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 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 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.
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.
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 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 is a resume for Elias Fady Younes. It summarizes his work experience in customer service roles in the hospitality industry in Lebanon and Dubai over the past 7 years. Younes has worked as a sales executive, cashier, captain waiter, shift leader, and bartender at various restaurants and retail stores. He is proficient in Arabic, French, and English and has experience with Microsoft Office software and POS systems.
Mendon Community Schools teacher induction programDouglas Gaertner
This document discusses developing and improving a teacher induction program. It begins by outlining the importance of induction programs and reviewing state standards. Key components of effective programs are then examined, including mentor selection and matching, support policies, and regular evaluation. The document concludes by proposing next steps to evaluate the current program and implement enhanced strategies using available state resources.
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 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.
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.
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 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 is a resume for Elias Fady Younes. It summarizes his work experience in customer service roles in the hospitality industry in Lebanon and Dubai over the past 7 years. Younes has worked as a sales executive, cashier, captain waiter, shift leader, and bartender at various restaurants and retail stores. He is proficient in Arabic, French, and English and has experience with Microsoft Office software and POS systems.
Mendon Community Schools teacher induction programDouglas Gaertner
This document discusses developing and improving a teacher induction program. It begins by outlining the importance of induction programs and reviewing state standards. Key components of effective programs are then examined, including mentor selection and matching, support policies, and regular evaluation. The document concludes by proposing next steps to evaluate the current program and implement enhanced strategies using available state resources.
The document outlines new guidelines for student evaluation at Our Lady of Pompei Elementary School. Key changes include fewer results to record and communicate, standardization across the province, and simplification for parents. Evaluation will now include competency reporting and comments instead of percentages. Term weighting, compulsory exam weighting, and subjects of evaluation have also been adjusted.
This document discusses using the Danielson Framework for Teaching to change school culture. It recommends analyzing the current culture, decoding the framework to develop common understandings, creating an observation and coaching system, and encouraging personalized professional development. The framework can shift from an evaluation tool to one that drives cultural change when school leaders work with teachers to define expectations for each component, develop artifacts of proficient practice, and facilitate goal-setting focused on growth. Regular observations and meaningful conversations about practice can then support teacher development and transformation of the school culture.
This document provides information from the curriculum night presentation at Roswell North Elementary School for the 2nd grade. It discusses volunteer requirements, the writing workshop framework being implemented, screening tests and assessments used, approaches to teaching reading and math, project based learning units, grading, and enrichment activities funded by the PTA. It also summarizes PTA events, the student enrichment model, membership levels and benefits, and fundraising through the Charleston Wrap program.
The Essential Package_Nicole Richardson_4.25.13CORE Group
This document provides an overview of an Essential Package for addressing the needs of young vulnerable children affected by HIV/AIDS. It discusses:
1) What early childhood care and development (ECD) entails and why the earliest years are most critical for development.
2) The components of the Essential Package framework, which provides age-appropriate support for children aged 0-8 and their caregivers.
3) Research conducted in Malawi and Zambia to evaluate implementation of the package and identify best practices, challenges, and recommendations to strengthen and scale up the program.
This document summarizes the strategies and programs implemented at Adlai E. Stevenson High School to provide targeted academic and social-emotional support to students who are struggling or not meeting learning outcomes. It outlines various intervention programs offered, such as guided study, mentor skills curriculum, targeted tutoring, and homework help. It also discusses entry and exit criteria for determining student participation and measuring the success of interventions. The goal is to identify students in need of support as early as possible and provide the right type and level of help to ensure academic success for all.
This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
The document summarizes research on the impact of nature workshops on child development. [1] It finds that the workshops improved children's self-esteem, confidence, and emotional literacy according to evaluations from parents, teachers, and the children. [2] Using evaluation tools like the Emotional Literacy Checklist showed gains in resilience. [3] The workshops were well-attended and participants enjoyed them and wanted more, indicating nature-based learning supports well-being.
Division Meeting - Oct. 2, 2020
UofSC Division of Student Affairs and Academic Support
"Mental Health and Well-Being in a Prolonged Crisis,"
presented by Rebecca Caldwell and April Scott, Student Health Services
Dynia, J.M. (2018, July). The association between emergent-literacy skills and child-specific teacher self-efficacy for children with autism spectrum disorders. In E. Solari (Chair). Language, reading, and writing development in individuals with autism spectrum disorders. Symposium conducted at the Twenty-fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.
This document provides an overview of using the Danielson Framework for Teaching to change school culture through analyzing the current culture, decoding the framework, creating an evaluation system, and encouraging personal professional development. It discusses assessing culture, defining expectations through meaningful conversations and distributed leadership. It also addresses creating an observation process to support teacher growth through personal PD plans and establishing an appropriate environment to facilitate change. The goal is to improve teaching and learning by changing school culture through a shared understanding and application of the Danielson Framework.
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
Necia Nicholas, Superintendent at Mad River Local Schools, will provide a unqiue viewpoint on helping school PR professionals show our Board of Educations and Superintendents the importance of school communicators.
PART AComplete the Process Design Matrix.Develop a 700-word .docxdanhaley45372
This document outlines two assignments for a course on process design. Part A involves completing a process design matrix comparing a service and product, and writing a 700-word executive summary identifying appropriate design approaches. Part B involves analyzing a company's supply chain and internal process through a 14-slide presentation, including describing the current process, identifying areas for improvement, and applying concepts to personal life. The document provides detailed instructions and grading criteria for both assignments.
Mentor-ADEPIS: Social Emotional Learning (UNIQUE Behaviour Consultancy)Mentor
Mentor-ADEPIS Teacher Training
30 June 2017
Using Social-Emotional Learning to Empower Young People
Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Presented by Emily Summers, LBA, BCBA
Effective coordination amongst service providers allows for generalization of skills, and results in improved outcomes for shared learners. Attendees will learn to use principles of ABA to effectively arrange and execute coordination with school-based professionals. Input from a panel of special educators will be incorporated regarding their experiences coordinating with outside professionals.
BCBAs who attend the entire live event (virtually or in-person) will receive 2 Type-II CEUs. All who register will receive the presentation and handouts.
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
This document provides guidance for resident assistants on how to be effective peer supervisors and leaders. It emphasizes the importance of earning respect from peers and leadership, making decisions for the whole team, holding team members accountable, and fostering a positive environment. Key responsibilities of peer supervisors include supporting staff growth, building a united team, providing praise and encouragement, setting high expectations, requiring accountability, instilling independence, sharing communication, and optimizing ownership. Regular one-on-one meetings are recommended to improve staff performance, relationships, and goal achievement through constructive feedback and discussion of expectations. Case studies offer examples of how to address issues like a disconnected staff member, slipping program quality, and tardiness.
This document provides guidance for resident assistants on how to be effective peer supervisors and leaders. It emphasizes the importance of earning respect from peers and leadership, making decisions for the whole team, holding team members accountable, and fostering a positive environment. Key responsibilities of peer supervisors include supporting staff growth, building a united team, providing praise and encouragement, setting high expectations, requiring accountability, and establishing two-way communication. Regular one-on-one meetings are recommended to improve staff performance, relationships, and focus on goals. Constructive feedback should be specific, delivered respectfully, and followed up on regularly. Case studies offer examples of how to address issues like a disconnected staff member, slipping program quality, and tardiness.
This presentation was delivered on Monday, May 16, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
One of the most important aspects of running a successful mentoring program is the evaluation of both participant outcomes and the quality of your service delivery. But, despite its importance, program evaluation in a mentoring context is often misunderstood, misapplied, or even feared. This webinar will attempt to take some of the mystery and insecurity out of mentoring program evaluation and goals, featuring a live demo of the Oregon Mentors Evaluation Instrument Toolkit, a collection of downloadable evaluation instruments, surveys, scales, and questionnaires designed to provide youth mentoring programs with increased access to reliable evaluation tools. This comprehensive site was developed by two organizations and our webinar features key staff from each: Mike Garringer, Resource Advisor with the National Mentoring Center, and Celeste Janssen, Program Director with Oregon Mentors.
Designed for program coordinators and other staff who may be new to evaluation concepts and resources or for those who would like a refresher, the presentation will address aligning evaluation with the true goals and activities of your program, explore new tools that can help you collect meaningful data, and review some common pitfalls that can complicate mentoring program evaluation. This presentation was featured as a pre-conference course at Friends for Youth’s January 2011 annual mentoring conference. Presented as a webinar, you will have the opportunity to learn more about free or inexpensive tools available to your program in case you missed this session.
This webinar was also offered by the Mentoring Partnership of Minnesota’s Quality in Action Webinar Series on Wednesday, May 4, 2011.
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.
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.
More Related Content
Similar to Participating Teacher Year Two Orientation
The document outlines new guidelines for student evaluation at Our Lady of Pompei Elementary School. Key changes include fewer results to record and communicate, standardization across the province, and simplification for parents. Evaluation will now include competency reporting and comments instead of percentages. Term weighting, compulsory exam weighting, and subjects of evaluation have also been adjusted.
This document discusses using the Danielson Framework for Teaching to change school culture. It recommends analyzing the current culture, decoding the framework to develop common understandings, creating an observation and coaching system, and encouraging personalized professional development. The framework can shift from an evaluation tool to one that drives cultural change when school leaders work with teachers to define expectations for each component, develop artifacts of proficient practice, and facilitate goal-setting focused on growth. Regular observations and meaningful conversations about practice can then support teacher development and transformation of the school culture.
This document provides information from the curriculum night presentation at Roswell North Elementary School for the 2nd grade. It discusses volunteer requirements, the writing workshop framework being implemented, screening tests and assessments used, approaches to teaching reading and math, project based learning units, grading, and enrichment activities funded by the PTA. It also summarizes PTA events, the student enrichment model, membership levels and benefits, and fundraising through the Charleston Wrap program.
The Essential Package_Nicole Richardson_4.25.13CORE Group
This document provides an overview of an Essential Package for addressing the needs of young vulnerable children affected by HIV/AIDS. It discusses:
1) What early childhood care and development (ECD) entails and why the earliest years are most critical for development.
2) The components of the Essential Package framework, which provides age-appropriate support for children aged 0-8 and their caregivers.
3) Research conducted in Malawi and Zambia to evaluate implementation of the package and identify best practices, challenges, and recommendations to strengthen and scale up the program.
This document summarizes the strategies and programs implemented at Adlai E. Stevenson High School to provide targeted academic and social-emotional support to students who are struggling or not meeting learning outcomes. It outlines various intervention programs offered, such as guided study, mentor skills curriculum, targeted tutoring, and homework help. It also discusses entry and exit criteria for determining student participation and measuring the success of interventions. The goal is to identify students in need of support as early as possible and provide the right type and level of help to ensure academic success for all.
This presentation provides a snapshot of my work as Director of Student Learning Programs at Adlai E. Stevenson High School in Lincolnshire, Illinois. In this role, I oversee the development and coordination of multi-tiered system of supports (MTSS) and Response to Intervention (RtI) programs for our students. This works includes collaborating with district leadership team in supporting the creation and implementation of tiered levels of academic interventions, and evaluating the effectiveness and efficiencies of student learning programs through a continuous improvement cycle.
The document summarizes research on the impact of nature workshops on child development. [1] It finds that the workshops improved children's self-esteem, confidence, and emotional literacy according to evaluations from parents, teachers, and the children. [2] Using evaluation tools like the Emotional Literacy Checklist showed gains in resilience. [3] The workshops were well-attended and participants enjoyed them and wanted more, indicating nature-based learning supports well-being.
Division Meeting - Oct. 2, 2020
UofSC Division of Student Affairs and Academic Support
"Mental Health and Well-Being in a Prolonged Crisis,"
presented by Rebecca Caldwell and April Scott, Student Health Services
Dynia, J.M. (2018, July). The association between emergent-literacy skills and child-specific teacher self-efficacy for children with autism spectrum disorders. In E. Solari (Chair). Language, reading, and writing development in individuals with autism spectrum disorders. Symposium conducted at the Twenty-fifth Annual Meeting of the Society for the Scientific Study of Reading, Brighton, UK.
This document provides an overview of using the Danielson Framework for Teaching to change school culture through analyzing the current culture, decoding the framework, creating an evaluation system, and encouraging personal professional development. It discusses assessing culture, defining expectations through meaningful conversations and distributed leadership. It also addresses creating an observation process to support teacher growth through personal PD plans and establishing an appropriate environment to facilitate change. The goal is to improve teaching and learning by changing school culture through a shared understanding and application of the Danielson Framework.
This document outlines an agenda for a professional development session that covers several topics:
1. It begins with an icebreaker asking teachers about student needs and their own questions. Various logistical topics are then addressed.
2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
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This document outlines two assignments for a course on process design. Part A involves completing a process design matrix comparing a service and product, and writing a 700-word executive summary identifying appropriate design approaches. Part B involves analyzing a company's supply chain and internal process through a 14-slide presentation, including describing the current process, identifying areas for improvement, and applying concepts to personal life. The document provides detailed instructions and grading criteria for both assignments.
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Mentor-ADEPIS Teacher Training
30 June 2017
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Lauren Bond and Emma Dove
UNIQUE Behaviour Consultancy
Presented by Emily Summers, LBA, BCBA
Effective coordination amongst service providers allows for generalization of skills, and results in improved outcomes for shared learners. Attendees will learn to use principles of ABA to effectively arrange and execute coordination with school-based professionals. Input from a panel of special educators will be incorporated regarding their experiences coordinating with outside professionals.
BCBAs who attend the entire live event (virtually or in-person) will receive 2 Type-II CEUs. All who register will receive the presentation and handouts.
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
This document provides guidance for resident assistants on how to be effective peer supervisors and leaders. It emphasizes the importance of earning respect from peers and leadership, making decisions for the whole team, holding team members accountable, and fostering a positive environment. Key responsibilities of peer supervisors include supporting staff growth, building a united team, providing praise and encouragement, setting high expectations, requiring accountability, instilling independence, sharing communication, and optimizing ownership. Regular one-on-one meetings are recommended to improve staff performance, relationships, and goal achievement through constructive feedback and discussion of expectations. Case studies offer examples of how to address issues like a disconnected staff member, slipping program quality, and tardiness.
This document provides guidance for resident assistants on how to be effective peer supervisors and leaders. It emphasizes the importance of earning respect from peers and leadership, making decisions for the whole team, holding team members accountable, and fostering a positive environment. Key responsibilities of peer supervisors include supporting staff growth, building a united team, providing praise and encouragement, setting high expectations, requiring accountability, and establishing two-way communication. Regular one-on-one meetings are recommended to improve staff performance, relationships, and focus on goals. Constructive feedback should be specific, delivered respectfully, and followed up on regularly. Case studies offer examples of how to address issues like a disconnected staff member, slipping program quality, and tardiness.
This presentation was delivered on Monday, May 16, 2011, as part of the free monthly webinar series from Friends for Youth's Mentoring Institute.
One of the most important aspects of running a successful mentoring program is the evaluation of both participant outcomes and the quality of your service delivery. But, despite its importance, program evaluation in a mentoring context is often misunderstood, misapplied, or even feared. This webinar will attempt to take some of the mystery and insecurity out of mentoring program evaluation and goals, featuring a live demo of the Oregon Mentors Evaluation Instrument Toolkit, a collection of downloadable evaluation instruments, surveys, scales, and questionnaires designed to provide youth mentoring programs with increased access to reliable evaluation tools. This comprehensive site was developed by two organizations and our webinar features key staff from each: Mike Garringer, Resource Advisor with the National Mentoring Center, and Celeste Janssen, Program Director with Oregon Mentors.
Designed for program coordinators and other staff who may be new to evaluation concepts and resources or for those who would like a refresher, the presentation will address aligning evaluation with the true goals and activities of your program, explore new tools that can help you collect meaningful data, and review some common pitfalls that can complicate mentoring program evaluation. This presentation was featured as a pre-conference course at Friends for Youth’s January 2011 annual mentoring conference. Presented as a webinar, you will have the opportunity to learn more about free or inexpensive tools available to your program in case you missed this session.
This webinar was also offered by the Mentoring Partnership of Minnesota’s Quality in Action Webinar Series on Wednesday, May 4, 2011.
Similar to Participating Teacher Year Two Orientation (20)
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.
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 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 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 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.
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.
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. SAN JOSE UNIFIED SCHOOL
DISTRICT
INSPIRING AND PREPARING ALL STUDENTS
TO SUCCEED IN A GLOBAL SOCIETY
Welcome to
Participating Teacher
Year 2 Orientation
September 25 & 27, 2012
3. Yearlong Goals
• Work toward meeting Induction
Standard
• Engage with issues of Equity &
Culturally Responsive Teaching
4. Meeting Goals
• Review Responsibilities
• Refresh understanding of FACT
• Analyze data to provide feedback on
program
• Prepare to grow professionally on the
Induction Standards using the
Continuum of Teaching Practice (CTP)
5. Everyone’s It
• Move safely around the room, if
tagged freeze arms held out, un-
freeze by answering a question,
continue moving
Unfreeze a colleague by asking them:
• What is your favorite dish?
• What are some of your strengths as a
teacher?
• What makes a good teacher?
7. Program Logistics
Six Semester Units Available
University of San Diego
$450 per course
Email reminders and registration link
Register and pay on-line (USD)
10. Program Advisor: Darren
x 14311
Elementary Middle
• Almaden • Hoover
• Anne Darling • John Muir
• Bachrodt • Willow Glen
• Booksin High
• Canoas • Broadway
• Empire Gardens • Lincoln
• Hacienda • Pioneer
• Reed • San Jose High
• Schallenberger • Willow Glen
• Willow Glen Plus
11. Program Advisor: Kelly
x 14329
Elementary • Los Alamitos
• Allen at Steinbeck • Lowell
• Carson • Olinder
• Galarza • Simonds
• Gardner • Terrell
• Grant • Trace
• Graystone • Washington
• Hammer • Willliams
• Horace Mann • Willow Glen
12. Program Advisor: Kelly
x 14329
Middle
• Bret Harte
• Burnett
• Castillero
• River Glen
High
• Gunderson
• Leland
13. Communication Loop
Information and Complaint Process
Guidance • Support Provider
Support • BTSA Contact
Provider • Manager
(Linda)
BTSA Website
14. 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. Induction Timeline: FACT
Traditional
Year 1 Year 2
Context for Context for
Teaching and Teaching and
Learning Learning
CSTP 1&2 Continuum of
Conversations Teaching Practice
Assessment of Assessment of
Teach. Teach.
& Learning & Learning
One Inquiry into Two Inquiries into
Teaching and Teaching and
Learning Learning
Summary of Summary of
Teaching & Teaching &
Learning Learning
16. SJUSD State Survey Results
BTSA Terms:
1. FACT
2. CTP
3. IIP
4. Induction
Think, Write, Pair-Share, Post
17. SJUSD State Survey Results
On average, how frequently did you
meet?
Slightly more than weekly
18. SJUSD State Survey Results
How much impact did the following FACT
components have on your classroom
practice ?
• Support Provider observation/feedback:
3.39
• Analysis of my students’ work: 3.33
• Collaboration with colleagues: 3.41
• Examination of teaching practice with
Continuum of Teaching Practice: 2.51
How do these results compare with
19. SJUSD State Survey Results
When asked if you wished to continue teaching
next year…
93% said “Yes”
20. SJUSD State Survey Results
The following examples of support
from your SP had a strong impact on
your classroom practice:
Coaching/observing & providing
feedback
Sharing SP experiences of
teaching
Providing emotional support
23. Here’s What! So What? Now What?
SPs,PTs&
On average, how Program
frequently did you
communicate with your
BTSA SP in ways
OTHER THAN IN
PERSON (email, phone,
or other)? I never
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this
way, 1%
Twice
per
month, 2-3 times
14% a
week, 30
%
Weekly,
43%
24. Here’s What! So What? Now What?
SPs,PTs&
On average, how • Over 75% of SPs Program
frequently did you communicate with
communicate with your their PTs, other
BTSA SP in ways than in
OTHER THAN IN person, quite
PERSON (email, phone, frequently.
or other)? I never
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this • What frequency of
way, 1%
communication is
Twice
per both supportive
2-3 times
month,
14% a
and reasonable?
week, 30
%
Weekly,
43%
25. Here’s What! So What? Now What?
SPs,PTs&
On average, how • Over 75% of SPs Program
SP & PTs:
frequently did you communicate with
communicate with your Check in about how
their PTs, other often, and best way to
BTSA SP in ways than in
OTHER THAN IN communicate. Set
person, quite communication goals.
PERSON (email, phone, frequently.
or other)? I never
Less
than communi
Once per once per cated
month, 2 month, 5 with my Daily, 5
% % SP in %
this • What frequency of Program:
way, 1%
communication is Practice/model
Twice
per both supportive communication with
2-3 times
month,
14% a
and reasonable? SPs and PTs in
week, 30
% multiple
ways, i.e., share cell
phone #s.
Weekly,
43%
26. Your Turn
With your table group:
• Look over the data
• Discuss the So What? & Now What
• Write ideas
• Have a speaker prepared to share
• Chime signals sharing in about 10
minutes
28. Continuum of Teaching
Practice
• Initially self-assess
• Set & implement goals for growth
• Assess & document
• Reflect
29. Continuum of Teaching
Practice
9/24/11
LP: Adapted Explicit
12/4/11
R: 3rd -5th grade boys
ELD lessons based on did better when
student interest and movement/TPR was
ability included into the lesson
SW: Interactive journals
LP: Chose lessons were differentiated and
based on CELDT used as formative
levels assessment/reflections
on student learning
30. Continuum of Teaching
Practice
Your turn:
• Choose a CSTP to focus on
• Consider depth, language, and
evidence of categories
• What next steps may lead to growth?
• Think/Write/Pair-Share (at the chime)
31. Meeting Goals
• Analyze data to provide feedback on
program
• Refresh understanding of FACT
• Prepare to grow professionally on the
Induction Standards using the
Continuum of Teaching Practice (CTP)
32. Closure
• Write one – two sentences about
how you can use Continuum of
Teaching Practice to growon a sticky
note.
• Get up, share with three non-table
group partners, place on the white
board, return to your seat to
complete the feedback form, etc.
33. Thank you!
• Remaining questions
• Feedback – Complete Form
• Bus your table
• October 22, 23, & 25 (with SP) Deepening
Understanding of Inquiry
• Please remain if you are a transfer
Editor's Notes
4:00 – 4:01Welcome. I’m Kelly Mack. New to SJUSD. I’ve worked for many years as s teacher and SP in Franklin McKinely, as well as a student teacher supervisor at SJSU so I have experience with the FACT and the PACT. Araceli decided to take a teaching position at River Glen and she’s very excited about that.
4:01 – 4:03Congratulations on completing the first year of BTSA!
4:01 – 4:03Tonight, you are going to refresh your understanding of BTSA. Some of the language is specific to BTSA and the work you are doing here, and some of it has broader application. It can become confusing and I know I need to stop and remind myself that I use these terms every day in my work. So if we say something or use a term that is unclear, stop us and ask. Remember, meeting the Induction Standards is how you clear your credential. Our students are expected to meet certain standards as they progress through school, the newly credentialed teachers are expected to meet the Induction standards. As you know, it is why you’re in BTSA.On a logistical note, I’ll be using the chime as an attention and transition signal, so come to an end of your discussion or activity when you hear it and move on to the next thing.
4:03 – 4:05Review BTSA purpose & goals to get us frame of mind for the year. Today our time will be spent taking a look at the survey data from last year and asking for feedback and some interpretation so the program can continue to be improved. This is a program requirement on our end to share the information with you and we appreciate your thoughts on it as well. We’ll discuss the FACT a bit to clarify any questions or concerns and share tips on how to use SPs as a resource to meet professional goals. Lastly, we’ll dig a bit deeper into the Continuum of Teaching Practice (CTP) and consider how to use it is a growth-tool. You’ll notice a Parking Lot space, this is to share (perhaps) unrelated questions you have. As they come up, please write them on a sticky note and put in the Parking Lot. Also, occasionally we’ll have a few times when we ask you to write questions. We will periodically answer questions throughout tonight’s meeting. Considering our goals for tonight as well as any pressing questions or concerns you may have, please take a moment to brainstorm some questions from your group, at least 2 per group, and place it on the appropriate spot on the Parking Lot.
6:11 – 6:13
6:13 – 6:14Six units are available for the year of being a PT. The cost of the units is slightly higher this year.Clarify credits, how many can be applied toward salary scale/pd growth
6:14 – 6:16Demonstrate/ set up BTSA website in the background: PDF of FACT User GuideCalendar gCal
6:17 – 6:25Same as it ever wasLog in to Tab for Year 2 and show Context where the requirements are different for them.Have PTS share/process tips from last year.
6:25-6:30
6:25-6:30
6:25-6:30
6:30 – 6:35This information is a BTSA program requirement to illustrate that the SP assigned to each PT is the first point of contact for the PT. Ask them any questions. If needed, the SPs will contact Darren or I if they need additional support or are unable to come to a resolution over an issue. Finally, if the BTSA Coaches are unable to resolve the conflict, we will get our manager involved.Another resource for questions is the BTSA web site.
5:30 – 5:40I’d like to share a flow chart of the FACT modules and give you a chance to think/write/pair/share to refresh your minds about the different modules. When thinking about the various modules, choose two modules to respond to the following questions in writing. In what ways can you use these tools to enhance your teaching and your students’ learning? In this module, what are some types of support you would like form your SP? Share your thoughts with your partner, as well as any questions you have about the modules. “I heard you mention ____________”What questions came up about the modules?
5:28 – 5:30-1)) PT1s applications are due October 1st and they should have a response by mid-October on whether they have been approved. We will share applications at their orientation. Until then, all PT1s are considered PT1s, not ECO.0) Purpose: Show the vision of the entire year for the various tracts of PTs. This is the direction your PTS are going in. We use Formative Assessment system to help teachers accelerate the growth of their teaching practice.The same across for all participantsHighlight the the second row and the change. 1st year teachers are able to go in depth with CSTP 1 Engaging and Supporting all Students in learning and CSTP2 Creating & Maintaining Effective Environments for Student Learning. As you may recall, PT 1s only need to mark CSTP 1 and 2 on their Continuums. The Assessment of Teaching & Learning is the same as well. A difference between Year 1 and Year 2 and ECOs is the number of Inquiries. For those conducting 2 inquiries, for the sake of time and sanity, we recommend they do one inquiry in the fall and one in the spring. Finally, all participants complete a summary of Teaching and Learning, which is basically a focused reflection on their year.
4:17- 4:27To prep your brain for analyzing the SJUSD State Survey results, take a moment to consider the following BTSA acronyms and terms. We know that one huge hurdle to enhancing the pertinence of the BTSA Induction program is the sometimes overwhelming use of unfamiliar language. To refresh your memories and provide context for understanding the data, we are going to do a think/write/pair-share engagement activity. Using 2 sticky notes, please put the headings FACT, CTP, IIP and Induction on one each. Then take a moment to think about what you know about these topics, as well as what current questions you may have, finally, write your thoughts on the sticky note for each topic. At the sound of the chime, please share your thoughts with a partner, then post the sticky notes in the appropriate spot. Please have one person ready to share what their thoughts or questions for one of the terms.
4:27- 4:28The information from the PT results of the San Jose survey showed that, on average, you met slightly more than one a week. This numerical data is supported by information you shared on support provider applications. We have narratives to add to the numbers as well, when I say the # of your quote, please read your quote aloud. Quotes:Just having someone to talk to helped her. Meeting on a regular basis both informally and formally was beneficial.As a SP I have found that by meeting with my PT's on a regular basis I am able to get to know them on a personal as well as a professional level.
4:28- 4:35The top 3 and the lowest one. 1 – No impact2 – some impact3 – moderate impact4 – strong impact With a partner, discuss, how do these results compare with your experience? Group share.
4:35 – 4:36This is up from 90% last year!Nationwide 50% quit by the 5th year.
4:36 – 4:41With a partner, please share an example from last year of one of these that was significant to you. What other types of support did you receive from your SP that influenced your classroom practice?Quotes: 4) There's a certain satisfaction that comes with coaching, consulting, and collaborating with beginning teachers. There's mutual learning, growth, and respect that is gained throughout our time together. Many of the teachers I have worked with have remained in contact with me and know we are there for each other.5) I like knowing that I can be one person that a new teacher can turn to for advice and support their first two years in this profession. I've been a support provider for a few years now and I find satisfaction in creating a trusting bond with new teachers and helping them find value in the inquiries and how itapplies to their teaching practices.
10 minutes
5:27 – 5:28Welcome Back.
4:41- 5:15Kelly Now you’re going to have an opportunity to look at some of the data and help us determine next steps to improve the BTSA program. The format for analyzing the data is the same as last year’s Here’s What, So What?, Now What? In groups, you’ll be looking at additional PT data. The first piece we wanted to share is regarding alternate means of communication, besides in person, between SPs and PTs. This is from the PT survey. Here’s What!-------READ PROMPT-------Click to see graph
4:41- 5:15Kelly So What?-------(get volunteers to read) -------- which makes me wonder, read question
4:41 – 5:15 (end this slide by 4:50)KellyNow What? Implications for SPs, PTs, and the program -------(get volunteers to read)---and for the program I READ Point to posted cell phone numbers as an example of this. Kelly’s Cell 650 201 7809Darren’s Cell 503 828 1742
4:41- 5:15 (end this slide by 4:52) Group share out around 5:02. You’ll have about 10 minutes to analyze the dataShow me thumbs up, thumbs down if you’re ready. Have the hand outs behind the PP so it can be referenced while sharing out and to add thoughts too while they are sharing
5:40 – 5:43Clarify the Continuum and relieve the stress about. Additional foci of the CTP are:To provide a common language to talk about classroom practiceTo help identify areas of strength and areas for professional growthTo guide the design and implementation of professional development experiencesTo link teacher preparation with induction and ongoing professional developmentThis year, you’ll re-visit the CTP at least 3 times, focusing on CSTPs 1-5. CSTP 6, Developing as a Professional Educator, is optional and not necessary.
5:43 – 5:55Now that we’ve established how the Continuum of teaching Practice ties in with FACT and the Induction Standards, let’s take a look at how you can effectively use this. These are suggested steps. There meant to help you based upon feedback from the A&As from last year and from observations of some of the folks who completed BTSA successfully as well. Recall that this is a self-assessment and growth tool. It helps you document your growth in the standards.The first step is the initial self-assessment. Since you are year two feel free to draw upon your recent teaching experience, including last year, as initial evidence. . When you were year one, you may not have had any evidence to place at this point. That’s fine. When providing evidence, you might want to include: prior experience, the context for teaching and learning, observation, lesson plans, reflection, or student work. Consider which descriptor is most closely aligned with your practice. You might think of this as a road map on how to improve your practice during the year to the highest level. Innovating is the highest level. Impossible? Difficult to achieveBecause there were so many questions last year, we’re going to take some time to work with the CTP, give some example of how you can begin set goals for growth. Only self-assess on elements listed CTP instructions Electronic or hard copyThree times during the yearFurther instructions online
5:43 – 5:55For my example, I collected evidence on 3.3, based on a small group of EL learners I worked with as an intervention teacher last year. There were 5 boys, all EL level 1 or 2, grades 3rd, 4th, and 5th. I model my next steps for growth. What are some thins I might do to grow from Applying to Integrating? What evidence could document my growth? To move from applying to integrating---I notice the language of integrate, within and across. To me this means I need to find ways to weave the content and strategies across multiple curricular areas. This was a pull-out ELD class, which provides its own challenges to improving my practice in an “integrating” manner. Some ways I might try this would be to collaborate more with their homeroom teachers, or at least get a pacing guide or idea about what future content they are going to be learning in order to find ways to link it to my work. I could also share a menu of curricular topics I recognized as a need for the students with their homeroom teachers and have them choose what I would work on next.
5:55 – 6:11Time to work on the continuum and process with a partner Incorporate goal setting using the CTP
6:35 – 6:37
6:37 – 6:40Write on a post-it. Exit slip to share with 3 people and place on the white board. Then fill out feedback form, bus tables, and we’ll see you next time