1 lausd btsa induction fact day 1 training. being a support provider is like… 2

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LAUSD BTSA Induction

FACT Day 1 Training

Being a Support Provider is like…

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• Make “appointments” with four people who are not sitting near you

• Find a partner for each of the following:

• Half Dome Partner

• Mirror Lake Partner

• Yosemite Falls Partner

• Vernal Falls Partner

• Exchange (and write down!) names for each appointment

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Yosemite Partners

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Plan Your Adventure!(3-2-1+1)

• Write:• 3 things you think teachers should

know• 2 things they should be able to do• 1 biggest challenge teachers are facing

• Share at your table

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Teacher Preparation

Teacher Performance Expectations (TPE)

Teacher preparation standards

Teacher Induction

California Standards for the Teaching Profession

BTSA Induction Standards

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Induction Standards• “Say Something”• Locate the Induction Standards on pages

1.5 – 1.8• Read the Pedagogy Standard (1.5)• Highlight important items and note any

questions you have• With your assigned partner, discuss your

questions and notes• Repeat

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PlanPlan

TeachTeach

ReflectReflect

ApplyApply

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LAUSD INDUCTION FACT PORTFOLIOCombines ALL of the following:

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CONTEXT FOR TEACHING

• Class, School, District, and Community

• Conversation Guides

ASSESSMENT OF TEACHING PRACTICE

• Teacher Preparation Information• CA Standards for the Teaching

Profession and Induction Standards-Based

• Informal Classroom Observation

Reflective Conversation


SUMMARY OF TEACHING PRACTICE

•Reflection on Teaching, Student and Personal Growth

•Future Considerations for Study

FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)

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INQUIRY #1--Pedagogy• Inquiry Focus• Action Plan• Essential Component for

Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection

I

I

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Year 1

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CONTEXT FOR TEACHING

• Class, School, District, and Community

• Conversation Guide

ASSESSMENT OF TEACHING PRACTICE

• CA Standards for the Teaching Profession and Induction Standards-Based



INQUIRY #2—Self-Selected• Inquiry Focus• Action Plan• Essential Component for

Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection

SUMMARY OF TEACHING PRACTICE

•Reflection on Teaching, Student and Personal Growth

•Future Considerations for Study

FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)

Ret

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Ass

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INQUIRY #3—Self-Selected• Inquiry Focus• Action Plan• Essential Component for

Instruction• Entry Level Assessment• Observation• Analysis of Student Work• Summative Assessment• Reflection

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I

P

Year 2

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Induction Portfolio

• Tab 1: Advisement• Tab 2: CFT/ATP—Year 1• Tab 3: Inquiry #1—Pedagogy • Tab 4: Summary of Teaching Practice—

Year 1 • Tab 5: CFT/ATP—Year 2• Tab 6: Inquiry #2—Self Selected• Tab 7: Inquiry #3—Self Selected• Tab 8: Summary of Teaching Practice—

Year 2

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Confidentiality

• All documents are public record• Conversations between PT and SP

are confidential

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A. Context for Teaching/Assessment of Teaching Practice

B. Inquiry C. Summary of Teaching Practice

FACT Components

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Context for Teaching/Assessment of Teaching Practice

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Context for Teaching/Assessment of Teaching Practice

• Read and highlight key points on CFT/ATP (Tab 2) Cover of the Portfolio

• Share insights

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Assessment of Teaching Practice Concepts• Participating Teachers bring

documentation (TPA/Portfolio, etc.) from their teacher preparation to connect with their current practice

• Information gathered in this section will be the foundation of the Individual Induction Plan (IIP) in the Inquiries that will be completed during Tabs 3, 6, & 7

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Teacher Preparation & Induction Comparison

Comparing Teacher Preparation to Induction Standards

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• Read the directions (Yellow Section, p. 2.0, 1-2) • Meeting Your Support Provider• Teacher Preparation & Induction Alignment

Chart Discussion Guide

• Table talk: Discuss the intent of these two sections

(Participating Teachers will be introduced to thisdocument at their Orientation)

Teacher Preparation & Induction Conversation

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TEACHER PREPARATION & INDUCTION ALIGNMENT CHART B-1.1

Copyright © Commission on Teacher Credentialing and the California Department of Education July 1, 2008 Formative Assessment for California Teachers (FACT) – Pilot Documents 2008-09 Page 1 of 2

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

TPE 3: Interpretation and Use of Assessment

TPE 2: Monitoring Student Learning During Instruction

TPE 4: Making Content Accessible

TPE 5: Student Engagement

TPE 13: Professional Growth

TPE 12: Professional, Legal, and Ethical Obligations

TPE 11: Social Environment

TPE 10: Instructional Time

TPE 9: Instructional Planning

TPE 8: Learning about Students

TPE 7: Teaching English Learners

TPE 6: Developmentally Appropriate Teaching Practices

Domain A: Making Subject

Matter Comprehensible

to Students

Domain D: Planning Instruction

and Designing Learning

Experiences for Students

CSTP 4: Planning Instruction and Designing Learning Experiences for All Students

Domain F: Developing as a

Professional Educator

Domain E: Creating and Maintaining

Effective Environments for Student Learning

Domain C: Engaging and

Supporting Students in Learning

Domain B: Assessing Student

Learning

CSTP 2:

Creating and Maintaining Effective

Environments for Student Learning

CSTP 3:

Understanding & Organizing Subject Matter for Student

Learning

CSTP 4:

Planning Instruction and Designing

Learning Experiences for All Students

CSTP 5

Assessment of Student Learning

CSTP 6:

Developing as a Professional Educator

1.1 Connecting students’ prior knowledge, life experience, and . . .

1.2 Using a variety of instructional strategies and resources to . . .

1.3 Facilitating learning experiences that promote autonomy, . . . 1.4 Engaging students in problem solving/critical thinking/other . .

..…activities that make subject matter meaningful

1.5 Promoting self-directed, reflective learning for all students 2.1 Creating a physical environment that engages all students 2.2 Establishing a climate that promotes fairness and respect 2.3 Promoting social development and group responsibility 2.1 2.4 Establishing and maintaining standards for student behavior

2.6 Using instructional time effectively 3.1 Demonstrating knowledge of subject matter content & student . .development 3.2 Organizing curriculum to support student understanding of . . .subject matter

3.3 Interrelating ideas/information within/across subject matter areas 3.4 Developing student understanding through instructional . . . 3.5 Using materials/resources/technologies to make subject matter . . accessible to students 4.1 Drawing on & valuing students’ backgrounds, interests, . . ……..developmental learning needs 4.2 Establishing and articulating goals for student learning 4.3 Developing & sequencing instructional activities & materials . . . student learning

2.5 Planning/implementing classroom procedures and routines that . .

4.5 Modifying instructional plans to adjust for student needs

6.1 Reflecting on teaching practice & planning professional . . ..development

6.2 Establishing professional goals & pursuing opportunities to . . .professionally 6.3 Working with communities to improve professional practice 6.4 Working with families to improve professional practice 6.5 Working with colleagues to improve professional practice

4.4 Designing short-term and long-term plans to foster student learning

5.1 Establishing and communicating learning goals for all students 5.2 Collecting/using multiple sources of information to assess . . ..student learning 5.3 Involving and guiding all students in assessing their own learning 5.4 Using the results of assessments to guide instruction 5.5 Communicating with students/families/other audiences about . .

student progress

Induction

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6.6 Balancing professional responsibilities & maintaining motivation

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Observing a conversation about the Alignment Chart

• Note the strategies used by the Support Provider as he guides the Participant through the discussion around the Alignment Chart

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Teaching Without Context Round the Room and Back Again

• Jot down 1 item you need to know about your classroom, school, district, or community

• Set aside your materials• Circulate the room, sharing your idea with

each person you meet and listening to their idea

• Return to your seat and write down as many examples as you can remember

• Pool ideas at your table to make a list

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Teaching Without Context

• View video clip

• Discuss at your table what you noticed, related to the ideas about context

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Conversation Guide: Classroom Management• Read the discussion questions on the

Conversation Guide: Classroom Management (2.3)

• Highlight the key words from each question

• Select a question that you believe will lead to a powerful conversation with participating teachers

• Identify the Induction Standard(s) connected to the questions

• Share your choice, and the reasoning behind your choice, with your table group

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Using the Conversation Guides• Review the topics in the “Collecting”

section—look over the documents that are referred to here (2.4 & 2.5)

• Refer to the questions that are provided for each topic

• In the “Key Ideas and Reflections” column, list what you would need to know and prepare for in advance in order to successfully guide your participant through these conversations

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K-W-O

Review the K-W-O Chart (2.6)

• What I already Know about my classroom practice

• What I Want to know about my classroom practice

• What I would like my support provider to Observe when (s)he visits my classroom

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K-W-O

• Discuss with your “Tomorrowland Partner” the benefits of completing the K-W-O Chart for the

Participating Teacher Support Provider

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Filling in the Blanks…

Filling in the Blanks Worksheet

•Work with your “Adventureland Partner”

•Describe the purpose of each document

•Explain how each connects with the Participating Teacher’s classroom

•Be prepared to discuss!

FACT K-W-L

• Think about what you KNOW so far about FACT

• What do you WANT to know about FACT?

• Keep a list of what you have learned…

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Disneyland Partners• Make “appointments” with four people

who are not sitting near you• Find a partner for each of the following:

• Main Street USA Partner

• Frontierland Partner

• Adventureland Partner

• Tomorrowland Partner

• Exchange (and write down!) names for each appointment

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Informal Classroom Observation

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Pre-Observation Conversation

• Work with your “Adventureland Partner” to list the items a Support Provider might discuss with a Participating Teacher during the pre-observation conference.

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Observation Tools

• Continue with your “Adventureland Partner”

• Compare Informal Classroom Observation Tools 2.7 and 2.8

• Identify the types of information documented on each tool.

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Informal Classroom Observation #1

Observation Practice

• Using Informal Classroom Observation Tool 2.7 or 2.8, prepare to observe a lesson

• Remember to record all “evidence” observed during the lesson using the CSTPs

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Informal Classroom Observation #1Practice Observation Debrief• Find your “Main Street USA Partner”.• Share samples of evidence collected for

the CSTP• Did you have anything written that

might be an opinion? If so, how could it be written as evidence?

• What if there is no evidence for a standard?

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Post-Observation Reflection (2.9)

• The Post Observation Reflection (2.9) guides support providers to:• Help PT make connections to the needs they

identified on the K-W-O• Discuss evidence and insights related to

student learning• Identify participants’ areas of strength and

growth related to the CSTP and Induction Standards in preparation for completing the Description of Practice (DOP)


Post-Observation Model

•Continue with your “Main Street USA Partner”•Decide who will be “A” and who will be “B”

•“A” will listen for how the SP uses evidence to move the conversation•“B” will listen for how the SP uses language (paraphrasing, pausing, etc.) to guide the PT’s thinking

•Jot down notes while you observe and discuss

Induction T-Chart• Each group will be assigned a different

Induction Standard• Create a T-Chart to show:

• Gallery Walk

What should Teachers say/do to demonstrate how they meet this standard?

What should students say/do to demonstrate that the instruction is meeting the standard?

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Observation Practice

• Using Informal Classroom Observation Tool 2.7 or 2.8, prepare to observe a lesson

• Remember to record all “evidence” observed during the lesson using:

• Induction Standards


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Post-Observation Role Play Prep• Individually, review your notes from

your observation of Michael’s lesson• Generate some questions and

prompts that would help Michael think more deeply about his practice, student learning, and/or next steps in his classroom.


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Post-Observation Role Play• Find your “Frontierland Partner”• Role play a conversation where one

partner is the Support Provider and the other partner is Michael

• Share the evidence collected for the Induction Standards

• Use the questions/prompts you generated to guide the role play conversation


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Informal Classroom Observation #2DEBRIEF:

• How will you prepare for the Post-Observation conversation?

• How would preparation for this conversation help to make it a richer conversation that will result in learning?

• What types of questions promoted thinking as you role played this discussion?

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Marking the DOP

• Review the Description of Practice (2.10—DOP)

• Review the wording in each of the categories• How are they different from one column

to the next?

• Highlight key descriptors in each column that define the level of practice

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Marking the DOP• Look at CSTP #1 • Underline the words on each element that you

believe describe Michael’s level of practice in that area, based on your observation notes

• Note that for this example, your evidence is based solely on the Observation (CO), however in “real life”, you might cite several sources of evidence• Refer to the bottom of the DOP for

abbreviations of various sources of evidence

• Find your “Tomorrowland Partner” and compare your markings on the DOP

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Marking the DOP

• How do you work with your PT to identify their level of practice?

• What is the value of citing that evidence?

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Conversation Guide: CSDC and Pedagogy

• Read the discussion prompts on the Conversation Guide: CSDC & Pedagogy (2.11)

• Highlight the key words from each prompt

• Discuss one prompt that you believe will lead to a powerful conversation with participating teachers

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Using the Conversation Guides

• Review assigned documentSchool and District Information/Resources (2.12)Home/School Communication (2.13)Site Orientation Checklist (2.14)Community Map (2.15)

• Discuss and record what to do in advance

• Share out responses

Steps to Completion

• As a group, help your colleagues to plan the steps to completing the CFT/ATP

What’s Next?

FACT Day 2 Training, which will cover:• Pedagogy Inquiry• Self-Selected Inquiries• Summary of Teaching Practice• You should have all components

covered in the Day 1 training completed by the end of Fall semester!

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Questions?