured by the Continuum of Practice. The CTP describes varying levels of practice – we will look at the CTP later.The purpose of teacher preparation and induction standards is to create teachers who are capable of moving all students to proficiency on the Academic Content Standards!!!
  • Darren4:30 – 4:32B-1 is about helping the PTs recognize the connection between their teacher prep standards and the CSTPs, which we have already done with them, but you may want to ask them about it as well. Look behind Tab 3 to find B-2. You will complete this with your PT similar to how the SP in the video clip worked with his PTLINK TO COLLABORATIVE LOG/Eportoflio entry Take time with this.
  • KellyWe’re going to watch a video of a support provider working with a teacher in a preconference. Although parts of the system have changed, this video gives us an opportunity to see a what a pre-conference looks like. He refers to the Descriptions of practice or DOP, we now use the Continuum of Teaching Practice which we will review later in this workshop.He is working with his PT to prepare the PT for completing the KWO 360 PD Module B 5:45 – 8:03
  • Darren4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT in order to apply them to observations. But first, we’d like to wake up your observation skills.
  • Kelly: 4:33 – 4:37Think. Pair. Share. What do you see?Note FACT & Fact.This is an activity we do all the time in reading classes, Here, though we want to differentiate Fact from opinion. Have people share out & discuss differences.Observe the picture.SimkaSimkhovitch (1893-1949), The Prizefighter and His Girl, 1940, oil on canvas, H. 34 x W. 40 inches, Collection of Lee and Barbara Maimon...
  • Kelly4:37 – 4: 40Evidence is non judgmental. It removes the individual and focuses on the data. The conversations around evidence are supportive because the emphasis is on improving the results - not the teacher, thereby removing personal bias.
  • Kelly4:40 – 4:44FACT vs. Opinion. Now revisit with the same partner what you said. What did you say that was fact? What was opinion?Observe the picture.SimkaSimkhovitch (1893-1949), The Prizefighter and His Girl, 1940, oil on canvas, H. 34 x W. 40 inches, Collection of Lee and Barbara Maimon...
  • Kelly4:44 – 4:45
  • Darren4:45 – 4:47Please consider your prior experience observing or being observed and the purpose of that observation. How might the observations be the same or different from observations within the BTSA context? As we highlight the features of observing as a SP, you will notice that the content observed is generally more teacher driven, strategy focused and nuanced as detailed by the CSTPs and Induction Standards. The mark of evidence is the CSTP or Induction standard as opposed to something like features of EDI. FACTS AND EVIDENCE Recall that. Here you’ll be using the standards and looking for evidence of these standards in your observations with your PTs. Formative assessment addresses evidence for Standards 1 through 5. {Standard 6 of the CSTP is Developing as a Professional Educator, probably will not be something you will observe in the classroom, however can still get a PT hired & fired.} Close attention to Standard 6 establishes a frame for personal practice that is essential to success in the profession.Induction Standards: Universal Access. Equity for All Students, English Language learners and Special Populations and Pedagogy.
  • DarrenNow, we’re going to look more deeply at the CSTP. If you went though BTSA, were previously an SP or participated in the District Teacher Evaluation Document, you are already familiar with the CSTP. The current teacher evaluation document in based on the previous CSTP. The CSTP Placemat is located on behind tab 7 on pg 94. Please take 4 – 5 minutes to read them. We would like you to refresh your memory with the CSTPs as you will apply them in your observations.
  • Darren4:47 – 4:49Frontloading how to observePass out PRACTICE Observation forms and give them a few minutes to talk about how to record evidenceFOCUS on CSTP one, two or three as well as one of the BTSA Induction Standards. What might be some of the benefits and challenges of using something like this. LINK TO COLLABORATIVE LOG/Eportoflio entry
  • Darren4:49 – 4:58Practice Observing Set up what they’ll VIDEO CLIP UP TP 7:05see much like pre-conferenceNow that we have looked at the difference between fact and opinion we are going to work in a triad to practice an observation using the tools provided in FACT.
  • Darren4:58 – 5:04What clarifications do you need?
  • Darren
  • Darren:Now we’re going to explore some mentoring “moves” or specific language you may want to use when meeting for your post-observation reflection.
  • Darren: As a reminder, we’re now ready to practice using mentoring language in the Post Observation conference, this is where it fits in. With a partner, _____________________________.LINK TO COLLABORATIVE LOG/Eportoflio entry
  • Kelly5:50 – 6:05Work together to draft a few questions based on the evidence you gathered in this observation to practice a creating questions for this PT in a closure conference.Work with your partner to refine the questions. I’ll show the slide again so you can practice using the syntactical substitutions.
  • DarrenNow we’re going to move into using exploring the Self-Assessment resources, starting with the Continuum of Teaching Practice and then moving on to the Self-Assessment of the Induction Program Standards. One important thing to consider regarding the Self-Assessment resources, is that they are visited more than once, as sort of a pre and “post assessment”, or formative and summative assessment. Year 1 PTs visit these resources twice during their Year One in the BTSA program, and Year 2 and ECO candidates visit these resources three times. This frequency is connected to the start of their Induction experience as well as at the completion of each Inquiry. The pacing is noted in the collaborative logs as well. The Continuum we are going to look at first is found behind Tab 9.
  • DarrenClarify the Continuum and relieve the stress about. Take time with this. LINK TO COLLABORATIVE LOG/Eportoflio entry Another focus of theTo provide a common language to talk about classroom practiceTo help identify areas of strength and areas for professional growthTo guide the design and implementation of professional development experiencesTo link teacher preparation with induction and ongoing professional development closure conference is initialself-assessment using the CTP. The role of the SP is to assist the PT in understanding their practice in light of the descriptors in the CTP
  • Darren:Ask the teacher where they are to get them to understand the documentUnderstand the teacher and student point of view and notice how the verbs change.Understand what examples are?Using coaching language how will you help them grow to the next step? How caReview that it is a growth tool.What is it?Why do we use it?How Connect to FACT?How is it used as a growth tool?What does the self-assessment process look like?The standards are divided by 39 elements. PT1s and are focused on Standards 1s and 2s because those most closely align with Induction Standards – though you’ll see strands throughout. PT year 2s
  • Darren:This is also listed on the collaborative logs
  • Darren:Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
  • Darren: Look in the tab of your binder that has INQUIRY – BLUE forms to locate the Conversation Guide for Pedagogy and the Self-Assessment of Pedagogy.Look first at the Self Assessment of Pedagogy. When Darren talked earlier about the Induction Standards on the multi-colored chart and you compared them to the Teacher preparation standards. As a reminder, these are the standards each PT must demonstrate to be recommended for a clear credential. Now look at the conversation guide; it provides some questions you might use to have conversations with your PT that open their thinking around pedagogy. LINK TO COLLABORATIVE LOG/Eportoflio entry Let’s look more in depth at the Self-Assessment. The purpose of teacher self-assessment is intended to be an opportunity for the PT to grow in their understanding of their teaching by identifying ways they are actually applying the standard in their teaching. This reflection should specifically address each question in the reflection planning prompt – it builds their confidence to see ways that are already addressing the elements of pedagogy. Notice from the form, this is their INITIAL self- assessment. They will revisit this after each inquiry and at the end of their program (1 or 2 years)Use the question prompts to have a conversation with your PT BEFORE they self-assess and answer the questions in the e-portfolio
  • Darren:Step 4, begin to think about possible topics for inquiry
  • Darren:This conversation is the heart of what you do!Begin developing an essential question for your IIP.
  • Darren:Using the CTL, SEF-ASSESSMENTS 5 – 6B, ATL reflect and identify areas for growth.Work collaboratively to develop questions. Write questions on Closure Conversation graphic organizer. The heart of this step is the conversation. WE will discus show to create the focus question when you attend the New SP Professional Development for ___________ on ________
  • Darren: 6: As we all know, read ….. This quote sums up the intention of the Induction program – to assist PTs in moving toward mature practice by learning from their teaching.FIX ANIMATION
  • Darren:Observing and coaching were the bulk of our focus today which matches the comments from the Support Providers Re-Apps about how valuable the process of observing and debriefing with their PTS was. We also wanted to be mindful of the feedback from last year’s New SPs in that they wanted more practical tips/applications of the Induction resources, as well as a reference and modeling of how the various resources relate to each other. While we also want to support your growth as mentors weaving in the FACT resources seamlessly into your learning focused conversations, we also wanted to make sure you understand and feel confident with the resources.
  • Darren
  • Darren:Thank you for joining us today and if you have any other questions or concerns, please let us know.
  • Kelly:
  • New SP- Assessment of Teaching & Learning & the Continuum for Teaching Practice

    1. 1. Welcome New Support Provider FACT Training September 18, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
    2. 2. Meeting Goals Understand the purposes and processes of Assessment of Teaching and Learning Develop the mentoring skills of observing and coaching Be able to utilize the Continuum of Teaching and Learning to gather evidence
    3. 3. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
    4. 4. Assessment of Teaching & Learning Read pages 27-31, behind Tab 3 ! I am surprised by this ? I have a question about this  I agree with this
    5. 5. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    6. 6. Connecting Teacher Preparation to Induction
    7. 7. Connecting Teacher Preparation to Induction & Student Success Teacher Preparation Induction Declarative knowledge Procedural Knowledge The teacher knows and understands pedagogy related to teaching The teacher demonstrates application of knowledge and skills Information and ideas “What?” “How?”
    8. 8. K-W-O (B-2) Step 1: Pre Conference  B-1 & B-2
    9. 9. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2
    10. 10. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    11. 11. Observation
    12. 12. Observation Evidence Opinion • Observable • Makes inferences • Free of evaluative words • Includes evaluative words • No point of view • Depends on point of view • Without conclusions • Draws conclusions
    13. 13. FACT vs. Opinion
    14. 14. Fact or Opinion?
    15. 15. Observation CSTP 1-6 • Engaging • Managing • Knowing • Planning • Assessing • Growing Induction Standards • Pedagogy • Universal Access Equity • English Learners • Special Populations
    16. 16. California Standards for the Teaching Profession What are the elements of the California Standards for the Teaching Profession?
    17. 17. Observation Practice In Triads: • Notice observation forms are modified. • What strategies will you use to record evidence?
    18. 18. Observation Practice • 7th grade teacher • Language Arts Lesson: Reviewing for an upcoming test
    19. 19. Observation Practice • Share evidence gathered • Work together to change opinion to fact/evidence
    20. 20. Break
    21. 21. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    22. 22. Mentoring Language Purpose of learning-focused conversations is to provide an opportunity for the PT to grow Intentional choice of words versus casual conversation
    23. 23. Mentoring Language The  Some Could  Might Is  Seems Why  What
    24. 24. Mentoring Language The  Some What are the strategies you use to teach your students number sense? What are some strategies you use to teach your students number sense?
    25. 25. Mentoring Language Could  Might What could you do to support your Els in vocabulary development during this math lesson? What might you do to support your Els in vocabulary development during this math lesson?
    26. 26. Mentoring Language Is  Seems Given your knowledge of your students, how is your management system working? Given your knowledge of your students, what seems to be working with your management system?
    27. 27. Mentoring Language Why  What Why did you choose Round Robin as a strategy for your fluency lesson? What were some of your reasons for choosing Round Robin as a strategy for your fluency lesson?
    28. 28. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & Post- Observation Reflection  B-4
    29. 29. Post-Observation Conference Draft some questions might you ask your PT during the Post-observation reflection that will help them to gain insight into their teaching to grow rather than summarizing what they did
    30. 30. Mentoring Language The  Some Could  Might Is  Seems Why  What
    31. 31. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    32. 32. Continuum of Teaching Practice • Self - Assessment
    33. 33. Continuum of Teaching Practice • How is the language different on each level of the continuum? • How is are the descriptors different between student actions and teacher actions? • How can you help your PT accurately acknowledge their level, even if they think “Emerging” is poor?
    34. 34. Continuum of Teaching Practice The Participating Teacher’s Responsibilities: • Highlight level • Provide evidence • Year 1 highlights CSTP 1 & 2 • Year 2 completes all CSTP 1 & 2, and 3.3, 3.6; 4.1, 4.4; 5.3, 5.7
    35. 35. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    36. 36. Self-Assessment
    37. 37. Assessment of Teaching & Learning Step 1: Pre Conference  B-1 & B-2 Step 2: Observation & PostObservation Reflection  B-3 & B-4 Step 3: Self-Assessment  CTP; E2.5 – E2.6b Step 4: Identify Focus for Cycle of Inquiry
    38. 38. Closure Conversation
    39. 39. Closure Conversation • To connect the observation and selfassessment to the inquiry: • Identify areas of focus for further exploration • What documents will be most helpful for identifying areas of growth? • What leading questions might you ask your PT to help them identify an area for growth?
    40. 40. Closure Conversation We don’t learn to teach; We learn from our teaching.
    41. 41. Meeting Goals Understand the purposes and processes of Assessment of Teaching and Learning Develop the mentoring skills of observing and coaching Be able to utilize the Continuum of Teaching and Learning to gather evidence
    42. 42. Closure What is one thing you might do next with your participating teacher? Share with a partner Be prepared to share out with the group
    43. 43. Program Logistics Remaining questions? Feedback – Online Evaluation: • Bit.ly/newsp/atl October 10: New SP FACT CSTP & Coaching
    44. 44.      http://www.flickr.com/photos/qthomasbower/34 70650293/sizes/m/in/photostream/ http://www.flickr.com/photos/metales/4889298 29/sizes/m/in/photostream/ http://www.flickr.com/photos/cwiebrands/16385 9721/ http://www.flickr.com/photos/lovedraw/488789 0935/ http://www.flickr.com/photos/blim8183/276915 005/sizes/m/in/photostream/
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