1 support provider workshop #3 2008-09 east bay btsa induction consortium

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Support Provider Workshop #3

2008-09

East Bay BTSA Induction Consortium

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Session Outcomes

Overview of Inquiry Module

Developing the IIP Steps in the Inquiry Process Updating the IIP and Inquiry Question Revisiting the Assessment Toolbox

Demonstration Sample Schedule

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Inquiry Focus and Number /Year

Program Level Decision

CONTEXT FOR TEACHING

• Class, School, District, and Community• Conversation Guides

INITIAL ASSESSMENT OF TEACHING PRACTICE

• Teacher Preparation Information• CA Standards for the Teaching

Profession and Induction Standards-Based

• Informal Classroom Observation

Assessment Toolbox / Reflective Conversation

Assessment Toolbox / Reflective Conversation

Selection of Focus for Induction

Standards Program Level Decision

Use of Summary of Teaching Practice In Year 1 Program Level Decision

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• Inquiry Focus• Action Plan• Essential Component for

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

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InquiryWhat:

An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.

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InquiryWhy: Can serve as an analysis of current

practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement.

Lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.

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InquiryHow An Inquiry provides the participating

teacher with an opportunity to: Gather information about their practice Identify an area of focus/goal Research information related to the goal Develop and implement an action plan Reflect on collected evidence Apply new learning to future practice

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STARTSelf-Assessment Focus QuestionCSTP Focus Induction StandardExpected Results

TeachObservationStudent WorkSummative Assessment

ApplyApplication (IIP)Self Assessment Impact (IIP)

ReflectStudent Work Summative Assessment Reflection

Plan Essential ComponentsEntry AssessmentFocus StudentsLesson Plan

IIPAction Plan

(Steps/Results)PD/Research

Professional

Development

BookmarkLesson PlanObservationLesson StudyBook StudyInternet Workshop

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Importance of the IIP Significant in guiding the work in

semester 2 Identifies professional development Revisited frequently and adjusted

as learning occurs Used as a recording tool to

document results Used to reflect on learning

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Step One Documents:IIP Cells 1-4

Step One:Inquiry Focus



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Step Two Documents:IIP Cells 5-8

Step Two:Action Plan

Step Three:Preparing for

Instruction

Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template

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Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 5-8

Step Four:Observation

Step Six Documents:E-2.1 CSTP Self AssessmentE-2.2 Std. 5/6 Self-AssessmentE-3 Reflective ConversationIIP Cells 1-10

Step Six:Reflection and

Application

Step Five Documents:C8: Summative Assessment

Step Five:Summative Assessment

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Handout Pg. 5

Blank Practice IIP on Pg. 18

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Year One = EquityYear Two = Special Populations

From Initial Assessment

From Initial Assessment

What the PT wants to learn

Pre/Post assessment data- what students achieve

PD 2 hr.

Handout Pg. 5

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Connecting Big Picture to IIP (C-1)

Cells 1 – 4: “Plan” phase Determine a Focus question Identify CSTP elements to be addressed Anticipate outcomes for student learning

Cells 5 – 8: “Plan/Teach” phase Document research and create an action plan Apply the learning to classroom practice Determine results

Cell 9: “Reflect” phase Reflect on the teaching plan, student work, and

observation results Examine the impact on student achievement

Cell 10: “Apply” phase Describe the application to future practice Consider implications for a future focus question

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•Year One Focus Area: Pedagogy and Equity

•Year Two Focus Area: Pedagogy and Special

Populations

•Early Completion: Two Inquiries to complete

•New Year Two: Specific to their needs

Pedagogy and Equity ELL and Special Populations

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Preparing to Complete Cell 1:

Review evidence collected during Modules A and B:

Context for Teaching

Context for Teaching

Initial Assessme

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Initial Assessme

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What might a participating teacher identify as an area of focus in Cell-1 on the IIP (C-1)?

•Write a focus area on your practice IIP

•Share out group examples

Cell 1



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With a partner, review sample focus questions

→ What are the characteristics of a well written focus question?

Possible Answers:

Question is narrow enough to measure results Question is broad enough to last at least 2 months Question is directly related to the Focus Area in Cell

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Cell 2



Handout pg. 7-8

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The CSTP questions may be used to help write a strong focus question for Inquiry.

Refer to the questions located on pages 24-29 in the CSTP booklet.

Discuss: How might these questions be used to assist in the development of an Inquiry focus question?

Cell 2



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With a partner:

Read the sample focus questions

• Use a (+) for a strong focus question.

• Use a (–) for a weak focus question.

Discuss how the weak questions could be rewritten as stronger focus questions.

Cell 2



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Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work.



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Individual Induction PlanCells 1-4 Samples

Cell 1: Students constantly ask me, “How can I get an A?”, “How am I doing?” (Focus Area, Assessment)

Cell 2: How do I help all students to understand and monitor their own learning goals? (Focus Question)

Cell 3: CSTP 5.2- Involving and guiding all students in assessing their own learning (CSTP element)

Cell 4: Students will have rubrics and documentation of their progress in the class. Students will be able to establish learning goals for improvement. (Measurable Student Outcomes)

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Individual Induction PlanCells 2-4 Practice

Using the practice IIP, review your Area of Focus (Cell1) and write a strong Focus Question (Cell 2).

Using your Focus Question, identify all CSTP Elements (Cell 3) that will be addressed during the course of the Inquiry.

Using your practice IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4).

Review team/individual IIPs. Verify a connection between Cells 1-4. Identify anything you might change.

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Read and highlight the key points in the Step 2 directions: Developing an Action Plan.

Talk to your partner about the purpose of Step 2.

Partners share key points, questions, or concerns with the group.



User’s Guide Pg. 36

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(Cell 5) Dates Action Taken

(Cell 6) Research conducted “Steps taken to gain new

knowledge:” Consulting Colleagues Observing

Classrooms Professional Journals Internet

Research

(Cell 7) Application Record how the new knowledge was implemented (state each action taken).



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Professional Development

Review the criteria for PD and suggested options

Review the PD Rationale

PTs will need to complete a PD Rationale and submit it as part of their Inquiry folder in May

Handout Pg. 9-10

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Review IIP Cell 8 Continue using the practice IIP to

record specific examples of (possible) classroom changes, as a result of implementation of new knowledge Example: (Cell 8)

“95% of my students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”



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Review Activity: Stand and find a partner from another table

Using the practice IIP, C-1: Partner X shares the purpose of Cells 1-4 Partner Y shares the purpose of Cells 5-8



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Instruction


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Review Essential Components for Instruction (C-2)

Discuss which components (boxes 1-14) may be connected with the Induction Standards and/or focus questions documented on the IIP?


Instruction


Artifact Pkt.

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Review Lorey’s Artifact – Essential Components for Instruction (C-2)

What clarifying questions would you ask Lorey?

What connections are you able to make between the IIP (C-1) and Essential Components for Instruction (C-2)?


Instruction


Artifact Pkt.

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What is the purpose of an Entry-Level Assessment?

How is an Entry-Level Assessment diagnostic?

What can be most challenging about an Entry-Level Assessment?


Instruction


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• Sort student work into 2 levels of performance:

1. basic / proficient or advanced2. below basic / far below basic

• Divide the 2 levels of performance into:1. far below basic2. below basic3. basic4. proficient or advanced


Instruction


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• Based on the results of this assessment, describe the conversation you would have with Lorey before she begins her lesson series.


Instruction


Artifact Pkt.

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Note: Select 1 English Learner Select 1 Special Population student

(IEP, RSP, 504, GATE, . . .) Select 1 Focus Student of Choice

(Should complete the range of abilities in the classroom not represented by EL or Special Populations)


Instruction


Artifact Pkt.

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“How has focus student selection (C-4) helped Lorey to shift from a focus on teaching to a focus on learning?”


Instruction


Artifact Pkt.

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The Lesson Plan Template (C-5) includes these essential components:

Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For

Understanding Independent Practice


Instruction


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Criteria for Lesson Series

Same content area for all lessons Cover 6-8 week timeframe Beginning, middle, end Allow for application of learning

from professional development in Action Plan

One lesson must include use of technology

PT Submits 5

lessons for review

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What questions or clarifications would you want to discuss with Lorey, based on her plan?

Why are Guided Practice and Checking for Understanding such critical components? Discuss examples of various techniques to check for understanding (monitoring assessments).


Instruction


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Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 5-8


Step Six Documents:E-2.1 CSTP Self AssessmentE-2.2 Std. 5/6 Self-AssessmentE-3 Reflective ConversationIIP Cells 1-10

Step Six:Reflection and

Application

Step Five Documents:C8: Summative Assessment

Step Five:Summative Assessment

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Review (C-6, Parts 1 & 2) Identify the information to be

completed prior to the observation, including: Participating Teacher Name Date of Observation Support Provider Name Content Standard to be Observed Focus Question and related CSTP Induction Standard and Focus

Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 508


Artifact Pkt.

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Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 508


Additional Observation Records

Review and discuss:

•C-6a – Equity Observation Record*

•C-6b – ELL Observation Record*

•C-6c – Special Populations Observation Record*

*Available on eastbaybtsa.org

Handout Pg.11-16

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Sample Inquiry Schedule

Review the sample schedule What questions do you have about

the Inquiry module?

Handout Pg. 17

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What Else?

Complete Mid Year Review online eastbaybtsa.org – Support Provider tab

Preparation for Mid Year checks Preparation for Dist. #2 – PRINT Turn in Monthly Accountability Logs Session Evaluation

1 support provider workshop #3 2008-09 east bay btsa induction consortium

Documents

observation step

inquiry question

inquiry process

instruction step

learning slide

future practice slide

student work analysis

lesson plan template