Participating Teacher Year Two Orientation


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  • 4:00 – 4:01Welcome. I’m Kelly Mack. New to SJUSD. I’ve worked for many years as s teacher and SP in Franklin McKinely, as well as a student teacher supervisor at SJSU so I have experience with the FACT and the PACT. Araceli decided to take a teaching position at River Glen and she’s very excited about that.
  • 4:01 – 4:03Congratulations on completing the first year of BTSA!
  • 4:01 – 4:03Tonight, you are going to refresh your understanding of BTSA. Some of the language is specific to BTSA and the work you are doing here, and some of it has broader application. It can become confusing and I know I need to stop and remind myself that I use these terms every day in my work. So if we say something or use a term that is unclear, stop us and ask. Remember, meeting the Induction Standards is how you clear your credential. Our students are expected to meet certain standards as they progress through school, the newly credentialed teachers are expected to meet the Induction standards. As you know, it is why you’re in BTSA.On a logistical note, I’ll be using the chime as an attention and transition signal, so come to an end of your discussion or activity when you hear it and move on to the next thing.
  • 4:03 – 4:05Review BTSA purpose & goals to get us frame of mind for the year. Today our time will be spent taking a look at the survey data from last year and asking for feedback and some interpretation so the program can continue to be improved. This is a program requirement on our end to share the information with you and we appreciate your thoughts on it as well. We’ll discuss the FACT a bit to clarify any questions or concerns and share tips on how to use SPs as a resource to meet professional goals. Lastly, we’ll dig a bit deeper into the Continuum of Teaching Practice (CTP) and consider how to use it is a growth-tool. You’ll notice a Parking Lot space, this is to share (perhaps) unrelated questions you have. As they come up, please write them on a sticky note and put in the Parking Lot. Also, occasionally we’ll have a few times when we ask you to write questions. We will periodically answer questions throughout tonight’s meeting. Considering our goals for tonight as well as any pressing questions or concerns you may have, please take a moment to brainstorm some questions from your group, at least 2 per group, and place it on the appropriate spot on the Parking Lot.
  • 6:11 – 6:13
  • 6:13 – 6:14Six units are available for the year of being a PT. The cost of the units is slightly higher this year.Clarify credits, how many can be applied toward salary scale/pd growth
  • 6:14 – 6:16Demonstrate/ set up BTSA website in the background: PDF of FACT User GuideCalendar gCal
  • 6:17 – 6:25Same as it ever wasLog in to Tab for Year 2 and show Context where the requirements are different for them.Have PTS share/process tips from last year.
  • 6:25-6:30
  • 6:25-6:30
  • 6:25-6:30
  • 6:30 – 6:35This information is a BTSA program requirement to illustrate that the SP assigned to each PT is the first point of contact for the PT. Ask them any questions. If needed, the SPs will contact Darren or I if they need additional support or are unable to come to a resolution over an issue. Finally, if the BTSA Coaches are unable to resolve the conflict, we will get our manager involved.Another resource for questions is the BTSA web site.
  • 5:30 – 5:40I’d like to share a flow chart of the FACT modules and give you a chance to think/write/pair/share to refresh your minds about the different modules. When thinking about the various modules, choose two modules to respond to the following questions in writing. In what ways can you use these tools to enhance your teaching and your students’ learning? In this module, what are some types of support you would like form your SP? Share your thoughts with your partner, as well as any questions you have about the modules. “I heard you mention ____________”What questions came up about the modules?
  • 5:28 – 5:30-1)) PT1s applications are due October 1st and they should have a response by mid-October on whether they have been approved. We will share applications at their orientation. Until then, all PT1s are considered PT1s, not ECO.0) Purpose: Show the vision of the entire year for the various tracts of PTs. This is the direction your PTS are going in. We use Formative Assessment system to help teachers accelerate the growth of their teaching practice.The same across for all participantsHighlight the the second row and the change. 1st year teachers are able to go in depth with CSTP 1 Engaging and Supporting all Students in learning and CSTP2 Creating & Maintaining Effective Environments for Student Learning. As you may recall, PT 1s only need to mark CSTP 1 and 2 on their Continuums. The Assessment of Teaching & Learning is the same as well. A difference between Year 1 and Year 2 and ECOs is the number of Inquiries. For those conducting 2 inquiries, for the sake of time and sanity, we recommend they do one inquiry in the fall and one in the spring. Finally, all participants complete a summary of Teaching and Learning, which is basically a focused reflection on their year.
  • 4:17- 4:27To prep your brain for analyzing the SJUSD State Survey results, take a moment to consider the following BTSA acronyms and terms. We know that one huge hurdle to enhancing the pertinence of the BTSA Induction program is the sometimes overwhelming use of unfamiliar language. To refresh your memories and provide context for understanding the data, we are going to do a think/write/pair-share engagement activity. Using 2 sticky notes, please put the headings FACT, CTP, IIP and Induction on one each. Then take a moment to think about what you know about these topics, as well as what current questions you may have, finally, write your thoughts on the sticky note for each topic. At the sound of the chime, please share your thoughts with a partner, then post the sticky notes in the appropriate spot. Please have one person ready to share what their thoughts or questions for one of the terms.
  • 4:27- 4:28The information from the PT results of the San Jose survey showed that, on average, you met slightly more than one a week. This numerical data is supported by information you shared on support provider applications. We have narratives to add to the numbers as well, when I say the # of your quote, please read your quote aloud. Quotes:Just having someone to talk to helped her. Meeting on a regular basis both informally and formally was beneficial.As a SP I have found that by meeting with my PT's on a regular basis I am able to get to know them on a personal as well as a professional level.
  • 4:28- 4:35The top 3 and the lowest one. 1 – No impact2 – some impact3 – moderate impact4 – strong impact With a partner, discuss, how do these results compare with your experience? Group share.
  • 4:35 – 4:36This is up from 90% last year!Nationwide 50% quit by the 5th year.
  • 4:36 – 4:41With a partner, please share an example from last year of one of these that was significant to you. What other types of support did you receive from your SP that influenced your classroom practice?Quotes: 4) There's a certain satisfaction that comes with coaching, consulting, and collaborating with beginning teachers. There's mutual learning, growth, and respect that is gained throughout our time together. Many of the teachers I have worked with have remained in contact with me and know we are there for each other.5) I like knowing that I can be one person that a new teacher can turn to for advice and support their first two years in this profession. I've been a support provider for a few years now and I find satisfaction in creating a trusting bond with new teachers and helping them find value in the inquiries and how itapplies to their teaching practices.
  • 10 minutes
  • 5:27 – 5:28Welcome Back. 
  • 4:41- 5:15Kelly Now you’re going to have an opportunity to look at some of the data and help us determine next steps to improve the BTSA program. The format for analyzing the data is the same as last year’s Here’s What, So What?, Now What? In groups, you’ll be looking at additional PT data. The first piece we wanted to share is regarding alternate means of communication, besides in person, between SPs and PTs. This is from the PT survey. Here’s What!-------READ PROMPT-------Click to see graph
  • 4:41- 5:15Kelly So What?-------(get volunteers to read) -------- which makes me wonder, read question
  • 4:41 – 5:15 (end this slide by 4:50)KellyNow What? Implications for SPs, PTs, and the program -------(get volunteers to read)---and for the program I READ Point to posted cell phone numbers as an example of this. Kelly’s Cell 650 201 7809Darren’s Cell 503 828 1742
  • 4:41- 5:15 (end this slide by 4:52) Group share out around 5:02. You’ll have about 10 minutes to analyze the dataShow me thumbs up, thumbs down if you’re ready. Have the hand outs behind the PP so it can be referenced while sharing out and to add thoughts too while they are sharing
  • 5:40 – 5:43Clarify the Continuum and relieve the stress about. Additional foci of the CTP are:To 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 developmentThis year, you’ll re-visit the CTP at least 3 times, focusing on CSTPs 1-5. CSTP 6, Developing as a Professional Educator, is optional and not necessary.
  • 5:43 – 5:55Now that we’ve established how the Continuum of teaching Practice ties in with FACT and the Induction Standards, let’s take a look at how you can effectively use this. These are suggested steps. There meant to help you based upon feedback from the A&As from last year and from observations of some of the folks who completed BTSA successfully as well. Recall that this is a self-assessment and growth tool. It helps you document your growth in the standards.The first step is the initial self-assessment. Since you are year two feel free to draw upon your recent teaching experience, including last year, as initial evidence. . When you were year one, you may not have had any evidence to place at this point. That’s fine. When providing evidence, you might want to include: prior experience, the context for teaching and learning, observation, lesson plans, reflection, or student work. Consider which descriptor is most closely aligned with your practice. You might think of this as a road map on how to improve your practice during the year to the highest level. Innovating is the highest level. Impossible? Difficult to achieveBecause there were so many questions last year, we’re going to take some time to work with the CTP, give some example of how you can begin set goals for growth. Only self-assess on elements listed CTP instructions Electronic or hard copyThree times during the yearFurther instructions online
  • 5:43 – 5:55For my example, I collected evidence on 3.3, based on a small group of EL learners I worked with as an intervention teacher last year. There were 5 boys, all EL level 1 or 2, grades 3rd, 4th, and 5th. I model my next steps for growth. What are some thins I might do to grow from Applying to Integrating? What evidence could document my growth? To move from applying to integrating---I notice the language of integrate, within and across. To me this means I need to find ways to weave the content and strategies across multiple curricular areas. This was a pull-out ELD class, which provides its own challenges to improving my practice in an “integrating” manner. Some ways I might try this would be to collaborate more with their homeroom teachers, or at least get a pacing guide or idea about what future content they are going to be learning in order to find ways to link it to my work. I could also share a menu of curricular topics I recognized as a need for the students with their homeroom teachers and have them choose what I would work on next.
  • 5:55 – 6:11Time to work on the continuum and process with a partner Incorporate goal setting using the CTP
  • 6:35 – 6:37
  • 6:37 – 6:40Write on a post-it. Exit slip to share with 3 people and place on the white board. Then fill out feedback form, bus tables, and we’ll see you next time
  • 6:40 – 6:45
  • Participating Teacher Year Two Orientation

    1. 1. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETYWelcome toParticipating TeacherYear 2 OrientationSeptember 25 & 27, 2012
    2. 2. Agenda• Goals• Logistics• Timeline• Break• Data Analysis• CTP• Closure
    3. 3. Yearlong Goals• Work toward meeting Induction Standard• Engage with issues of Equity & Culturally Responsive Teaching
    4. 4. Meeting Goals• Review Responsibilities• Refresh understanding of FACT• Analyze data to provide feedback on program• Prepare to grow professionally on the Induction Standards using the Continuum of Teaching Practice (CTP)
    5. 5. Everyone’s It• Move safely around the room, if tagged freeze arms held out, un- freeze by answering a question, continue movingUnfreeze a colleague by asking them:• What is your favorite dish?• What are some of your strengths as a teacher?• What makes a good teacher?
    6. 6. Program Logistics• Review Calendar• Attend one session of each Year 2 PT meeting
    7. 7. Program LogisticsSix Semester Units Available University of San Diego $450 per course Email reminders and registration link Register and pay on-line (USD)
    8. 8. Program LogisticsBTSA Web site
    9. 9. Program LogisticseFACT Portfolio
    10. 10. Program Advisor: Darren x 14311Elementary Middle• Almaden • Hoover• Anne Darling • John Muir• Bachrodt • Willow Glen• Booksin High• Canoas • Broadway• Empire Gardens • Lincoln• Hacienda • Pioneer• Reed • San Jose High• Schallenberger • Willow Glen • Willow Glen Plus
    11. 11. Program Advisor: Kelly x 14329Elementary • Los Alamitos• Allen at Steinbeck • Lowell• Carson • Olinder• Galarza • Simonds• Gardner • Terrell• Grant • Trace• Graystone • Washington• Hammer • Willliams• Horace Mann • Willow Glen
    12. 12. Program Advisor: Kelly x 14329Middle• Bret Harte• Burnett• Castillero• River GlenHigh• Gunderson• Leland
    13. 13. Communication LoopInformation and Complaint ProcessGuidance • Support Provider Support • BTSA ContactProvider • Manager (Linda) BTSA Website
    14. 14. Formative Assessment forCalifornia 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
    15. 15. Induction Timeline: FACT Traditional Year 1 Year 2 Context for Context for Teaching and Teaching and Learning Learning CSTP 1&2 Continuum of Conversations Teaching Practice Assessment of Assessment of Teach. Teach. & Learning & Learning One Inquiry into Two Inquiries into Teaching and Teaching and Learning Learning Summary of Summary of Teaching & Teaching & Learning Learning
    16. 16. SJUSD State Survey ResultsBTSA Terms:1. FACT2. CTP3. IIP4. InductionThink, Write, Pair-Share, Post
    17. 17. SJUSD State Survey ResultsOn average, how frequently did you meet? Slightly more than weekly
    18. 18. SJUSD State Survey ResultsHow much impact did the following FACT components have on your classroom practice ?• Support Provider observation/feedback: 3.39• Analysis of my students’ work: 3.33• Collaboration with colleagues: 3.41• Examination of teaching practice with Continuum of Teaching Practice: 2.51 How do these results compare with
    19. 19. SJUSD State Survey ResultsWhen asked if you wished to continue teaching next year… 93% said “Yes”
    20. 20. SJUSD State Survey ResultsThe following examples of supportfrom your SP had a strong impact onyour classroom practice: Coaching/observing & providing feedback Sharing SP experiences of teaching Providing emotional support
    21. 21. Break
    22. 22. Here’s What! So What? Now What? SPs,PTs&On average, how Programfrequently did youcommunicate with yourBTSA SP in waysOTHER THAN INPERSON (email, phone,or other)? I never Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this way, 1% Twice per month, 2-3 times 14% a week, 30 % Weekly, 43%
    23. 23. Here’s What! So What? Now What? SPs,PTs&On average, how • Over 75% of SPs Programfrequently did you communicate withcommunicate with your their PTs, otherBTSA SP in ways than inOTHER THAN IN person, quitePERSON (email, phone, frequently.or other)? I never Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this • What frequency of way, 1% communication is Twice per both supportive 2-3 times month, 14% a and reasonable? week, 30 % Weekly, 43%
    24. 24. Here’s What! So What? Now What? SPs,PTs&On average, how • Over 75% of SPs Program SP & PTs:frequently did you communicate withcommunicate with your Check in about how their PTs, other often, and best way toBTSA SP in ways than inOTHER THAN IN communicate. Set person, quite communication goals.PERSON (email, phone, frequently.or other)? I never Less than communiOnce per once per catedmonth, 2 month, 5 with my Daily, 5 % % SP in % this • What frequency of Program: way, 1% communication is Practice/model Twice per both supportive communication with 2-3 times month, 14% a and reasonable? SPs and PTs in week, 30 % multiple ways, i.e., share cell phone #s. Weekly, 43%
    25. 25. Your TurnWith your table group:• Look over the data• Discuss the So What? & Now What• Write ideas• Have a speaker prepared to share• Chime signals sharing in about 10 minutes
    26. 26. Continuum of Teaching Practice• Self - Assessment
    27. 27. Continuum of Teaching Practice• Initially self-assess• Set & implement goals for growth• Assess & document• Reflect
    28. 28. Continuum of Teaching Practice9/24/11LP: Adapted Explicit 12/4/11 R: 3rd -5th grade boysELD lessons based on did better whenstudent interest and movement/TPR wasability included into the lesson SW: Interactive journalsLP: Chose lessons were differentiated andbased on CELDT used as formativelevels assessment/reflections on student learning
    29. 29. Continuum of Teaching PracticeYour turn:• Choose a CSTP to focus on• Consider depth, language, and evidence of categories• What next steps may lead to growth?• Think/Write/Pair-Share (at the chime)
    30. 30. Meeting Goals• Analyze data to provide feedback on program• Refresh understanding of FACT• Prepare to grow professionally on the Induction Standards using the Continuum of Teaching Practice (CTP)
    31. 31. Closure• Write one – two sentences about how you can use Continuum of Teaching Practice to growon a sticky note.• Get up, share with three non-table group partners, place on the white board, return to your seat to complete the feedback form, etc.
    32. 32. Thank you!• Remaining questions• Feedback – Complete Form• Bus your table• October 22, 23, & 25 (with SP) Deepening Understanding of Inquiry• Please remain if you are a transfer