New SP- Assessment of Teaching & Learning & the Continuum for Teaching Practice
1. Welcome
New Support Provider FACT Training
September 18, 2013
SAN JOSE UNIFIED
SCHOOL DISTRICT
INSPIRING AND PREPARING ALL STUDENTS TO
SUCCEED IN A GLOBAL SOCIETY
2. Meeting Goals
Understand the purposes and processes of
Assessment of Teaching and Learning
Develop the mentoring skills of observing and
coaching
Be able to utilize the Continuum of Teaching
and Learning to gather evidence
3. 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
4. Assessment of
Teaching & Learning
Read pages 27-31, behind Tab 3
!
I am surprised by this
?
I have a question about this
I agree with this
5. Assessment of
Teaching & Learning
Step 1: Pre Conference
B-1 & B-2
Step 2: Observation & PostObservation Reflection
B-3 & B-4
Step 3: Self-Assessment
CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle
of Inquiry
7. Connecting Teacher Preparation
to Induction & Student Success
Teacher Preparation
Induction
Declarative knowledge
Procedural Knowledge
The teacher knows and
understands pedagogy
related to teaching
The teacher
demonstrates
application of
knowledge and skills
Information and ideas
“What?”
“How?”
12. Observation
Evidence
Opinion
• Observable
• Makes inferences
• Free of evaluative
words
• Includes evaluative
words
• No point of view
• Depends on point of
view
• Without conclusions
• Draws conclusions
21. Assessment of
Teaching & Learning
Step 1: Pre Conference
B-1 & B-2
Step 2: Observation & PostObservation Reflection
B-3 & B-4
Step 3: Self-Assessment
CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle
of Inquiry
22. Mentoring Language
Purpose of learning-focused conversations is to
provide an opportunity for the PT to grow
Intentional choice of words versus casual
conversation
24. Mentoring Language
The
Some
What are the strategies you use to teach your
students number sense?
What are some strategies you use to teach your
students number sense?
25. Mentoring Language
Could
Might
What could you do to support your Els in
vocabulary development during this math
lesson?
What might you do to support your Els in
vocabulary development during this math
lesson?
26. Mentoring Language
Is
Seems
Given your knowledge of your students, how is
your management system working?
Given your knowledge of your students, what
seems to be working with your management
system?
27. Mentoring Language
Why
What
Why did you choose Round Robin as a strategy
for your fluency lesson?
What were some of your reasons for choosing
Round Robin as a strategy for your fluency
lesson?
29. Post-Observation
Conference
Draft some questions might you ask your PT
during the Post-observation reflection that will
help them to gain insight into their teaching to
grow rather than summarizing what they did
33. Continuum of Teaching
Practice
• How is the language different on each level of
the continuum?
• How is are the descriptors different between
student actions and teacher actions?
• How can you help your PT accurately
acknowledge their level, even if they think
“Emerging” is poor?
34. Continuum of Teaching
Practice
The Participating Teacher’s Responsibilities:
• Highlight level
• Provide evidence
• Year 1 highlights CSTP 1 & 2
• Year 2 completes all CSTP 1 & 2, and 3.3, 3.6;
4.1, 4.4; 5.3, 5.7
35. Assessment of
Teaching & Learning
Step 1: Pre Conference
B-1 & B-2
Step 2: Observation & PostObservation Reflection
B-3 & B-4
Step 3: Self-Assessment
CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle
of Inquiry
39. Closure Conversation
• To connect the observation and selfassessment to the inquiry:
• Identify areas of focus for further exploration
• What documents will be most helpful for
identifying areas of growth?
• What leading questions might you ask your
PT to help them identify an area for growth?
41. Meeting Goals
Understand the purposes and processes of
Assessment of Teaching and Learning
Develop the mentoring skills of observing and
coaching
Be able to utilize the Continuum of Teaching
and Learning to gather evidence
42. Closure
What is one thing you might do next with
your participating teacher?
Share with a partner
Be prepared to share out with the group
DarrenDisplay the wordlehttp://www.wordle.net/show/wrdl/5680113/Support_Provider_Musings4:00 – 4:05Welcome Back!Thank you for bringing computers. You should have picked up a binder as you walked in. Introduce Kelly
DarrenObserving and coaching are the bulk of our focus today which matches the comments from the Support Providers Re-Apps about how valuable the process of observing and debriefing with their PTS was. We also want to be mindful of the feedback from last year’s New SPs in that they wanted more practical tips/applications of the Induction resources, as well as a reference and modeling of how the various resources relate to each other. While we also want to support your growth as mentors weaving in the FACT resources seamlessly into your learning focused conversations, we also want to make sure you understand and feel confident with the resources. To this end, when we are clarifying the function and mentoring moves to implement with resources we will be as explicit as possible: Kelly will clarify the function of the resources, and Darren will lead you through considering how you can grow your mentoring skills in using these resources. Kelly will detail the what and Darren will explore the how and why.
Darren4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACTDesigned to assist teachers in meeting the learning needs of students while growing as professional educators.Assessment for teaching and learning begins reflection that leads to the cycle of inquiry.
DarrenWe want the resources in the binder to be as useful and understandable to you as possible. With that in mind, please take a moment to read pages 27-31, behind tab 3. These are an overview and directions to the Assessment of Teaching and Learning. While you are reading, please use the same cues we’ve used before and be prepared to share your thoughts with a partner.
Kelly4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACTIN the binder Steps 1 and 2 are tools to be used for FACT. Steps 3 and 4 are the calibration of where teachers are at this moment in time, a snapshot of their teacher selves as well as starting to focus on next steps for growth
DarrenInduction Standards & Teacher Performance standards.We worked with PTs during orientation to help them see the connections between the TPE and CSTP so they are aware of the connection, this is considered B-1 in the second Module, the Assesssment of Teaching and Learning. We have found over the years that SPs often need to reinforce the idea that FACT might be similar to their reflective experience in their teacher preparation program; but, it is the application of knowledge and skills they learned in their prep program.Teacher Preparation Programs and Induction Programs both teach their candidates to help students meet the academic content standards for their grade level/content area.Teacher Preparation Programs require student teachers to meet Teacher Performance Expectations (TPE), while Teacher Induction participates in formative assessment of teachers on the CSTP. [on the RIGHT) The TPE are the skills that a beginning DOMAINS AND COLOR CODING. hey’re organized by 6 broad domains and each TPE is broken down into elements. These two sets of standards closely parallel each other. The TPE are more detailed than the CSTP since they represent knowledge and skill, but address similar areas of teacher performance.The Standards of Quality and Effectiveness related to teacher quality address key areas for teacher growth. These standards are demonstration standards set by the CCTC as minimum competencies for teachers who are recommended for a clear credential. The IPS are measured by the Continuum of Practice. The CTP describes varying levels of practice – we will look at the CTP later.The purpose of teacher preparation and induction standards is to create teachers who are capable of moving all students to proficiency on the Academic Content Standards!!!
Darren4:30 – 4:32B-1 is about helping the PTs recognize the connection between their teacher prep standards and the CSTPs, which we have already done with them, but you may want to ask them about it as well. Look behind Tab 3 to find B-2. You will complete this with your PT similar to how the SP in the video clip worked with his PTLINK TO COLLABORATIVE LOG/Eportoflio entry Take time with this.
KellyWe’re going to watch a video of a support provider working with a teacher in a preconference. Although parts of the system have changed, this video gives us an opportunity to see a what a pre-conference looks like. He refers to the Descriptions of practice or DOP, we now use the Continuum of Teaching Practice which we will review later in this workshop.He is working with his PT to prepare the PT for completing the KWO 360 PD Module B 5:45 – 8:03
Darren4:23 – 4:24Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT in order to apply them to observations. But first, we’d like to wake up your observation skills.
Kelly: 4:33 – 4:37Think. Pair. Share. What do you see?Note FACT & Fact.This is an activity we do all the time in reading classes, Here, though we want to differentiate Fact from opinion. Have people share out & discuss differences.Observe the picture.SimkaSimkhovitch (1893-1949), The Prizefighter and His Girl, 1940, oil on canvas, H. 34 x W. 40 inches, Collection of Lee and Barbara Maimon...
Kelly4:37 – 4: 40Evidence is non judgmental. It removes the individual and focuses on the data. The conversations around evidence are supportive because the emphasis is on improving the results - not the teacher, thereby removing personal bias.
Kelly4:40 – 4:44FACT vs. Opinion. Now revisit with the same partner what you said. What did you say that was fact? What was opinion?Observe the picture.SimkaSimkhovitch (1893-1949), The Prizefighter and His Girl, 1940, oil on canvas, H. 34 x W. 40 inches, Collection of Lee and Barbara Maimon...
Kelly4:44 – 4:45
Darren4:45 – 4:47Please consider your prior experience observing or being observed and the purpose of that observation. How might the observations be the same or different from observations within the BTSA context? As we highlight the features of observing as a SP, you will notice that the content observed is generally more teacher driven, strategy focused and nuanced as detailed by the CSTPs and Induction Standards. The mark of evidence is the CSTP or Induction standard as opposed to something like features of EDI. FACTS AND EVIDENCE Recall that. Here you’ll be using the standards and looking for evidence of these standards in your observations with your PTs. Formative assessment addresses evidence for Standards 1 through 5. {Standard 6 of the CSTP is Developing as a Professional Educator, probably will not be something you will observe in the classroom, however can still get a PT hired & fired.} Close attention to Standard 6 establishes a frame for personal practice that is essential to success in the profession.Induction Standards: Universal Access. Equity for All Students, English Language learners and Special Populations and Pedagogy.
DarrenNow, we’re going to look more deeply at the CSTP. If you went though BTSA, were previously an SP or participated in the District Teacher Evaluation Document, you are already familiar with the CSTP. The current teacher evaluation document in based on the previous CSTP. The CSTP Placemat is located on behind tab 7 on pg 94. Please take 4 – 5 minutes to read them. We would like you to refresh your memory with the CSTPs as you will apply them in your observations.
Darren4:47 – 4:49Frontloading how to observePass out PRACTICE Observation forms and give them a few minutes to talk about how to record evidenceFOCUS on CSTP one, two or three as well as one of the BTSA Induction Standards. What might be some of the benefits and challenges of using something like this. LINK TO COLLABORATIVE LOG/Eportoflio entry
Darren4:49 – 4:58Practice Observing Set up what they’ll VIDEO CLIP UP TP 7:05see much like pre-conferenceNow that we have looked at the difference between fact and opinion we are going to work in a triad to practice an observation using the tools provided in FACT.
Darren4:58 – 5:04What clarifications do you need?
Darren
Darren:Now we’re going to explore some mentoring “moves” or specific language you may want to use when meeting for your post-observation reflection.
Darren: As a reminder, we’re now ready to practice using mentoring language in the Post Observation conference, this is where it fits in. With a partner, _____________________________.LINK TO COLLABORATIVE LOG/Eportoflio entry
Kelly5:50 – 6:05Work together to draft a few questions based on the evidence you gathered in this observation to practice a creating questions for this PT in a closure conference.Work with your partner to refine the questions. I’ll show the slide again so you can practice using the syntactical substitutions.
DarrenNow we’re going to move into using exploring the Self-Assessment resources, starting with the Continuum of Teaching Practice and then moving on to the Self-Assessment of the Induction Program Standards. One important thing to consider regarding the Self-Assessment resources, is that they are visited more than once, as sort of a pre and “post assessment”, or formative and summative assessment. Year 1 PTs visit these resources twice during their Year One in the BTSA program, and Year 2 and ECO candidates visit these resources three times. This frequency is connected to the start of their Induction experience as well as at the completion of each Inquiry. The pacing is noted in the collaborative logs as well. The Continuum we are going to look at first is found behind Tab 9.
DarrenClarify the Continuum and relieve the stress about. Take time with this. LINK TO COLLABORATIVE LOG/Eportoflio entry Another focus of theTo 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 development closure conference is initialself-assessment using the CTP. The role of the SP is to assist the PT in understanding their practice in light of the descriptors in the CTP
Darren:Ask the teacher where they are to get them to understand the documentUnderstand the teacher and student point of view and notice how the verbs change.Understand what examples are?Using coaching language how will you help them grow to the next step? How caReview that it is a growth tool.What is it?Why do we use it?How Connect to FACT?How is it used as a growth tool?What does the self-assessment process look like?The standards are divided by 39 elements. PT1s and are focused on Standards 1s and 2s because those most closely align with Induction Standards – though you’ll see strands throughout. PT year 2s
Darren:This is also listed on the collaborative logs
Darren:Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
Darren: Look in the tab of your binder that has INQUIRY – BLUE forms to locate the Conversation Guide for Pedagogy and the Self-Assessment of Pedagogy.Look first at the Self Assessment of Pedagogy. When Darren talked earlier about the Induction Standards on the multi-colored chart and you compared them to the Teacher preparation standards. As a reminder, these are the standards each PT must demonstrate to be recommended for a clear credential. Now look at the conversation guide; it provides some questions you might use to have conversations with your PT that open their thinking around pedagogy. LINK TO COLLABORATIVE LOG/Eportoflio entry Let’s look more in depth at the Self-Assessment. The purpose of teacher self-assessment is intended to be an opportunity for the PT to grow in their understanding of their teaching by identifying ways they are actually applying the standard in their teaching. This reflection should specifically address each question in the reflection planning prompt – it builds their confidence to see ways that are already addressing the elements of pedagogy. Notice from the form, this is their INITIAL self- assessment. They will revisit this after each inquiry and at the end of their program (1 or 2 years)Use the question prompts to have a conversation with your PT BEFORE they self-assess and answer the questions in the e-portfolio
Darren:Step 4, begin to think about possible topics for inquiry
Darren:This conversation is the heart of what you do!Begin developing an essential question for your IIP.
Darren:Using the CTL, SEF-ASSESSMENTS 5 – 6B, ATL reflect and identify areas for growth.Work collaboratively to develop questions. Write questions on Closure Conversation graphic organizer. The heart of this step is the conversation. WE will discus show to create the focus question when you attend the New SP Professional Development for ___________ on ________
Darren: 6: As we all know, read ….. This quote sums up the intention of the Induction program – to assist PTs in moving toward mature practice by learning from their teaching.FIX ANIMATION
Darren:Observing and coaching were the bulk of our focus today which matches the comments from the Support Providers Re-Apps about how valuable the process of observing and debriefing with their PTS was. We also wanted to be mindful of the feedback from last year’s New SPs in that they wanted more practical tips/applications of the Induction resources, as well as a reference and modeling of how the various resources relate to each other. While we also want to support your growth as mentors weaving in the FACT resources seamlessly into your learning focused conversations, we also wanted to make sure you understand and feel confident with the resources.
Darren
Darren:Thank you for joining us today and if you have any other questions or concerns, please let us know.