This document summarizes a training for new support providers at the San Jose Unified School District. The goals of the training are to develop mentoring and coaching skills, understand the assessment of teaching and learning process, and learn how to utilize the continuum of teaching and learning. The training covers connecting teacher preparation standards to induction standards, formative assessment for California teachers, observation techniques, and identifying areas of focus for teacher growth. Attendees practice skills like observing objectively and asking reflective questions.
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
The document is the course outline for a design learning course. It includes 13 classes over 13 weeks that cover topics like instructional models, lesson planning, learning outcomes, assessment, evaluation, and a final project. Assignments are due on weeks 5, 7, 10, and 13 and count for 15%, 15%, 30%, and 30% respectively. The course focuses on practical design problems and students will work in pairs and groups on a lesson plan and course proposal.
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
The document discusses using portfolios to help students reflect on their own learning and growth over time. It describes the portfolio process, which includes collection, selection, reflection, and presentation. Portfolios can be used to showcase student work and accomplishments, provide evidence of learning, and be used as an assessment tool. Benefits include helping students see their personal growth, set learning goals, take ownership of their work, and engage in self-reflection. Examples provided include rubrics, reflections on skills and projects, and electronic or concrete portfolio formats. The document also discusses implementing language-focused portfolios for AP Spanish students to curate evidence of growing language skills and get feedback.
The document summarizes key points from a book about improving student learning through assessment and feedback. It describes a case study of a program that had many innovative coursework assignments but students did not put in much effort or find the feedback useful. The program lacked formative assessment, had too much assessment variety, and provided feedback too slowly. The document recommends focusing assessment, increasing formative tasks, reducing variety, separating feedback from marks, and ensuring consistency across courses to improve the student experience and learning.
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
This document provides an agenda for a meeting to deepen understanding of inquiry for student teachers and their supervising teachers. The goals of the meeting are to deepen knowledge of inquiry, understand the connection between inquiry and teaching standards, and develop compelling focus questions. The agenda covers reviewing the inquiry process, developing focus areas and questions, assessing student work, and using data collection and reflection to improve teaching practice.
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
The document is the course outline for a design learning course. It includes 13 classes over 13 weeks that cover topics like instructional models, lesson planning, learning outcomes, assessment, evaluation, and a final project. Assignments are due on weeks 5, 7, 10, and 13 and count for 15%, 15%, 30%, and 30% respectively. The course focuses on practical design problems and students will work in pairs and groups on a lesson plan and course proposal.
This document provides guidance on developing learning outcomes. It begins by outlining the intended learning outcomes of the workshop, which are to develop outcomes adhering to the SMART principles, critique existing outcomes, and demonstrate constructive alignment. It then defines curriculum and outlines the topics to be covered, including learning outcomes, constructive alignment, and consolidation. The document provides details on writing outcomes focusing on what students can do, guidelines for effective outcomes using Bloom's taxonomy and level descriptors, and the importance of alignment between outcomes, teaching strategies, and assessment. It includes examples and activities for writing and evaluating outcomes to ensure they are specific, measurable, attainable, relevant, and targeted.
The document discusses using portfolios to help students reflect on their own learning and growth over time. It describes the portfolio process, which includes collection, selection, reflection, and presentation. Portfolios can be used to showcase student work and accomplishments, provide evidence of learning, and be used as an assessment tool. Benefits include helping students see their personal growth, set learning goals, take ownership of their work, and engage in self-reflection. Examples provided include rubrics, reflections on skills and projects, and electronic or concrete portfolio formats. The document also discusses implementing language-focused portfolios for AP Spanish students to curate evidence of growing language skills and get feedback.
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
Peer Evaluation Strategy for Improving Group Participation at Brightspace Ten...D2L Barry
"Peer Evaluation Strategy for Improving Group Participation;" at Brightspace Tennessee Ignite on February 13, 2015. Presenters: Brenda Kerr and Cary Greenwood, Middle Tennessee State University
The document discusses designing effective e-assessments, including defining e-assessment, categories of assessment, Bloom's taxonomy, question types, marking types, approaches to assessment, and considerations around quality assurance and emerging trends in online assessment.
The document provides an overview of topics and activities from an Assessment of Learning course. It discusses different types of assessments including diagnostic, formative, and summative assessments. It also covers alternative assessments, rubrics, checklists, informal assessments like observations, interviews and self/peer evaluations. Performance tasks and developing criteria are explained. The importance of feedback and preparing a portfolio are emphasized.
Inquiry: Preparing for BTSA Advice & Assistancedarrenbattaglia
The document discusses the San Jose Unified School District's induction program for preparing new teachers. It outlines the program's objectives of helping teachers identify evidence to demonstrate meeting teaching standards. Teachers collect artifacts from their teaching practice and meet with an advisor to review the evidence and receive feedback on meeting standards. The program ensures each teacher provides proof of mastering induction standards to earn their clear teaching credential.
1. The document discusses key factors ("presage", "process", and "product" variables) that predict quality in higher education based on literature. Resources and selectivity predict some outcomes but not learning gains. Quality of teaching predicts performance and gains.
2. It also examines how universities have responded to teaching performance indicators (PIs) by improving feedback and using programs like TESTA, with increased student engagement and satisfaction. However, modular structures can negatively impact coherence.
3. The key implications are paying attention to pedagogy through changing students' and teachers' approaches, social learning, and program-level assessment, as well as using PIs to drive quality improvements through change processes.
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
This document provides an overview of instructional design and adult learning theories presented in a workshop by Nancy Anderson of Blackbird Learning Associates. It discusses key topics like the ADDIE model of instructional design, principles of adult learning theory, learning styles, learning management systems, and e-learning approaches. The workshop aims to help participants understand adult learning concepts, instructional design processes, and how to apply these ideas in a real-world context.
The document discusses portfolios as a way to collect student work over time to show growth. Portfolios can include various types of student work and media. They have pros like allowing students to reflect on growth, but scoring them reliably can be difficult. Portfolios can be used to showcase student work and interests, or demonstrate growth with self-assessment. Teachers should establish a clear vision and intended audience for portfolios. They should also determine what types of student work and context will be included, and create examples to help students understand the portfolio process.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
1) The document provides an overview of the PGCAP Programme Induction that took place on 27 September 2012 and was led by Chrissi Nerantzi and Dr Martyn Clark.
2) It outlines the areas and professional values that will be covered during the programme, including theories of assessment and feedback.
3) The schedule for the programme is presented, including Problem Based Learning scenarios, input sessions, and a celebration of learning in the final week.
This document summarizes a presentation on evaluating the impact of a competency-based evaluation course. The presentation covered:
- The importance of competency-based education for evaluation training in Canada.
- An evaluation course designed around selected competencies and featuring an evaluation design project.
- A study finding the course improved students' reflective, situational, and technical evaluation competencies based on pre/post surveys.
- Focus groups found the evaluation design project and instructor feedback most helped competency development. Students saw evaluation as more complex and contextual.
The document provides information about a new support provider training taking place on October 10, 2013 for the San Jose Unified School District, which aims to inspire and prepare all students to succeed in a global society. It includes an agenda for the day that covers collaborative logs, formative assessment, the continuum of teaching practice, and the inquiry into teaching and learning process. The training will help support providers work with participating teachers on self-assessment and reflective practice.
California state adopted frameworks & standardspeggylord
The document discusses California's frameworks and standards for K-12 education. It provides the following key points:
1. Curriculum frameworks provide guidance for implementing academic content standards and are developed by the Curriculum Development and Supplemental Materials Commission.
2. The State Board of Education has adopted content standards for subjects like English, math, science, and history to define the knowledge and skills students should acquire at each grade level.
3. Various tests are used to measure student achievement and school accountability, including the STAR, CST, EAP, CAHSEE, and CELDT. School Accountability Report Cards also communicate information about each public school.
Student peer assessment( BC Campus Symposium 2018)Isabeau Iqbal
Jason Myers, Bosung Kim and I presented on Student Peer Assessment in higher education. This is our slide deck which we openly share and invite you to use and modify.
This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.
This document summarizes a training for new support providers in the San Jose Unified School District. The goal of the training is to build the support providers' mentoring skills to empower participating teachers to grow. The training covers using different stances on a continuum of learning focused interactions to have different types of conversations with teachers. It also discusses using invitational language to open up teachers' thinking when mentoring. Support providers practice developing questions using different language stems and cognitive verbs for different stances along the continuum.
Peer Evaluation Strategy for Improving Group Participation at Brightspace Ten...D2L Barry
"Peer Evaluation Strategy for Improving Group Participation;" at Brightspace Tennessee Ignite on February 13, 2015. Presenters: Brenda Kerr and Cary Greenwood, Middle Tennessee State University
The document discusses designing effective e-assessments, including defining e-assessment, categories of assessment, Bloom's taxonomy, question types, marking types, approaches to assessment, and considerations around quality assurance and emerging trends in online assessment.
The document provides an overview of topics and activities from an Assessment of Learning course. It discusses different types of assessments including diagnostic, formative, and summative assessments. It also covers alternative assessments, rubrics, checklists, informal assessments like observations, interviews and self/peer evaluations. Performance tasks and developing criteria are explained. The importance of feedback and preparing a portfolio are emphasized.
Inquiry: Preparing for BTSA Advice & Assistancedarrenbattaglia
The document discusses the San Jose Unified School District's induction program for preparing new teachers. It outlines the program's objectives of helping teachers identify evidence to demonstrate meeting teaching standards. Teachers collect artifacts from their teaching practice and meet with an advisor to review the evidence and receive feedback on meeting standards. The program ensures each teacher provides proof of mastering induction standards to earn their clear teaching credential.
1. The document discusses key factors ("presage", "process", and "product" variables) that predict quality in higher education based on literature. Resources and selectivity predict some outcomes but not learning gains. Quality of teaching predicts performance and gains.
2. It also examines how universities have responded to teaching performance indicators (PIs) by improving feedback and using programs like TESTA, with increased student engagement and satisfaction. However, modular structures can negatively impact coherence.
3. The key implications are paying attention to pedagogy through changing students' and teachers' approaches, social learning, and program-level assessment, as well as using PIs to drive quality improvements through change processes.
Feedback is another opportunity to teach our students. When our students are focused on the assessment that they have just completed we can talk about what they have done well in the assignment, what they might do better and what they can do differently next time. Many of us have opened our classroom doors to our colleagues and invited them to give us feedback on our teaching, but how many of us have shared our thoughts, ideas and strategies around our marking and feedback?
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
This document provides an overview of instructional design and adult learning theories presented in a workshop by Nancy Anderson of Blackbird Learning Associates. It discusses key topics like the ADDIE model of instructional design, principles of adult learning theory, learning styles, learning management systems, and e-learning approaches. The workshop aims to help participants understand adult learning concepts, instructional design processes, and how to apply these ideas in a real-world context.
The document discusses portfolios as a way to collect student work over time to show growth. Portfolios can include various types of student work and media. They have pros like allowing students to reflect on growth, but scoring them reliably can be difficult. Portfolios can be used to showcase student work and interests, or demonstrate growth with self-assessment. Teachers should establish a clear vision and intended audience for portfolios. They should also determine what types of student work and context will be included, and create examples to help students understand the portfolio process.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
1. Learning objectives describe what a learner is expected to achieve through instruction using measurable verbs, while learning goals are broader statements of what a learner will gain from a course.
2. The ideal learning objective has three parts: a measurable verb, any important conditions for the performance, and the criteria for acceptable performance.
3. Writing clear learning objectives with measurable verbs and no vague terms helps learners understand what is expected and how a lesson relates to assessments. It also allows instructors to design effective lesson plans and assessments.
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
1) The document provides an overview of the PGCAP Programme Induction that took place on 27 September 2012 and was led by Chrissi Nerantzi and Dr Martyn Clark.
2) It outlines the areas and professional values that will be covered during the programme, including theories of assessment and feedback.
3) The schedule for the programme is presented, including Problem Based Learning scenarios, input sessions, and a celebration of learning in the final week.
This document summarizes a presentation on evaluating the impact of a competency-based evaluation course. The presentation covered:
- The importance of competency-based education for evaluation training in Canada.
- An evaluation course designed around selected competencies and featuring an evaluation design project.
- A study finding the course improved students' reflective, situational, and technical evaluation competencies based on pre/post surveys.
- Focus groups found the evaluation design project and instructor feedback most helped competency development. Students saw evaluation as more complex and contextual.
The document provides information about a new support provider training taking place on October 10, 2013 for the San Jose Unified School District, which aims to inspire and prepare all students to succeed in a global society. It includes an agenda for the day that covers collaborative logs, formative assessment, the continuum of teaching practice, and the inquiry into teaching and learning process. The training will help support providers work with participating teachers on self-assessment and reflective practice.
California state adopted frameworks & standardspeggylord
The document discusses California's frameworks and standards for K-12 education. It provides the following key points:
1. Curriculum frameworks provide guidance for implementing academic content standards and are developed by the Curriculum Development and Supplemental Materials Commission.
2. The State Board of Education has adopted content standards for subjects like English, math, science, and history to define the knowledge and skills students should acquire at each grade level.
3. Various tests are used to measure student achievement and school accountability, including the STAR, CST, EAP, CAHSEE, and CELDT. School Accountability Report Cards also communicate information about each public school.
Have you ever found yourself answering the same question 20 times in the same class period? Are you interested in flipping your classroom but are overwhelmed and don’t know where to start?
In this session, we will look at teacher-created tutorials to help students (and other staff members). You will learn about the different options available and find a method that works best for your students and learning goals. We will record a few tutorials together in the session. By the time you leave, you will have the knowledge and skills to start flipping your classroom and maximizing student success!
The document outlines the Ohio Standards for the Teaching Profession related to understanding students and their learning. Standard 1 focuses on teachers understanding student development and learning styles. It addresses teachers using their knowledge of students to meet individual needs, setting high expectations for all students, respecting student diversity, and assisting in identifying gifted students or those with disabilities. The standards describe what teachers should know and be able to do at various levels from proficient to distinguished.
This is for New BTSA Support Providers. This is the second workshop in the series called Coaching for Induction. Included is a video Chimamanda Ngozi Adichie.
The document provides an agenda for a classroom management training. It includes an introduction where attendees can introduce themselves and share what they hope to learn. The training then covers the components of a positive classroom behavior support plan including rules, procedures, consequences, and crisis plans. It discusses developing rules and procedures, teaching and reinforcing expectations, using positive and negative consequences, and having effective classroom management strategies. The document includes examples, videos, and activities for attendees to apply the concepts to their own classrooms.
The Teaching Profession - Chapter 1 You, the Teacher, as a Person in Society ...Randy Magdugo Pacquiao
This document discusses the key principles of perennialism as an educational philosophy. Perennialism believes that teachers should teach students basic knowledge, skills, and values to develop them into enlightened democratic citizens. The goal is for students to live fully in the present, not just prepare for adulthood. Schools should develop students' rational and moral powers. Perennialist classrooms are centered around teachers, who do not let students' interests dictate what is taught. The focus is on helping students understand themselves as unique individuals responsible for their own thoughts, feelings, and actions.
The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
This is the National Competency Based Teachers Standard or NCBTS developed by the Academic Community, and other concerned government agencies to transform teaching into 21st century standards and the teachers as a globally competent individuals.
1. The document discusses teachers' professional codes of conduct, including what they are, why countries adopt them, and how to develop and implement them effectively.
2. Over 60 countries have adopted codes of conduct to improve teaching ethics and regulate teacher behavior. However, many codes are not well enforced or understood.
3. The document provides guidance on developing a code, including establishing a clear scope and target audience, drafting core values and standards, and implementing the code through training and a complaints system with appropriate sanctions. Widespread dissemination and monitoring are also important.
New SP- Assessment of Teaching & Learning & the Continuum for Teaching PracticeSanJoseBTSA
The document summarizes a training for new support providers on the Formative Assessment for California Teachers (FACT) program. The goals of the training are to understand assessment of teaching and learning processes, develop mentoring skills like observation and coaching, and use the Continuum of Teaching and Learning. The training covers the context and assessment of teaching and learning, observation skills, mentoring language, self-assessment using the continuum, and identifying areas for growth through a closure conversation.
The document outlines an agenda for a meeting to support new support providers in using mentoring tools and techniques to guide participating teachers in self-assessment, goal-setting, and identifying an area of focus for professional growth and inquiry using the Formative Assessment for California Teachers (FACT) system, which includes classroom observation, reflection, and analysis of teaching practice against the Continuum of Teaching Practice.
The document outlines the goals and structure of a mentoring program for new teachers. The goals are to identify effective mentor qualities and roles, examine mentoring research and skills, and provide observation and coaching opportunities. The program covers topics like learning styles, the phases of new teachers' attitudes, the benefits of mentoring and induction programs, and effective coaching techniques.
ADV LESSON PLANNING FOR TEACHERS OF 21ST CENTURYssuserb4e9ee
This document outlines the key elements of effective lesson plans, including the six main parts: objectives, requirements, materials, procedure, assessment, and reflection. It discusses each part in detail, such as explaining that objectives should be specific, measurable, attainable, relevant and time-based. The lesson procedure explains how to structure a lesson from introduction to assessment. Formative and summative assessments are defined. Reflection is emphasized as important for improving lessons. Sample lesson plans and activities are provided to illustrate the concepts.
The orientation provided an overview of the goals and responsibilities of new BTSA support providers. It reviewed the formative assessment process used in BTSA induction and the role of support providers in mentoring and guiding participating teachers through this process to earn their clear teaching credential. Logistics such as program requirements, timelines, communication procedures and resources were also covered.
This document summarizes a presentation about using formative assessments to support English Learners (ELs). The presentation defined formative assessment and discussed its benefits for ELs. Different types of formative assessments were described, as well as effective strategies for assessing ELs, including physical demonstrations, pictorial products, graphic organizers, and written and oral assessments. The presentation provided examples of how to scaffold assessments for ELs of varying proficiency levels. It also discussed using formative assessments and student data as collaborative tools between educators to better support ELs.
Here are some key points about modifying rubrics:
- Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply.
- Criteria and expectations can be modified based on grade level or experience level of students.
- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
Organizations depend on communication for success. Their people communicate through presentations to large and small groups, inside and outside the organization. Effective presenters are the leaders in the organization; they are first in line for promotions and raises; they are successful and trusted managers and executives. Leadership requires excellent presentation skills.
Cycle of Inquiry - Planning around Content Standardsdarrenbattaglia
1) The document outlines the process and objectives for an inquiry meeting to help support teachers (PTs) with conducting an inquiry focused on 1-2 content standards over 6 weeks.
2) It discusses culturally responsive teaching principles and having participants discuss what these principles look like in the classroom.
3) The major steps of an inquiry outlined are: identifying a focus standard, administering an entry-level assessment, planning lessons, doing an observation lesson, analyzing student work and assessments, and reviewing evidence of teacher learning.
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...Teachstone
This document discusses using CLASS observations to provide feedback to teachers as a way to promote professional growth. It emphasizes that teacher-child interactions are key to improving student outcomes. Effective feedback involves identifying areas of focus, providing specific examples from observations, and asking reflective questions. The teacher's readiness to change should influence how feedback is delivered, with less ready teachers needing more information and awareness building. Developing goals and action plans can help teachers work on improving their interactions. Coaching and professional development support teachers in transferring feedback into practice.
EV682 planning to teach and facilitate learningMikeHayler
This document provides guidance on effective lesson planning to help students prepare for teaching and learning. It discusses the key elements of good lesson plans, including objectives, structure, activities, assessment strategies and evaluation. A lesson plan template is also included that covers planning learning objectives, differentiation, resources, timing, teaching strategies and assessing pupil progress. The goal is to help teachers plan thoroughly beforehand to consider all learners and facilitate opportunities for learning.
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
[1] The document discusses instructional planning frameworks, specifically comparing a traditional framework (B) to Understanding by Design (UbD) (framework A).
[2] It then provides details on the three stages of the UbD framework - Stage 1 involves defining desired results through content standards, understanding goals, and student objectives; Stage 2 focuses on assessment evidence; and Stage 3 is the learning plan.
[3] Key aspects of each UbD stage are outlined, and important points about aligning instructional planning with department visions and standards are noted.
The document provides guidance for support specialists on the teacher evaluation and goal setting process in the North Haven Public Schools district. It outlines that specialists will have one Student Learning Objective (SLO) with two measures of student growth, which counts for 45% of the evaluation. Observations of performance and practice by an administrator counts for 40%, with the remaining 15% comprised of parent/peer feedback (10%) and a whole-school indicator (5%). It provides details on the evaluation timeline, categories for tenured vs. pre-tenured teachers, the observation process, and resources for goal setting.
The fourth module focuses on observations, collecting evidence during observations, and providing constructive feedback, with participants engaging in peer observation to learn how to make the process collaborative and meaningful by providing high-quality evidence and feedback using a structured process and protocol. The agenda covers connecting through problem-solving challenges, learning about the observation process including pre- and post-conferences, collecting different types of evidence, and implementing a practice observation and role-playing feedback. The intended outcomes are for participants to understand the observation framework and process, identify high-quality evidence, conduct observations, and provide feedback to peers.
Teaching learning techniques for effective outcome based educationReshma Fathima .K
This document discusses traditional education versus outcome-based education (OBE). It outlines some key differences, such as traditional education being content-oriented while OBE focuses on what students learn and the outcomes of completing a program. It explains that OBE determines desired outcomes first before designing the curriculum, teaching methods, and facilities to support those outcomes. The document provides guidelines for establishing OBE, including defining program educational objectives, program outcomes, curriculum, evaluation processes, and continual improvement based on feedback. It also discusses challenges of implementing OBE and strategies for improving student performance through effective teaching and assessment activities.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This document provides an agenda and notes for a seminar and practicum in literacy professional development. It outlines the topics to be discussed, including cultural diversity, differentiation, interventions, assessment, and progress monitoring. It also provides deadlines and instructions for students graduating in spring or later, including submitting a final philosophy paper. The agenda includes time for small group discussions on assigned readings and reviewing student reflection drafts. A panel will discuss preparing for and taking the PLACE exam. The session will conclude by looking ahead to an upcoming online session and video coaching assignments.
Similar to New SP Assessment of Teaching & Learning (20)
The document discusses antecedents, behaviors, and outcomes in relation to a student's learning using the ABC framework. It examines possible motivations and interventions including prevention strategies, teaching alternatives, and responses to behaviors.
"Raise your hand to ask a question."
Student: Raises hand and waits patiently.
Teacher: Calls on student who asks question respectfully.
Possible Motivation: Obtain adult attention
Interventions:
-Prevention: Provide frequent positive attention
-Teach: Explicitly teach raising hand and waiting
-Response: Quickly respond when hand is raised appropriately
ABC’s, Motivation, and Proactive Interventions
Antecedent Behavior OutCome
Possible Motivation:
Interventions:
Prevention Teach Response to Behavior
Teacher assigns independent work time
Student throws paper on floor
Teacher reprimands student
Possible Motivation: Avoid task
The document is an orientation for participating teachers in the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program. It introduces BTSA as a job-embedded induction program accredited by the Commission on Teacher Credentialing to help teachers with preliminary credentials accelerate their knowledge and skills. The orientation notes that the yearlong goals for participating teachers include engaging with issues of equity and culturally responsive teaching, and working toward meeting the induction standards.
This document outlines an agenda for a meeting focused on deepening understanding of inquiry-based teaching. The goals of the meeting are to deepen knowledge of inquiry, understand how it connects to teaching standards, and develop compelling focus questions. The agenda includes reviewing the inquiry process, examining how inquiry impacts teaching practice, and developing focus questions that meet criteria like being focused on improving teaching and engaging. Teachers are guided to identify areas of strength and growth, choose an inquiry focus, and outline the academic content and assessments for their inquiry project.
This document provides an agenda and overview for a teacher orientation meeting. The meeting goals are to work towards meeting induction standards, engage in issues of equity and culturally responsive teaching, analyze program data to provide feedback, and prepare to grow professionally using the Continuum of Teaching Practice. The agenda includes reviewing responsibilities and logistics, participating in icebreaker activities, analyzing survey results from the previous year's program, discussing the Continuum of Teaching Practice, and providing closure and next steps.
The document outlines classroom procedures and expectations for students, including how to enter and exit the classroom, line up, participate in discussions, and listen for directions. Key behaviors students should demonstrate include raising their hands to speak, following the teacher's instructions, and showing respect for others during class discussions and activities.
This document summarizes an orientation for participating teachers in their first year of the BTSA (Beginning Teacher Support and Assessment) induction program with the San Jose Unified School District. The orientation covered goals of working toward induction standards and culturally responsive teaching, responsibilities of participating teachers, connecting teacher preparation to the induction program, and program logistics. Teachers were introduced to the formative assessment process and resources they will use throughout the induction program.
This document provides 10 tech tips for students starting their Ed.D program, presented by Darren Battaglia from the 2011 cohort. The tips include using laptops and configuring email correctly, determining a note-taking method, getting an extension cord, collaborating with Google Docs and Hangouts, installing Dropbox on all devices, getting an iPad for schoolwork and apps, organizing citations with Zotero, creating a cohort Facebook page, and designating an "IT guy" to help with technical problems. The overall message is that technology can help students succeed and survive the first year of an Ed.D program.
The document discusses how new technologies and online connections are enabling people to organize in new ways without traditional hierarchical organizations. It notes that as the number of connections between people increases, new opportunities for sharing, conversation, collaboration and collective action emerge. It suggests that participatory culture and new models of organization should be incorporated into education and work which have traditionally been highly hierarchical with high transaction costs. It questions how new models of education may emerge as a result of these changes in how people connect and organize online.
This document provides an agenda and materials for a classroom management training session. The agenda includes discussions of relationships, rules and procedures, engagement, and rewards and consequences. It presents norms for the session, outcomes, and includes examples and activities related to each topic. Presenters will discuss getting off to a good start, building teacher-student and student-student relationships, establishing rules, teaching procedures effectively, and using both individual and group recognition systems for rewards. Time is allotted for breaks, sharing successes, and developing action plans. The goal is for teachers to understand classroom management as a system and create plans for improving relationships, rules, procedures and engagement strategies.
1. Welcome
New Support Provider FACT Training
September 20, 2012
SAN JOSE UNIFIED INSPIRING AND PREPARING ALL STUDENTS TO
SCHOOL DISTRICT SUCCEED IN A GLOBAL SOCIETY
2. Meeting Goals
Develop the mentoring skills of observing and
coaching
Understand the purposes and processes of
Assessment of Teaching and Learning
Be able to utilize the Continuum of Teaching
and Learning to gather evidence
5. Teacher Preparation Standards &
Induction Program Standards
• Number off 1 - 5
Teacher Preparation Induction Program
Standards Standards
5. Professional… 5. Pedagogy
9. Equity, Diversity… 6. Equity for All…
10. Prep for Learning 5. Pedagogy
12. Teach ELLs 6a. Teach ELLs
13. 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 Success
Teacher Preparation Induction
Declarative knowledge Procedural Knowledge
The teacher knows and The teacher
understands pedagogy demonstrates
related to teaching application of
knowledge and skills
Information and ideas
“How?”
“What?”
9. 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
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
24. Mentoring Language
Purpose of learning-focused conversations is to
provide an opportunity for the PT to grow
Intentional choice of words versus casual
conversation
26. 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?
27. 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?
28. 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?
29. 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?
30. Assessment of
Teaching & Learning
Purpose of learning-focused conversations is to
provide an opportunity for the PT to grow
32. 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
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
Practice
Now 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
Practice
The Participating Teacher’s Responsibilities:
• Highlight level
• Provide evidence
• Year 1 highlights CSTP 1 & 2
• Year 2 completes all of the Continuum, except
CSTP6
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?
43. Meeting Goals
Develop the mentoring skills of observing and
coaching
Understand the purposes and processes of
Assessment of Teaching and Learning
Be able to utilize the Continuum of Teaching
and Learning to gather evidence
44. 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
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.