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New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
New SP Assessment of Teaching & Learning
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New SP Assessment of Teaching & Learning

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  • Darren: Display the wordlehttp://www.wordle.net/show/wrdl/5680113/Support_Provider_Musings4:00 – 4:05Thank you for bringing computers. You should have picked up a binder as you walked in. Introduce Kelly
  • DARREN 4:01 – 4:02Observing 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.
  • 5:00 – 5:08Darrenhttp://prezi.com/h9drl_pcxhlu/connection-of-teacher-preparation-to-induction/ Please take out the paper copy in your binder that looks similar to this and close your binder. Just information and purpose of the This is a visual representation of the path you’ve been on in your credential work. It shows the work you’ve done in your pre-service work—the standards you’ve worked towards, the teacher preparation expectations TPES (cue Prezi) -- and aligns it to the work you are currently doing in the classroom—as well as the standards guiding your current professional development, the California Standards for the Teaching Profession, or the CSTPs. Essentially… the left what you have done to prepare to teach and the right is what guides your on-going growth. They are color coded to highlight the connections (on Prezi)…Another example is blue and bluePrezi is another resource you can use to enhance student engagement.
  • 5:45 – 5:53KellyInduction 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. 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!!!
  • 5:53 – 6:23Kelly
  • 5:53 – 6:23KellyIn your expert group, after you introduce yourselves and your success, please begin the task. 10 minutes to look at with your expert group. At the chime, please return to your group and be prepared to share in number order.
  • 5:53 – 6:23KellyPurpose is to be begin to think about induction standardsChime for attention. Share in number order. Hear themes/trends from 4 people. You explored the program standards to create a link between where you have come from and what you’ll be working on next.
  • Kelly: 4:23 – 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.
  • 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
  • Kelly4:26 – 4:31Pre-Conference Video FIND IT or act it out, either D & K or a volunteer from the audience.We’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.B-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. He is working with his PT to prepare the PT for completing the KWO 360 PD Module B 5:45 – 8:03
  • Kelly:4:30 – 4:32Look behind Tab XX to find B-2. You will complete this with your PT similar to how the SP in the video clip worked with his PTTake time with this. Find Video Clip
  • Kelly: 4:23 – 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.
  • 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...
  • Kelly 4:37 – 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.
  • DARREN:4:40 – 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...
  • Kelly 4:44 – 4:45
  • Kelly 4:45 – 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.
  • DARREN: 4:18 – 4:23 Now, 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. 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 observation.
  • Kelly 4:47 – 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.
  • DARREN: 4:49 – 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.
  • Kelly4:58 – 5:04What clarifications do you need?
  • Kelly
  • Here are some things you might try when determining which questions to ask. In a following training we’ll go into greater depth about some coaching skills you might use. This is sample of what to look for.
  • 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, _____________________________.
  • Darren: 5:50 – 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.
  • Darren: 6:07Look 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. 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
  • Kelly: 4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
  • DARREN 6:12 – 6:42Clarify the Continuum and relieve the stress about. 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
  • Kelly:Ask the teacher where they are to get them to understand the documentUnderstand the teacher and student point of viewUnderstand what examples are?Using coaching language how will you help them grow to the next step?Review 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 and Kelly Model Need lots of time for this What happens when they self-assess as integrating? THIRD POINT
  • Darren and Kelly Model Need lots of time for this FIX BULLET FORMATING
  • Kelly:: 4:23 – 4:24Briefly discuss self-assessment with the Induction Standards. Evidence for this will be included throughout the other work the PT is doing. Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
  • Kelly: 6:42 – 6:43This conversation is the heart of what you do!Begin developing an essential question for your IIP.
  • Kelly: 6:42 – 6:43Using the CTL, SEF-ASSESSMENTS 5 – 6B, ATL reflect and identify areas for growth.Use mediational map to develop these question. 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 Inquiry November 3
  • Kelly: 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 4:01 – 4:02Observing 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. ANIMATION!!!!!
  • Kelly:
  • Kelly: Thank you for joining us today and if you have any other questions or concerns, please let us know.
  • Kelly:
  • Transcript

    1. Welcome New Support Provider FACT Training September 20, 2012SAN JOSE UNIFIED INSPIRING AND PREPARING ALL STUDENTS TOSCHOOL DISTRICT SUCCEED IN A GLOBAL SOCIETY
    2. Meeting GoalsDevelop the mentoring skills of observing andcoachingUnderstand the purposes and processes ofAssessment of Teaching and LearningBe able to utilize the Continuum of Teachingand Learning to gather evidence
    3. Connecting TeacherPreparation to Induction
    4. Connecting TeacherPreparation to Induction
    5. Teacher Preparation Standards & Induction Program Standards• Number off 1 - 5 Teacher Preparation Induction Program Standards Standards5. Professional… 5. Pedagogy9. Equity, Diversity… 6. Equity for All…10. Prep for Learning 5. Pedagogy12. Teach ELLs 6a. Teach ELLs13. Teach Special Pops 6b. Teach Special Pops
    6. Teacher Preparation Standards & Induction Program Standards• Read TPE & Induction Standard comparison• Highlight the verbs and note the connections between the standards• Share you’re A-ha’s in your expert group• Be prepared to explain your A-ha with your original group
    7. Teacher Preparation Standards & Induction Program Standards• Share in your “home group”• What trends or themes do you notice overall?
    8. Connecting Teacher Preparation to Induction & Student SuccessTeacher Preparation InductionDeclarative knowledge Procedural KnowledgeThe teacher knows and The teacherunderstands pedagogy demonstratesrelated to teaching application of knowledge and skillsInformation and ideas “How?”“What?”
    9. Formative Assessment for California Teachers (FACT)Context for Teaching and Learning Assessment of Teaching and LearningInquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
    10. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2Step 2: Observation & Post- Observation Reflection B-3 & B-4Step 3: Self-Assessment CTP; E2.5 – E2.6bStep 4: Identify Focus for Cycle of Inquiry
    11. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2
    12. K-W-O (B-2)
    13. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2Step 2: Observation & Post- Observation Reflection B-3 & B-4Step 3: Self-Assessment CTP; E2.5 – E2.6bStep 4: Identify Focus for Cycle of Inquiry
    14. Observation
    15. Observation Evidence Opinion• Observable • Makes inferences• Free of evaluative • Includes evaluative words words• No point of view • Depends on point of view• Without conclusions • Draws conclusions
    16. FACT vs. Opinion
    17. Fact or Opinion?
    18. Observation CSTP 1-6 Induction Standards• Engaging • Pedagogy• Managing • Universal Access• Knowing Equity• Planning • English Learners• Assessing • Special Populations• Growing
    19. California Standards for the Teaching Profession What are the elements of the California Standards for the Teaching Profession?
    20. Observation PracticeIn Triads:• Notice observation forms are modified.• What strategies will you use to record evidence?
    21. Observation Practice• 7th grade teacher• Language Arts Lesson: Reviewing for an upcoming test
    22. Observation Practice• Share evidence gathered• Work together to change opinion to fact/evidence
    23. Break
    24. Mentoring LanguagePurpose of learning-focused conversations is toprovide an opportunity for the PT to growIntentional choice of words versus casualconversation
    25. Mentoring LanguageThe  SomeCould  MightIs  SeemsWhy  What
    26. Mentoring LanguageThe  SomeWhat are the strategies you use to teach yourstudents number sense?What are some strategies you use to teach yourstudents number sense?
    27. Mentoring LanguageCould  MightWhat could you do to support your Els invocabulary development during this mathlesson?What might you do to support your Els invocabulary development during this mathlesson?
    28. Mentoring LanguageIs  SeemsGiven your knowledge of your students, how isyour management system working?Given your knowledge of your students, whatseems to be working with your managementsystem?
    29. Mentoring LanguageWhy  WhatWhy did you choose Round Robin as a strategyfor your fluency lesson?What were some of your reasons for choosingRound Robin as a strategy for your fluencylesson?
    30. Assessment of Teaching & LearningPurpose of learning-focused conversations is toprovide an opportunity for the PT to grow
    31. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2Step 2: Observation &Post- Observation Reflection B-4
    32. Post-Observation ConferenceDraft some questions might you ask your PTduring the Post-observation reflection that willhelp them to gain insight into their teaching togrow rather than summarizing what they did
    33. Self-Assessment
    34. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2Step 2: Observation & Post- Observation Reflection B-3 & B-4Step 3: Self-Assessment CTP; E2.5 – E2.6bStep 4: Identify Focus for Cycle of Inquiry
    35. Continuum of Teaching Practice• Self - Assessment
    36. Continuum of Teaching Practice• How is the language different on each level of How is the language different on each level of the continuum? the continuum?• How is are the descriptors different between How is are the descriptors different between student actions and teacher actions? student actions and teacher actions?• How can you help your PT accurately How can you help your PT accurately acknowledge their level, even if they think acknowledge their level, even if they think “Emerging”is poor? “Emerging” is poor?
    37. Continuum of Teaching PracticeNow you try it out:Within CSTP 1 and 2, choose an element to self-assess Be prepared to explain your reasoning and evidence to a partner What types of questions might you ask your Participating Teacher to help them self- assess with this tool?
    38. Continuum of Teaching PracticeThe Participating Teacher’s Responsibilities:• Highlight level• Provide evidence• Year 1 highlights CSTP 1 & 2• Year 2 completes all of the Continuum, except CSTP6
    39. Assessment of Teaching & LearningStep 1: Pre Conference B-1 & B-2Step 2: Observation & Post- Observation Reflection B-3 & B-4Step 3: Self-Assessment CTP; E2.5 – E2.6bStep 4: Identify Focus for Cycle of Inquiry
    40. Closure Conversation
    41. Closure Conversation• To connect the observation and self- assessment 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?
    42. Closure ConversationWe don’t learn to teach;We learn from our teaching.
    43. Meeting GoalsDevelop the mentoring skills of observing andcoachingUnderstand the purposes and processes ofAssessment of Teaching and LearningBe able to utilize the Continuum of Teachingand Learning to gather evidence
    44. ClosureWhat is one thing you might do next with your participating teacher?Share with a partnerBe prepared to share out with the group
    45. Program LogisticsRemaining questionsFeedback – Complete FormOctober 8 or 9: Coaching for Induction
    46.  http://www.flickr.com/photos/qthomasbower/34706 50293/sizes/m/in/photostream/ http://www.flickr.com/photos/metales/488929829/s izes/m/in/photostream/ http://www.flickr.com/photos/cwiebrands/1638597 21/ http://www.flickr.com/photos/lovedraw/488789093 5/ http://www.flickr.com/photos/blim8183/276915005/ sizes/m/in/photostream/

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