New SP FACT CSTP & Coaching

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Oct. 10, 2013

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  • Thank you for bringing your binders and signing in. We know some are still having challenges registering using Selfserve, so we want to make sure your attendance is documented.
  • Before we begin,One of our goals is to respond to your concerns or questions that are are on the forefront of your mind, we’ll weave the answers into the training as applicable, or respond to you individually if it is a personal question. In which case, if so, please add your name.
  • Find and show examples
  • 6:35 – 6:37After you have investigated the ATL with your PT and together you have collected multiple 3rd points, pieces of evidence, and self-assessment to provide a snapshot of who your PT is presently as a teacher, together you will begin to explore Module C, the Inquiry into Teaching and Learning. The Inquiry into Teaching and Learning is all about the Action Research Cycle Brief OVERVIEW!!!Today we will:Introduce the Action Research Cycle and how it is connected to other FACT resources Touch a bit on how your PT will choose a topicLay out how our next, join session, will support the initial steps of Module C—the IIP
  • We also briefly introduce mentoring language.Mentoring language has positive presuppositions. You communicate with your PT from an intention that they have considered what you’re asking them about. Reflective questions of this nature are open-ended and invite thinking. These types of questions are also more likely to be plural?What are some ways you might use this type of communication with your PT?
  • As you may have come to realize, the CTP is one of the most detailed individual resources within the FACT. It is one of two types of self-assessment within the FACT. The other self-assessments are E ___, E ___, E ___, and E ___ which are self-assessments of the BSTA Induction standards. Each self-assessment is used multiple times; after the observation and after each inquiry--the frequency of which is based on the classification of your PT as either Year 1 or Year 2/ECO. The standards are divided by 37 elements and each element progresses in degrees of mastery from Emerging to Innovating.PT1s and are focused on Standards 1s and 2s because those most closely align with Induction Standards – though you’ll see strands throughout. ECOs and PT2s target CSTP1, 2, and 3.3, 3.6, 4.1, 4.4, 5.3, & 5.7Besides helping your PT identify the significance of the progression you will use the CTP to:Find evidence to detail your PT’s stage of masteryCoach your PT through setting goals for next steps for growthFirst we are going to take some time to explore some completed CTPs so you have an idea of an end-in-view and how to explain it to your PT, then you’ll have an opportunity to experience the Continuum from your PT’s perspective, and finally then you’ll practice using the Continuum as a 3rd point for a learning focused conversation.
  • Looking at copies of of the Continuum…Understand 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? 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?
  • Notice the attributes of how this element is used. Specifically citing evidence. What’s missing?What attributes, or features, of the completed Continuum do you notice? Here are some examples of completed Continuums.Notice how the CTP is:DatedEvidence is listed and documented (also notice types of evidence)Is highlighted
  • Here are some other pieces of evidence that could document a PT’s self-assessment at various levels. “How’s it feel to be you today?” “How was your night last night?” etc.
  • Here are some other pieces of evidence that could document a PT’s self-assessment at various levels. Holds all students to clearly stated expectations and consequencesTakes time to listen and learn from student and their families
  • Now that you’ve had a chance to explore the process and what evidence supports self-assessment, please put yourself in your PT’s shoes. We Please read and highlight each criteria. For this step, please work individually for the next 10 minutes. If you finish early, please
  • What did you realize about your teaching doing this activity? What are your areas of growth? What are your strengths?Now we’re going to discuss with our elbow partner ...
  • Now we’re going to explore more deeply types of evidence that supports self-assessment on the Continuum.
  • ApplyingExamines potential sources of bias & stereotyping when planning lessons. Uses culturally responsive pedagogy* in planning.What you might see the teacher doing?Implement Reader’s Theater with multicultural literature of various reading levels for fluency practice
  • Becomes aware of potential areas of bias & seeks to learn about culturally responsive pedagogy.Assigns students to groups to gather appropriate information. Teacher monitors student progress and provides additional instruction rather than waiting after the test to clarify specific material.
  • ApplyingExamines potential sources of bias & stereotyping when planning lessons. Uses culturally responsive pedagogy* in planning.What you might see the teacher doing?Implement Reader’s Theater with multicultural literature of various reading levels for fluency practice
  • Darren:This is also listed on the collaborative logs
  • Recall the four modules of formative assessment. We explored the continuum in more depth, noticing how the evidence changes at each level. Now we’re going to learn more about the nuts and bolts, as well as enduring understanding of Module C, the Inquiry into Teaching and Learning, also referred to as the IIP.
  • We 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 pages38-48, behind tab 4. These are an overview and directions to the Inquiry int 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.
  • 6:37 – 6:40Action research is a cycle of Continuous improvement where one builds habits of mind based on purposeful analysis of work where data influences instructional decisions. The FACT system provides the document where you collect evidence of the cycle of Inquiry process. The bonus in this FACT system is that you get to choose your area of improvement and it is not an autocratic twiddle your thumbs research project.Action ResearchPractitioner as researcher.Researching a problem in your classroom
  • Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources.
  • We 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 pages38-48, behind tab 4. These are an overview and directions to the Inquiry int 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.
  • We 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 pages38-48, behind tab 4. These are an overview and directions to the Inquiry int 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.
  • 5:35 – 5:45While we are discussing these resources note answers to these questions.B-2 sets up the observation, discuss with a partner for 30 seconds, share any questionsB-3s are how you document your observation, discuss with a partner for 30 seconds, share any questionsB-4 guides the de-brief after the observation, discuss with a partner for 30 seconds, share any questionsYou may also want to link these documents with the Collaborative Logs and the FACT System modules and documents. Group debrief
  • 5:35 – 5:45While we are discussing these resources note answers to these questions.B-2 sets up the observation, discuss with a partner for 30 seconds, share any questionsB-3s are how you document your observation, discuss with a partner for 30 seconds, share any questionsB-4 guides the de-brief after the observation, discuss with a partner for 30 seconds, share any questionsYou may also want to link these documents with the Collaborative Logs and the FACT System modules and documents. Group debrief
  • New SP FACT CSTP & Coaching

    1. 1. Welcome New Support Provider Continuum & Inquiry Training October 10, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
    2. 2. What perturbations have you come here to quell? On a sticky note write either: • A question • A comment • An image of how you feel Then, place them somewhere on the wall.
    3. 3. Collaborative logs document meetings. • • • • • • Downloadable from BTSA Intranet Date meetings SP & PT Signatures Pony, Fax, photo attachment By 5th of each month Only one month listed per log
    4. 4. Example of Collaborative Logs Assessment of Teaching & Learning
    5. 5. Non-Example of Collaborative Logs Assessment of Teaching & Learning
    6. 6. 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
    7. 7. Review of the Assessment of Teaching & Learning • • • • KWO Observation Post-Observation Reflection Self-Assessments
    8. 8. Use syntactical substitutions to relay positive presuppositions. ^ What was the objective of the lesson? ^ Can you think of why Sarah behaved like that? ^ Is there something you could have done differently?
    9. 9. Artifacts for SelfAssessment Inquiry into Teaching & Learning
    10. 10. What are important features of the Continuum and how might I utilize it effectively with my PT?
    11. 11. 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?
    12. 12. Continuum of Teaching Practice
    13. 13. California Standards for the Teaching Profession 2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect. Emerging Models and communicates expectations for fair & respectful behavior to support social development. • The teacher greets students at the door at the beginning of class. Some students share in the responsibility for the classroom community. • Students help new students understand classroom
    14. 14. California Standards for the Teaching Profession 2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect. Exploring Models fair and respectful behavior. Demonstrates commitment to fairness & respect in communications with students about language and behaviors. • The teacher develops norms & practices strategies that foster respect during collaboration time Students participate in the creation of the norms and practice strategies to foster caring, fairness & respect. • Students establish meaning of respect in the classroom.
    15. 15. California Standards for the Teaching Profession Address Equity & Culturally Responsive Pedagogy: 1.2: Connecting learning… 1.4: Using a variety of instructional strategies 2.1: Promoting social development & responsibility 4.1: Using knowledge of students…to plan instruction Individually read each criteria and highlight phrases in the descriptors across the continuum that reflect your teaching
    16. 16. California Standards for the Teaching Profession • Partner Share: • Discuss your self-reflection on the continuum • strengths • areas for growth
    17. 17. What might the levels look, sound, and feel like?
    18. 18. Break
    19. 19. California Standards for the Teaching Profession 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural ,background, and individual development to plan instruction Applying Plans differentiated instruction based on knowledge of students’ academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs. • The teacher provides multicultural poetry, folktales, or literature to use for comparing/contrasting literacy
    20. 20. California Standards for the Teaching Profession 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural ,background, and individual development to plan instruction Exploring Plans single lessons or sequence of lessons using additional assessment information on student academic readiness, language, cultural background, & individual development. • The teacher creates study guide for multicultural unit.
    21. 21. California Standards for the Teaching Profession 4.1 Using knowledge of students’ academic readiness, language proficiency, cultural ,background, and individual development to plan instruction Innovating Engages students in the analysis of bias, stereotyping, and assumptions.
    22. 22. How do I ride the carousel? • • • • Choose a new writer for each station Be specific Move at the chime Return after reading your work
    23. 23. 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
    24. 24. Artifacts for SelfAssessment Inquiry into Teaching & Learning
    25. 25. 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
    26. 26. What is the Inquiry into Teaching & Learning all about? ! I am surprised by this ? I have a question about this ✔ I agree with this
    27. 27. What is the Cycle of Inquiry?
    28. 28. Purposeful reflective teaching is evidence based
    29. 29. What is the Inquiry into Teaching & Learning all about? Read 38-41, behind Tab 4
    30. 30. What is the Inquiry into Teaching & Learning all about? Read 38-41, behind Tab 4 Binder Walk (p. 49 – 56) • What is the purpose of this resource? • Who takes the lead on this resource?
    31. 31. Module C: Inquiry Into Teaching & Learning • What is the purpose of this resource? • When is this resource utilized? • Where is this resource turned-in? • Who takes the lead on this resource?
    32. 32. Artifacts for SelfAssessment Inquiry into Teaching & Learning
    33. 33. What connections are you making between the Continuum and Inquiry? What are some questions you still have?
    34. 34. What are my next steps? Next meetings: • New SP Coaching for Induction, October 17th • Deepening Understanding of Inquiry, Year 2 PT w/ SP: October 21, 22, or 24 • Preparation for Inquiry, ECO & Year 1 w/ SP: November 7*, 12*, December 2, 3, or 4
    35. 35. Module C: Inquiry Into Teaching & Learning • What is the purpose of this resource? • When is this resource utilized? • Where is this resource turned-in? • Who takes the lead on this resource?

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