The purpose of the Inquiry into Teaching and Learning resource is for participating teachers to engage in an ongoing cycle of inquiry to improve their practice. It is utilized throughout the two-year induction program. Participating teachers work on their inquiry with their support provider during coaching sessions and meetings.The completed inquiry resource is turned in to the participating teacher's support provider and district program coordinator. The participating teacher takes the lead on their inquiry, with guidance and support from their assigned support provider. The support provider helps facilitate the participating teacher's reflection and growth
Similar to The purpose of the Inquiry into Teaching and Learning resource is for participating teachers to engage in an ongoing cycle of inquiry to improve their practice. It is utilized throughout the two-year induction program. Participating teachers work on their inquiry with their support provider during coaching sessions and meetings.The completed inquiry resource is turned in to the participating teacher's support provider and district program coordinator. The participating teacher takes the lead on their inquiry, with guidance and support from their assigned support provider. The support provider helps facilitate the participating teacher's reflection and growth
Similar to The purpose of the Inquiry into Teaching and Learning resource is for participating teachers to engage in an ongoing cycle of inquiry to improve their practice. It is utilized throughout the two-year induction program. Participating teachers work on their inquiry with their support provider during coaching sessions and meetings.The completed inquiry resource is turned in to the participating teacher's support provider and district program coordinator. The participating teacher takes the lead on their inquiry, with guidance and support from their assigned support provider. The support provider helps facilitate the participating teacher's reflection and growth (20)
APM Welcome, APM North West Network Conference, Synergies Across Sectors
The purpose of the Inquiry into Teaching and Learning resource is for participating teachers to engage in an ongoing cycle of inquiry to improve their practice. It is utilized throughout the two-year induction program. Participating teachers work on their inquiry with their support provider during coaching sessions and meetings.The completed inquiry resource is turned in to the participating teacher's support provider and district program coordinator. The participating teacher takes the lead on their inquiry, with guidance and support from their assigned support provider. The support provider helps facilitate the participating teacher's reflection and growth
1. Welcome
New Support Provider Continuum &
Inquiry Training
October 10, 2013
SAN JOSE UNIFIED
SCHOOL DISTRICT
INSPIRING AND PREPARING ALL STUDENTS TO
SUCCEED IN A GLOBAL SOCIETY
2. What perturbations have you come here
to quell?
On a sticky note write either:
• A question
• A comment
• An image of how you feel
Then, place them somewhere on the
wall.
3. Collaborative logs document meetings.
•
•
•
•
•
•
Downloadable from BTSA Intranet
Date meetings
SP & PT Signatures
Pony, Fax, photo attachment
By 5th of each month
Only one month listed per log
6. Formative Assessment for California
Teachers (FACT)
Context for Teaching and
Learning
Assessment of Teaching
and Learning
Inquiry into Teaching and Learning
(IIP Embedded Across)
Summary of Teaching and
Learning
7. Review of the Assessment of Teaching &
Learning
•
•
•
•
KWO
Observation
Post-Observation Reflection
Self-Assessments
8. Use syntactical substitutions to
relay positive presuppositions.
^
What was the objective of the lesson?
^
Can you think of why Sarah behaved like that?
^
Is there something you could have done
differently?
10. What are important features of the Continuum and
how might I utilize it effectively with my PT?
11. Continuum of Teaching Practice
How is the language different on each level
of the continuum?
How is are the descriptors different between
student actions and teacher actions?
How can you help your PT accurately
acknowledge their level, even if they think
“Emerging” is poor?
13. California Standards for the Teaching
Profession
2.1 Promoting social development & responsibility
within a caring community where each student is
treated fairly with dignity & respect.
Emerging
Models and communicates expectations for fair & respectful
behavior to support social development.
• The teacher greets students at the door at the beginning of
class.
Some students share in the responsibility for the classroom
community.
• Students help new students understand classroom
14. California Standards for the Teaching
Profession
2.1 Promoting social development & responsibility
within a caring community where each student is
treated fairly with dignity & respect.
Exploring
Models fair and respectful behavior. Demonstrates commitment to
fairness & respect in communications with students about language and
behaviors.
• The teacher develops norms & practices strategies that foster
respect during collaboration time
Students participate in the creation of the norms and practice strategies
to foster caring, fairness & respect.
• Students establish meaning of respect in the classroom.
15. California Standards for the Teaching
Profession
Address Equity & Culturally Responsive
Pedagogy:
1.2: Connecting learning…
1.4: Using a variety of instructional strategies
2.1: Promoting social development &
responsibility
4.1: Using knowledge of students…to plan
instruction
Individually read each criteria and highlight
phrases in the descriptors across the
continuum that reflect your teaching
16. California Standards for the Teaching
Profession
•
Partner Share:
•
Discuss your self-reflection on the
continuum
• strengths
• areas for growth
19. California Standards for the Teaching
Profession
4.1 Using knowledge of students’ academic readiness,
language proficiency, cultural ,background, and
individual development to plan instruction
Applying
Plans differentiated instruction based on knowledge of
students’ academic readiness, academic language, diverse
cultural backgrounds, and individual cognitive, social,
emotional, and physical development to meet their
individual needs.
• The teacher provides multicultural poetry, folktales, or
literature to use for comparing/contrasting literacy
20. California Standards for the Teaching
Profession
4.1 Using knowledge of students’ academic
readiness, language proficiency, cultural
,background, and individual development to plan
instruction
Exploring
Plans single lessons or sequence of lessons using
additional assessment information on student
academic readiness, language, cultural background, &
individual development.
• The teacher creates study guide for multicultural unit.
21. California Standards for the Teaching
Profession
4.1 Using knowledge of students’ academic readiness,
language proficiency, cultural ,background, and individual
development to plan instruction
Innovating
Engages students in the analysis
of bias, stereotyping, and
assumptions.
22. How do I ride the carousel?
•
•
•
•
Choose a new writer for each station
Be specific
Move at the chime
Return after reading your work
23. Continuum of Teaching
Practice
The Participating Teacher’s Responsibilities:
• Highlight level
• Provide evidence
• Year 1 highlights CSTP 1 & 2
• Year 2 completes all CSTP 1 & 2, and 3.3, 3.6;
4.1, 4.4; 5.3, 5.7
25. Formative Assessment for California
Teachers (FACT)
Context for Teaching and
Learning
Assessment of Teaching
and Learning
Inquiry into Teaching and Learning
(IIP Embedded Across)
Summary of Teaching and
Learning
26. What is the Inquiry into Teaching & Learning
all about?
!
I am surprised by this
?
I have a question about this
✔ I agree with this
29. What is the Inquiry into Teaching & Learning
all about?
Read 38-41, behind Tab 4
30. What is the Inquiry into Teaching & Learning
all about?
Read 38-41, behind Tab 4
Binder Walk (p. 49 – 56)
• What is the purpose of this
resource?
• Who takes the lead on this
resource?
31. Module C: Inquiry Into Teaching & Learning
• What is the purpose of this resource?
• When is this resource utilized?
• Where is this resource turned-in?
• Who takes the lead on this resource?
33. What connections are you making
between the Continuum and Inquiry?
What are some questions you still
have?
34. What are my next steps?
Next meetings:
• New SP Coaching for Induction, October
17th
• Deepening Understanding of Inquiry, Year 2
PT w/ SP: October 21, 22, or 24
• Preparation for Inquiry, ECO & Year 1 w/ SP:
November 7*, 12*, December 2, 3, or 4
35. Module C: Inquiry Into Teaching & Learning
• What is the purpose of this resource?
• When is this resource utilized?
• Where is this resource turned-in?
• Who takes the lead on this resource?
Editor's Notes
Thank you for bringing your binders and signing in. We know some are still having challenges registering using Selfserve, so we want to make sure your attendance is documented.
Before we begin,One of our goals is to respond to your concerns or questions that are are on the forefront of your mind, we’ll weave the answers into the training as applicable, or respond to you individually if it is a personal question. In which case, if so, please add your name.
Find and show examples
6:35 – 6:37After you have investigated the ATL with your PT and together you have collected multiple 3rd points, pieces of evidence, and self-assessment to provide a snapshot of who your PT is presently as a teacher, together you will begin to explore Module C, the Inquiry into Teaching and Learning. The Inquiry into Teaching and Learning is all about the Action Research Cycle Brief OVERVIEW!!!Today we will:Introduce the Action Research Cycle and how it is connected to other FACT resources Touch a bit on how your PT will choose a topicLay out how our next, join session, will support the initial steps of Module C—the IIP
We also briefly introduce mentoring language.Mentoring language has positive presuppositions. You communicate with your PT from an intention that they have considered what you’re asking them about. Reflective questions of this nature are open-ended and invite thinking. These types of questions are also more likely to be plural?What are some ways you might use this type of communication with your PT?
As you may have come to realize, the CTP is one of the most detailed individual resources within the FACT. It is one of two types of self-assessment within the FACT. The other self-assessments are E ___, E ___, E ___, and E ___ which are self-assessments of the BSTA Induction standards. Each self-assessment is used multiple times; after the observation and after each inquiry--the frequency of which is based on the classification of your PT as either Year 1 or Year 2/ECO. The standards are divided by 37 elements and each element progresses in degrees of mastery from Emerging to Innovating.PT1s and are focused on Standards 1s and 2s because those most closely align with Induction Standards – though you’ll see strands throughout. ECOs and PT2s target CSTP1, 2, and 3.3, 3.6, 4.1, 4.4, 5.3, & 5.7Besides helping your PT identify the significance of the progression you will use the CTP to:Find evidence to detail your PT’s stage of masteryCoach your PT through setting goals for next steps for growthFirst we are going to take some time to explore some completed CTPs so you have an idea of an end-in-view and how to explain it to your PT, then you’ll have an opportunity to experience the Continuum from your PT’s perspective, and finally then you’ll practice using the Continuum as a 3rd point for a learning focused conversation.
Looking at copies of of the Continuum…Understand the teacher and student point of view and notice how the verbs change.Understand what examples are?Using coaching language how will you help them grow to the next step? What is it?Why do we use it?How Connect to FACT?How is it used as a growth tool?What does the self-assessment process look like?
Notice the attributes of how this element is used. Specifically citing evidence. What’s missing?What attributes, or features, of the completed Continuum do you notice? Here are some examples of completed Continuums.Notice how the CTP is:DatedEvidence is listed and documented (also notice types of evidence)Is highlighted
Here are some other pieces of evidence that could document a PT’s self-assessment at various levels. “How’s it feel to be you today?” “How was your night last night?” etc.
Here are some other pieces of evidence that could document a PT’s self-assessment at various levels. Holds all students to clearly stated expectations and consequencesTakes time to listen and learn from student and their families
Now that you’ve had a chance to explore the process and what evidence supports self-assessment, please put yourself in your PT’s shoes. We Please read and highlight each criteria. For this step, please work individually for the next 10 minutes. If you finish early, please
What did you realize about your teaching doing this activity? What are your areas of growth? What are your strengths?Now we’re going to discuss with our elbow partner ...
Now we’re going to explore more deeply types of evidence that supports self-assessment on the Continuum.
ApplyingExamines potential sources of bias & stereotyping when planning lessons. Uses culturally responsive pedagogy* in planning.What you might see the teacher doing?Implement Reader’s Theater with multicultural literature of various reading levels for fluency practice
Becomes aware of potential areas of bias & seeks to learn about culturally responsive pedagogy.Assigns students to groups to gather appropriate information. Teacher monitors student progress and provides additional instruction rather than waiting after the test to clarify specific material.
ApplyingExamines potential sources of bias & stereotyping when planning lessons. Uses culturally responsive pedagogy* in planning.What you might see the teacher doing?Implement Reader’s Theater with multicultural literature of various reading levels for fluency practice
Darren:This is also listed on the collaborative logs
Recall the four modules of formative assessment. We explored the continuum in more depth, noticing how the evidence changes at each level. Now we’re going to learn more about the nuts and bolts, as well as enduring understanding of Module C, the Inquiry into Teaching and Learning, also referred to as the IIP.
We want the resources in the binder to be as useful and understandable to you as possible. With that in mind, please take a moment to read pages38-48, behind tab 4. These are an overview and directions to the Inquiry int Teaching and Learning. While you are reading, please use the same cues we’ve used before and be prepared to share your thoughts with a partner.
6:37 – 6:40Action research is a cycle of Continuous improvement where one builds habits of mind based on purposeful analysis of work where data influences instructional decisions. The FACT system provides the document where you collect evidence of the cycle of Inquiry process. The bonus in this FACT system is that you get to choose your area of improvement and it is not an autocratic twiddle your thumbs research project.Action ResearchPractitioner as researcher.Researching a problem in your classroom
Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources.
We want the resources in the binder to be as useful and understandable to you as possible. With that in mind, please take a moment to read pages38-48, behind tab 4. These are an overview and directions to the Inquiry int Teaching and Learning. While you are reading, please use the same cues we’ve used before and be prepared to share your thoughts with a partner.
We want the resources in the binder to be as useful and understandable to you as possible. With that in mind, please take a moment to read pages38-48, behind tab 4. These are an overview and directions to the Inquiry int Teaching and Learning. While you are reading, please use the same cues we’ve used before and be prepared to share your thoughts with a partner.
5:35 – 5:45While we are discussing these resources note answers to these questions.B-2 sets up the observation, discuss with a partner for 30 seconds, share any questionsB-3s are how you document your observation, discuss with a partner for 30 seconds, share any questionsB-4 guides the de-brief after the observation, discuss with a partner for 30 seconds, share any questionsYou may also want to link these documents with the Collaborative Logs and the FACT System modules and documents. Group debrief
5:35 – 5:45While we are discussing these resources note answers to these questions.B-2 sets up the observation, discuss with a partner for 30 seconds, share any questionsB-3s are how you document your observation, discuss with a partner for 30 seconds, share any questionsB-4 guides the de-brief after the observation, discuss with a partner for 30 seconds, share any questionsYou may also want to link these documents with the Collaborative Logs and the FACT System modules and documents. Group debrief
