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.

1. Welcome
New Support Provider
Coaching for Induction I1
January 16, 2014
SAN JOSE UNIFIED
SCHOOL DISTRICT
INSPIRING AND PREPARING ALL STUDENTS TO
SUCCEED IN A GLOBAL SOCIETY

2. FACT Trainings
FACT
Artifacts for Self-Assessment
Inquiry into Teaching & Learning

3. Coaching for Induction Training
Stances for Growth
Language for Growth

4. Unified School District
BTSA program provides high quality
induction through culturally
responsive mentoring, formative
assessment, and inquiry to empower
newly credentialed teachers to
eliminate the opportunity gap and
shepherd all students in the mastery
of 21st century skills.

5. Working toward equity
Coaching language
tools
Connection with
CSTPs

6. What are different types and purposes
of listening?

7. Constructivist listening focuses on the
speaker.

8. Constructivist listening focuses on the
speaker.
Each person:
• Has equal time to talk
• Does not interrupt, give advice or
break in with a personal story
• Agrees that confidentiality is
maintained
• Does not criticize or complain
about others during their time to
talk.

9. Constructivist Listening Dyad
1. Partners sit knee to knee
2. Person A talks for 2 min
3. Person B listens
When was the last time you were fully
listened to? How did it feel?

10. Constructivist Listening Dyad
1. Partners sit knee to knee
2. Person B talks for 2 min
3. Person A listens
When was the last time you were fully
listened to? How did it feel?

11. Working Towards Equity In Schools
Involves:
• Our teachers at the higher poverty
elementary schools tend to have fewer
years of experience.
• 51% of our district is Latino students, but
81% of the Plus students are Latino.
• At our high SES schools, average 10th
Grade GPA for Latinos (2.17) is a full point
below their White (3.20) classmates.

12. Working Towards Equity In Schools
Involves:
• Removing the predictability of success or
•
failure that currently correlates with any
social, racial, or cultural factor
Interrupting inequitable practices, reducing
biases, and creating inclusive school
environments

13. Constructivist Listening for
Empowerment & Change
1. Partners sit knee to knee
2. Person A talks for 2 min
3. Person B listens
What is equity to you?
What does it mean?
How do you feel when you think about it?
etc.

14. Constructivist Listening for
Empowerment & Change
1. Partners sit knee to knee
2. Person B talks for 2 min
3. Person A listens
What is equity to you?
What does it mean?
How do you feel when you think about it?
etc.

15. Danger of a Single Story
Chimamanda Ngozi Adichie

16. Danger of a Single Story
Chimamanda Ngozi Adichie

17. Constructivist Listening Dyad
1. Partners sit knee to knee
2. Person A talks for 2 min
3. Person B listens
What are your thoughts about the
Danger of a Single Story, with
relationship to some of these lenses:
• As an individual
• As a teacher
• As a support provider

18. Constructivist Listening Dyad
1. Partners sit knee to knee
2. Person B talks for 2 min
3. Person A listens
What are your thoughts about the
Danger of a Single Story, with
relationship to some of these lenses:
• As an individual
• As a teacher
• As a support provider

19. 
“Listening is such a simple act. It requires us
to be present, and that takes practice, but we
don’t have to do anything else. We don’t have
to advise or coach, or sound wise. We just
have to be willing to sit here and listen.”
- Margaret
Wheatley


20. Working toward equity
Coaching language
tools
Connection with
CSTPs

21. Paraphrasing builds relationships and
increases understanding.

23. Paraphrasing is used to establish a
relationship and increase understanding
Read p. 54 – 56:
! This is new
 I agree with this
? I have a question about this

24. “I’m really having a hard time with
this class. Their ability levels are all
over the place.”
Acknowledge/Clarify
“You’re concerned about planning for
such a diverse group of students.”

25. “I’m really having a hard time with
this class. Their ability levels are all
over the place.”
Summarize/Organize
“So, there seems to be two issues
here – the wide range of performance
levels in this class; and the need to
plan for each student’s needs.”

26. “I’m really having a hard time with
this class. Their ability levels are all
over the place.”
Shift Level of Abstraction (Up)
“You seem to value providing the
appropriate level of learning for each
child.”

27. “I’m really having a hard time with
this class. Their ability levels are all
over the place.”
Shift Level of Abstraction (Down)
“So your entry level assessment
shows many different needs in adding
two digit numbers.”

28. Break

29. Purposeful pausing supports higher
level cognitive tasks.

30. Purposeful pausing supports higher
level cognitive tasks.
•
•
•
•
Asking a question.
The teacher has offered initial thinking.
Before paraphrasing
After paraphrasing.

31. Working toward equity
Coaching language
questioning
Connection with
CSTPs

32. 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

33. 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
Individually read each criteria and highlight
instruction
phrases in the descriptors across the
continuum that reflect your teaching

34. 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
procedure

35. 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.

36. 4.1
California Standards for the Teaching
Profession
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
Examines potential sources of bias and stereotyping when
elements
planning lessons. Uses culturally responsive pedagogy in
planning.
• The teacher provides multicultural poetry, folktales, or
literature to use for comparing/contrasting literacy

37. California Standards for the Teaching
Profession
• Group by teaching level (Primary, Upper
Elementary, Middle, High)
• 3 – 4 people per group
• Describe what might you see and hear the
teacher and student doing when each
element is in place in a classroom
o Be specific
o One idea per post-it
o Include level, teacher/student role

38. 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.

39. California Standards for the Teaching
Profession
• Group by teaching level (Primary, Upper
Elementary, Middle, High)
• 3 – 4 people per group
• Describe what might you see and hear the
teacher and student doing when each
element is in place in a classroom
o Be specific
o One idea per post-it
o Include level, teacher/student role

40. Working toward equity
Coaching language
tools
Connection with
CSTPs

41. Closure
Think of two ways you can use the
strategies from tonight to empower
your Participating Teacher to grow in
their craft.

42. Until we
meet
again…
Complete FACT:
Year One: Tax Day (April
15)
ECO/Year 2: Cinco de
Mayo
Meet with PT through May