The document provides information about a new participating teacher orientation for the San Jose Unified School District's Beginning Teacher Support and Assessment (BTSA) program held on September 10 & 12, 2013. The BTSA program aims to provide high-quality induction to empower newly credentialed teachers through mentoring, formative assessment, and inquiry. The orientation covered topics like classroom management, professional development, advice and assistance from support providers, completing the Formative Assessment for California Teachers (FACT) portfolio, and program requirements and logistics.
Following a needs and impact assessment at Simon Fraser University, a curriculum focused on developing job search skills for EAL (English as an Additional Language) learners emerged. This curriculum has now been trialled with new international students in a pilot program at Fraser International College.
The findings of the impact assessment show that the curriculum has not only resulted in students having a better understanding of how to prepare for the job market post-graduation, but there has also been a positive impact on these students' motivation for academic study.
In this recording, Sharla Reid and Heather Williams discuss and share results from a pilot program. This program highlights the collaborative efforts between FIC and partner institution, Simon Fraser University to find new ways to adapt curriculum for new purposes while increasing student retention and engagement.
Following a needs and impact assessment at Simon Fraser University, a curriculum focused on developing job search skills for EAL (English as an Additional Language) learners emerged. This curriculum has now been trialled with new international students in a pilot program at Fraser International College.
The findings of the impact assessment show that the curriculum has not only resulted in students having a better understanding of how to prepare for the job market post-graduation, but there has also been a positive impact on these students' motivation for academic study.
In this recording, Sharla Reid and Heather Williams discuss and share results from a pilot program. This program highlights the collaborative efforts between FIC and partner institution, Simon Fraser University to find new ways to adapt curriculum for new purposes while increasing student retention and engagement.
Naviance Summer Institute 2015 Product ForumNaviance
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Student Paths: Helping Students Transition from High School to their Futureccpc
Ana Eliason
High School Outreach Coordinator
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Student Paths is a free program used in nearly 4,000 high schools across the country. The program promotes a meaningful dialogue between educators and students about the range of options available to students after high school and the thoughts and actions necessary to better ensure a successful future.
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In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
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This presentation was given to the teacher education students at the University of Fraser Valley and Simon Fraser University in March 2011.
Make a Future was invited to these two universities to speak about finding and applying for teaching jobs.
Make a Future - Careers in BC Education is a joint venture among the BC Public School Employers' Association, BC Ministry of Education and the 60 public school boards of British Columbia.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
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During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Designing and assessing your work based learning systemNAFCareerAcads
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Orientation for Year 1 PTs
1. Inspiring and Preparing ALL Students to Succeed in a
Global Society
New Participating Teacher Orientation
September 10 & 12, 2013
While you wait, please take this state
survey:
http://bit.ly/ptconsent2014
SAN JOSE
UNIFIED SCHOOL
DISTRICT
2. New Participating Teacher Orientation
September 10 & 12, 2013
SAN JOSE
UNIFIED SCHOOL
DISTRICT
INSPIRING AND PREPARING ALL STUDENTS TO
SUCCEED IN A GLOBAL SOCIETY
3. Everyone’s It!
• Move safely around the room
• If tagged, freeze with arms held
out, un-freeze by answering a
question
• Then continue activity
What is a favorite vacation
destination?What makes a good
teacher?
What is something good that
4. The
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.
7. Unlocking the Formative Assessment for
California Teachers (FACT)
Read page 2-3
!
I am surprised by this
?
I have a question about this
I agree with this
Be prepared to briefly share with a partner
8. What burning questions do
you have about BTSA?
Write your questions on a sticky note, one per
note.
Share your questions with a partner.
10. Teacher Preparation Standards &
Induction Program Standards
Teacher
Preparation
Standards
5. Professional…
5. Pedagogy
9. Equity, Diversity…
6. Equity for All…
10. Prep for Learning
5. Pedagogy
12. Teach ELLs
13. Teach Special
Pops
6a. Teach ELLs
6b. Teach Special
Pops
Induction Program
Standards
11. Teacher Preparation Standards &
Induction Program Standards
Read TPE & Induction Standard
comparison
Highlight the verbs and note the
connections between the standards
Be prepared to explain the themes you
noticed with your group (in # order)
13. What is BTSA?
Accredited by Commission on Teacher
Credentialing
Job embedded, induction program for teachers
with a preliminary credential
Designed to accelerate knowledge of beginning
teacher
22. Participating Teacher
Orientation
Support Provider
Orientation
Classroom Management
Professional Development
Professional Development
Advice & Assistance
Advice & Assistance
Meet Weekly
Meet Weekly
Submit Collaborative Log
Complete FACT
Assist with FACT
Observe PT
Complete Surveys
Complete Surveys
23. Participating Teacher
Orientation
Support Provider
Orientation
Classroom Management
Professional Development
Professional Development
Advice & Assistance
Advice & Assistance
Meet Weekly
Meet Weekly
Submit Collaborative Log
Complete FACT
Assist with FACT
Observe PT
Complete Surveys
Complete Surveys
24. BTSA & Teacher Quality Panel:
Similarities
Both BTSA & TQP
• Provide observations with feedback
• Use evidence-based documentation
• Housed in Human Resources
• Linked to California Standards for Teaching
Profession
29. Formative Assessment for California
Teachers (FACT)
Context for Teaching and Learning
Assessment of Teaching
and Learning
Inquiry into Teaching and Learning
Summary of Teaching and
Learning
30. The San José BTSA website contains vital
program information.
31. Use the FACT portfolio to document your
growth and reflections.
eFACT Portfolio (http://bit.ly/newfact)
32. Program Logistics
Review Calendar
Attend one session of each meeting listed on
the BTSA Professional Development, Year One
Participating Teacher Meeting calendar
33. •
•
•
•
Six Semester Units Available
University of San Diego
$450 per course
Email reminders and registration
link
• Register and pay on-line (USD)
36. Communication Loop
Information and Guidance
• Support Provider
• BTSA Website
Complaint Process
• Support Provider
• BTSA Coach
• BTSA Coordinator or Manager
37. Early Completion Option:
What is it? How does it work?
• Acceleration of BTSA completion.
• Orientation is the only opportunity to receive an
application.
• MUST qualify.
• MUST apply by October 15 with all supporting
documents.
• Receive notification five days after all materials
have been received.
39. The FACT modules the participating teacher
completes depends upon their induction
timeline.
Traditional
ECO
Year 1
Year 2
Context for
Teaching and
Learning
Context for
Teaching and
Learning
Context for
Teaching and
Learning
CSTP 1&2
Conversations
Continuum of
Teaching Practice
Continuum of
Teaching Practice
Assessment of
Teach.
& Learning
Assessment of
Teach.
& Learning
Assessment of
Teach.
& Learning
One Inquiry into
Teaching and
Learning
Two Inquiries into
Teaching and
Learning
Two Inquiries into
Teaching and
Learning
Summary of
Teaching &
Learning
Summary of
Teaching &
Learning
Summary of
Teaching &
Learning
41. What are some of the ways you see yourself
changing as a practitioner?
5 Write five words to describe the growth in
your teaching practice you are hoping to
experience this year.
3 Share three of the words with a partner
1 Choose one of the words to say to the whole
group
What if we make a list of (teaching) strategies they might use in the classroom? 4:00 -4:05BathroomsSign-inECO questions answered toward the end of the presentations.Parking lot Add this to the list of prep work for this presentation & sticky notesWelcome to BTSA.Introductions.You should have picked up a binder as you walked in. You also should have signed in.Thank you for bringing computers. We’ll be using them later tonight. You don’t need them now. We’ll let you know. If you didn’t bring it, it’s not a problem, you’ll be able to share.We have our meetings generally at our union facilities. Bathrooms. Water in/out. Break somewhere in the middle.We’re going to try not to use unexplained acronyms. There are many. Please let us know when something needs to be clarified.Parking lot. We’ll get to those questions at different times during tonight. If you have a question in the moment, ask it, if it is on a different topic.Essential question: In what ways can formative assessment support my growth as a teacher?
What if we make a list of (teaching) strategies they might use in the classroom? 4:00 -4:05BathroomsSign-inECO questions answered toward the end of the presentations.Parking lot Add this to the list of prep work for this presentation & sticky notesWelcome to BTSA.Introductions.You should have picked up a binder as you walked in. You also should have signed in.Thank you for bringing computers. We’ll be using them later tonight. You don’t need them now. We’ll let you know. If you didn’t bring it, it’s not a problem, you’ll be able to share.We have our meetings generally at our union facilities. Bathrooms. Water in/out. Break somewhere in the middle.We’re going to try not to use unexplained acronyms. There are many. Please let us know when something needs to be clarified.Parking lot. We’ll get to those questions at different times during tonight. If you have a question in the moment, ask it, if it is on a different topic.Essential question: In what ways can formative assessment support my growth as a teacher?
Kelly4:05 – 4:15Before we get into details of the program, we have an activity to get your blood flowing and to begin getting to know each other. (Highlight the role of the)At the Chime please return to your seats. We will also use the chime and a hand in the air to signal a transition or end of conversation. When you hear the chime, or see the hand, please help your colleagues with the transition as well. Thumbs up or down, who might use this activity in the classroom? What are some things you learned about your fellow participating teachers? How might you adapt this activity for the classroom?
4:17-4:20Our mission as a BTSA program is tied to the overall mission of the San José Unified. Take a moment to read the mission statement.You’ll notice a few things:We try to tie back all program decision back to this mission. We want to align everything we do with this focus.You’ll notice that this focus of high quality induction begins with the culturally responsive mentoring and the formative assessment.The mission is aligned to the Opportunity 21 concepts, including the elimination of the opportunity gap. I’m not sure that the opportunity gap has been well defined throughout our district. It’s sometimes referred to as the ‘receivement gap’. Different people receive different treatments because of race and class. Therefore, academic outcomes are different. In the end, our goal is that all student’ are equal contributors to our 21st century society.Goals:Work towards meeting Induction Standards (to clear credential)Engage with issues of Equity & Culturally Responsive Teaching.
4:21 – 4:23Tonight, you are going to hear a lot of new vocabulary. Some of it is specific to BTSA and the work you are doing here, and some of it has broader application. It can become confusing and I know I need to stop and remind myself that I use these terms every day in my work. So if we say something or use a term that is unclear, please stop us and ask. By the way, you’ll notice that we use BTSA and Induction either simultaneously or interchangeably. We’ll also be discussing where you can find out more information tonight, as well.Prepare: Connect to Pre-Service, current teaching status & looking forward as a participating teacher in our Induction ProgramWe are also going to focus on some content of the induction program and make some connections between what you have done in your Teacher preparation program and what you will be doing in BTSA.Analyze:What is BTSA? Roles and ResponsibilitiesProcedures & LogisticsContextTonight we will explain your responsibilities as a BTSA Induction participant. We’ll also explain the support you have within the program to meet the responsibilities and standards.Meeting the Induction Standards is how you clear your credential. Our students are expected to meet certain standards as they progress through school, the newly credentialed teachers are expected to meet the Induction standards. It is why you’re in BTSA.Reflect:ResourcesTimelineNow What? Where are we going with this? How are the conversations you have with your support provider supporting your growth as an educator—a part of your developing teacher persona. Using formative assessment, reflecting on and documenting your progress is how you are recommended for your clear credential. You receive the coaching and mentoring to support the clearing of your credential.You’ll notice a Parking Lot space, this is to share (perhaps) unrelated questions you have. As they come up, please write them on a sticky note and put in the Parking Lot. We will periodically answer questions throughout tonight’s meeting. Also, if you are new to this location, there are restrooms located near the entry as well as upstairs
5:33-5:35Alison Cortes. A social studies teacher at Lincoln.
5:35 – 5:45We will hold silent working time for you and at the chime, please share with a partner.
4:26 -4:30p. 8 of the continuumPlease take out the paper copy in your binder that looks similar to this and close your binder. If you would like to follow along, this can be found on page 32 in your binder. 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 -- 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 is 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 connectionsAnother example is blue and blue
4:30-4:45Some of you may be wondering, how is BTSA different from my teacher prep program. If you’ve done the PACT, you’ll notice many overlaps with the BTSA resources. Here is an opportunity to discover the connections between what the CTC requires of teacher prep programs as well as where BTSA will take you over the next few years. We know many of you have been teaching for a few years. With a show of fingers, please show how many years you’ve been teaching. In groups of 5, please have each person choose a pair of standards to work on. You’ll have a few moments to read and analyze them, according to the following directions. Then you will be sharing your noticings with your group. Here are the specific directions…
4:30-4:45You’ll have 5 minutes to read and analyze the verbs as well as the similarities and differences between the standards. You’ll notice they are far more similar than different, so it may be a challenge. At the chime, please share themes or patterns you noticed with your group. You explored the program standards to create a link between where you have come from and what you’ll be working on next.
4:45 – 4:46Analyze.There are several tools we use as an induction program. As we mentioned, the SJUSD BTSA program is accredited by the California Commission on Teacher Credentialing. The tools that we use to support you as a participating teacher have also been approved by the state. Specifically, these are meant to support your individualized growth through reflective inquiry. When you walked in, you all received a binder. It looks intimidating, but during the year, you will get support from us on using these tools. In a bit, we will begin to explore your binder as a resource. Before we begin, we want to acknowledge not only the challenges that you face as a new teacher, but also how our induction program can support you in problem-solving and growing as a reflective educator. One feature of SJUSD’s Induction program is that it is job-embedded.
4 minutesKelly Add transition language to make sure this connects from where we were to now. Clear Induction Program is accredited by Commission on Teacher Credentialing CTC to recommend teachers for a clear credential.Just like colleges and Universities are accredited to have credentialing programs, so does SJUSD. That’s one of the reasons for the policies and procedures that the program has established. It’s what we’ve told CCTC that we’re going to do. In an audit, we have to match our actions to the program that was submitted. If not, we could lose our accreditation.Also designed to help you grow as a teacher. Designed for teacher to reflect and assess and accelerate teaching practice to a mature level. SPs mentor teacher, guide PTs through the formative process. Participating teachers collect evidence showing that they meet the Induction Standards and make progress on the California Standards for the Teaching Profession. This is a two year program –you’ll also hear about an acceleration option at the end of the meeting for some participating teachers. It’s called Early Completion and I know that some of you have questions about that. We will explain that at the end so please hold off on those questions.
4:46-4:5610 min or less
4:46-4:56
4:46-4:56
4:46-4:56
4:46-4:56
4:46-4:56
4:46-4:56
4:46-4:56
4:46-4:56
4:56 – 5:00In addition to the roles and responsibilities you and your Support Provider have within the Induction context, you may also be working with a Consulting Teacher from the Teacher Quality Panel, which is SJUSD’s new evaluation process.Because this impacts the professional world of new teachers, we want to take a moment to clarify how BTSA and the Teacher Quality Panel are similar, and how we are different. During this explanation, pay particular attention to the titles and acronyms.
5:00 – 5:09What questions do you have?
5:09 – 5:20CTC Consent form during meeting. A requirementRequirement from the State- sign on and get an id numberPlease watch me model this process first. Once you’ve completed this, enjoy your break and come back to us at 5:30
5:20 – 5:30 (complete consent form)
5:30 – 5:33Respond to Parking LotStill Analyze.There are several tools we use as an induction program. As we mentioned, the SJUSD BTSA program is accredited by the California Commission on Teacher Credentialing. The tools that we use to mentor teacher have also been approved by the state. Specifically, these are meant to support your individualized growth of the teacher through reflective inquiry. When you walked in, you all received a binder. It looks intimidating, but during the year, you will get support from us on using these tools. In a bit, we will begin to discover what resources it holds.
5:45 – 5:50Formative assessment is the system that_____Formative Assessment for California Teachers (FACT) as a tool for Cycle of Inquiry. We’ll unload all of this language throughout the meeting, but basically, the FACT is the overarching assignment and the Cycle of Inquiry, also called the IIP or Individual Induction Plan, is the focus of the FACT modules or sections. Is anyone familiar with the PACT, which is the signature assignment for some of the credentialing programs? The FACT is similar in that it is a way to critically reflect on one’s practice, but the FACT is done in the teacher’s own class and with the support and guidance of an experienced mentor, whereas the FACT is done in a “borrowed” class during student teaching and is completed alone.We will be developing our skill sets in formative assessment and coaching to engage inmeaningful conversations around the district initiatives of Equity & Culturally Responsive Teaching.
5:50 – 5:55 (demo only)This is our page on the district intranet site. You can find it under Employee resources. On our page you can find useful information, BTSA tools, and links.There are links to a PDF version version of the FACT as well as the electronic portfolio, which is where you will be submitting completed resources. You’ll need to know your login and password. Don’t remember, contact your TSG or the help desk. Here is a link to the ePorfolio and we’ll take a moment to model how to input your data and reflections. Calendar, can add the Google calendarYear One, university creditsFACT pdf
5:55 – 6:05TAKE TIME if we have it1) Direct link 2) Bookmark this so you can go here directly.3) Model what it looks like as a first time user, ask for someone’s employee ID, you may be Juan template save try to re-open template and saved versionIf not able to log in with employee ID, let us knowWARNING!!! DON’T CREATE MULTIPLE FORMS!!!
6:05 – 6:07Please take a gander at your echo orchid calendar…it is a global calendar…don’t come crying to me…
6:07 – 6:08Six units are available for the year for being a participating teacher. You can apply for units each year as a participating teacher and as a support provider as well. You have until May to decide. Clarify credits, how many can be applied toward salary scale/pd growth
6:08 – 6:11Six units are available for the year for being a participating teacher. You can apply for units each year as a participating teacher and as a support provider as well. Clarify credits, how many can be applied toward salary scale/pd growth
6:11 – 6:15Read MOU. Ask questions.Ask participants to read the PT Agreement and Calendar and ask questions10 minutes
6:15 – 6:18Don’t dwellThis information is a BTSA program requirement to illustrate that the SP assigned to each PT is the first point of contact for the PT. Ask them any questions. If needed, the SPs will contact Darren or I if they need additional support or are unable to come to a resolution over an issue. Finally, if the BTSA Coaches are unable to resolve the conflict, we will get our manager involved.Another resource for questions is the BTSA web site
6:18 – 6:22
6:22 – 6:25In order for someone to be eligible for an ECO, they must qualify under these conditions. Acceleration of BTSA completionOrientation is the only opportunity to receive an application. PT CANNOT qualify for this option without applyingMUST qualifyMUST apply by October 15 with all supporting documentsRespond to Parking Lot
6:25 – 6:30-1)) a word about ECO’s. we’ve received many questions about ECOs already. PT1s applications are due October 1st and they should have a response by mid-October on whether they have been approved. We will share applications at their orientation. Until then, all PT1s are considered PT1s, not ECO.0) Purpose: Show the vision of the entire year for the various tracts of PTs. This is the direction you are going in. We use Formative Assessment system to help teachers accelerate the growth of their teaching practice.The same across for all participantsHighlight the the second row and the change. 1st year teachers are able to go in depth with CSTP 1 Engaging and Supporting all Students in learning and CSTP2 Creating & Maintaining Effective Environments for Student Learning. As you may recall, PT 1s only need to mark CSTP 1 and 2 on their Continuums. The Assessment of Teaching & Learning is the same as well. A difference between Year 1 and Year 2 and ECOs is the number of Inquiries. For those conducting 2 inquiries, for the sake of time and sanity, we recommend they do one inquiry in the fall and one in the spring. Finally, all participants complete a summary of Teaching and Learning, which is basically a focused reflection on their year.
6:30 – 6:32Meeting Goals Analyze and provide feedback on programPrepare to work with your Participating TeacherNow is the Reflecting portion of the training
6:32 – 6:40
6:40Do not leave ECO applications here. Take with you.
