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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

Reflective Conversation

Reflective Conversation

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)

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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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INQUIRIES 2 & 3—Self-Selected•Inquiry Focus•Action Plan•Essential Component for Instruction

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

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

How:Use the IIP to:◦ Guide you through the steps of the inquiry◦ Provide a framework for documenting your work

as you complete each step

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How do you develop the focus of your Inquiry? •With wonderings•Dilemmas •Grows out of self assessment•Outgrowth of pre-service work•Observation feedback, DOP, own

experiences and passion

My students are very talkative. They seem to have a need to be very sociable. I need to keep them focused on what we are learning.

“How can I use my children’s social skills to enhance their learning and instruction at the same time?”

I have a student named David who is very quiet and meek—to the point of being painful!

“How can I construct a classroom atmosphere so that he and others feel more free to contribute to class discussion?”

Tab 6◦ Yellow Pages◦ Signature Page◦ IIP, Essential Components, etc.

Review components of Tab 6 on Checklist

Tabs 6 and 7 are identical, except the focus of the Inquiry is self-selected

Grounded in a specific teaching context Are open-ended rather than yes/no Ask a question that you don’t know (do not research

to confirm a strategy that you already think is good or bad)

Are specific and tangible Focused on improvement of practice

How can you turn that wondering into a question?

“How can I use conferencing to improve the English speaking, reading, listening and writing skills of my ESL students?

Led to2nd try: “How can conferencing improve reading

and writing skills of my ESL students?”

3rd try: “How can conferencing improve the writing skills of my ESL students?”

Think about the ways to find

information about the focus question. Consider timelines.

Write your focus question at the center of the Bubble Thing.

As we look at the documents in the Inquiry, we will refer back to this to trace the connections between these documents and the focus of the Inquiry.

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Essential Components for Instruction (6.3) Entry Level Assessment (6.4) Focus Student Selection (6.5) Lesson Plan Template (6.6) Observations (6.7) Post-Observation Reflection (6.8) Summative Assessment Parts 1 & 2 (6.9) Analysis of Student Work (6.10) Reflective Conversation Record (6.11)

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Refer to the Portfolio to locate the Focus Student Selection (6.5)

Note: Select 1 English Learner /SEL 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)

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Refer to the Lesson Plan Template (7.6) in your Portfolio

The Lesson Plan Template (7.6) includes these essential components:

Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For

Understanding Independent Practice

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◦ Pre-Conference (Review IIP, and 6.3 – 6.6)

◦ Observation Record (6.7)◦ Post-Observation Reflection (6.8)◦ Individual Induction Plan (6.2, Action

Plan, cells 5-6)◦ Analysis of Student Work (6.10)

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Summative Assessment & Reflection (6.9)

◦Analysis of student work on summative assessment

Reflect on: How do I know that they learned? What will I do if they didn’t? What will I do if they already know?

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Following the observation, you will review student work with your SP (monitoring assessment) collected during the lesson ◦ attach copies of the 3 focus students’ work

Use Analysis of Student Work (6.10) for the: Class English Learner (Focus Student 1) Special Populations (Focus Student 2) Choice (Focus Student 3)

At this point, return to the IIP

(Cell 7) Application- You will record how the new knowledge was implemented (state each action taken).

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Cells 8 & 9 Reflection/Application◦ Impact on

Instructional/Classroom practices Student Achievement

◦ How will this be applied to future practice?

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Becoming the Best Educator You Can Be!◦ Impact on

Instructional/Classroom practices Student Achievement

◦ How will this be applied to future practice?

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