A teacher affects eternity; he can never tell where his influence stops.

-Henry Adams

A teacher affects eternity; he can never tell where his influence stops.

-Henry Adams

2

Local District 7 BTSA Year 1 Collegial Support Seminar

WELCOME!

Agenda • Support Provider/PT Joint Seminar• Group Norms• Individual Learning Plan (IIP)• Lesson Essential Elements• Engaging Students Using Cooperative

Learning• SP/PT Work Time• Things To Do

Don’t forget to get your attendance verification form before you leave.

Group norms

• Listen as others speak• Be an active participant• Respect others ideas• Leave negative emotions at the

door• Behave in a professional manner• No side conversations

F.A.C.T.Formative Assessment for California Teachers

Inquiry

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

Reflective Conversation

SUMMARY OF TEACHING PRACTICE

•Reflection on Teaching, Student and Personal Growth

•Future Considerations for Study

FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)

Ret

urn

to

Co

nte

xt f

or

Tea

chin

g a

nd

Ass

essm

ent

I

I

P

INQUIRY—Pedagogy• Inquiry Focus• Action Plan• Essential Component for Instruction• Entry Level Assessment• Observation• Analysis of Student Work• Summative Assessment• Reflection

I

I

P

Year 1

Inquiry

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

Inquiry Documents• Individual Induction Plan (3.2)• Essential Components for Instruction (3.3)• Entry Level Assessment (3.4)• Focus Student Selection (3.5)• Lesson Plan Template (3.6)• Observations (3.7)• Post-Observation Reflection (3.8)• Summative Assessment Parts 1 & 2 (3.9)• Analysis of Student Work (3.10)• Reflective Conversation Record (3.11)

8

Determining the Focus of the Inquiry (IIP Cells 1-4)

• The Induction Standard is predetermined for the Inquiry-Pedagogy

• Based on evidence gathered in CFT/ATP, what is an authentic question that you have about your teaching practice as it relates to the Induction Standard under consideration?

• What area of the CSTP does this connect to?

“ ” is the center of Inquiry

• I explore my teaching as the subject & object of the research.

• I am asking a real question about a real issue and I am hoping to move towards an increased understanding of my teaching practice and possible solution of the issue.

• I am starting from where I am.

Compelling Inquiry Questions Are…

• 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 (4-6 week lesson series)

• Focused on improvement of practice

A teacher may think…

• 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?”

The Question is Too Broad…Evolution of an Inquiry

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

Led to

2nd 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?”

A Compelling Question

• Read and review the inquiry questions

• Mark the compelling questions

Compelling Questions

1. What instructional strategies can I use to engage quiet or verbally non-participatory students?

4. How can I structure partner and group interaction to improve my students’ mathematical academic language and understanding?

5. How can I use technology to increase science interest and academic achievement in my female students?

6. What is the impact of explicitly teaching questioning strategies to improve reading comprehension?

8. Using a collaborative learning environment, how do I facilitate academic talk during shared reading?

9. What literacy strategies can I teach to achieve the appropriate grade-level results of successful writers in my EL class?

Choosing a Focus Question

• In your binder, read pg. 1.5 Pedagogy

• Look over your DOP behind Tab 2

• In which CSTP element(s) do you need to improve (focus pedagogy)?

• Discuss with you SP or elbow partner

2.10 DESCRIPTION OF PRACTICE (DOP)—Year 1 ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING

Standard 1 ELEMENT

DEVELOPING PRACTICE MATURING PRACTICE EXPERIENCED PRACTICE THAT EXEMPLIFIES THE STANDARD

1.1 Connecting students’ prior knowledge, life experience, and interests with learning goals

The teacher makes some connections between the learning goals and the students’ prior knowledge, life experiences, and interests. The teacher elicits some questions from students during a lesson to monitor their understanding.

The teacher makes substantial connections between the learning goals and the students’ prior knowledge, life experiences, and interests. The teacher elicits and uses students’ questions and comments during a lesson to extend their understanding.

The teacher facilitates as students connect and apply their prior knowledge, life experiences, and interests to new learning and the achievement of learning goals. The teacher builds on students’ questions and comments during lessons to modify instruction.

1.2 Using a variety of instructional strategies to respond to students’ diverse needs

The teacher uses a selection of instructional strategies that are largely appropriate to the students and the instructional goals, but they may lack variety or may not be responsive to students’ needs.

The teacher uses a variety of instructional strategies that are appropriate to the students and the instructional goals. The teacher carries these strategies out thoughtfully, making some adjustments to respond to students’ needs.

The teacher makes skillful use of a wide repertoire of instructional strategies to engage all students in learning, making adjustments while teaching to respond to students’ needs.

1.3 Facilitating learning experiences that promote autonomy, interaction, and choice

Learning experiences are directed by the teacher and allow limited student autonomy, interaction, and choice.

Learning experiences are facilitated by the teacher to promote constructive interactions, autonomy, and choice, and to encourage and support student involvement in learning.

Learning experiences are facilitated by the teacher and students to promote and support a variety of constructive interactions, autonomy, and choice in the pursuit of significant learning.

1.4 Engaging students in problem solving, critical thinking, and other activities that make subject matter meaningful

Some learning opportunities are provided for students to engage in problem solving within subject matter areas, but little support is given to develop necessary skills.

Learning opportunities and support are provided for students to engage in problem solving and in investigating and analyzing subject matter concepts and questions within subject matter areas.

Learning opportunities are provided that extend student thinking, and engage and support all students in problem posing, problem solving, inquiry, and analysis of subject matter concepts and questions within or across subject matter areas.

1.5 Promoting self-directed, reflective learning for all students

Students’ learning is directed and monitored by the teacher, and some opportunities are provided for students to reflect on their work individually.

Students are supported in developing the skills needed to monitor their own learning during activities. Students reflect on and talk about their own work with peers.

Students take initiative for their own learning, and reflect on, talk about, and evaluate their own work with peers.

CSTP Questions

• Take out your CSTP booklet or handout

• Look at the CSTP questions to help you frame your question– Note: some of the questions listed will need

to be narrowed

• Use the blank form to brainstorm and draft 2-3 questions

Are your questions compelling?

• 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 (4-6 week lesson series)

• Focused on improvement of practice

Sample IIP

Look at Annie Wonderful’s IIPFocus of Inquiry Cells 1-4Action Plan Cells 5-7

• Describe research• Tell how research was implemented

Reflection/Application Cells 8-9• Include data results

Essential Components for Instruction

Read your assigned section of the Essential Components for Instruction (3.3)– Assessment & Application of Research– Accommodations/Modifications– Learning Environment– Materials and Resources

Highlight the key instructional elements on the left

Does Annie Wonderful fulfill the required elements?

Each group share requirements and answer to the question.

21

Preparing for InstructionEntry Level Assessment Resource/Reflection (3.4)

• What is an Entry-Level Assessment?–How ready is a student to access the content

you’ll be teaching?

• With your elbow partner:–Brainstorm ideas about pre-assessments you

might use

–Discuss what the pre-assessment must do and how is it connected to the focus question and summative assessment?

22

23

Preparing for Instruction• Locate the Focus Student Selection (3.5)

• 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)

Next Steps

• For the next 4-6 weeks continue to work on your Inquiry (lesson series- all of Tab 3) with your support provider

• Cells 1-4 will need to be submitted before the end of February to get approval

• Go to the BTSA website to take the Local Survey

Cooperative LearningEngaging Students

• Take a look at the cooperative learning handout

• Put a check next to the ones that you have used in your instruction

• Put a star next to the one that you will try this month

Cooperative Learning

• Think-Pair-Share

• Jigsaw

• Standup-Handup-Pairup

• Inside-Outside Circle

Think-Pair-Share

• Students think about a question or idea then select another student with whom to share– Elbow partner– Face partner

Jigsaw

• Each student on the team is given a different poem or section to read and analyze, then use roundrobin to teacher others in the group what they have learned

• Each team is given a different number (1-4); move to numbered group to become an expert; returns to the team to teach their team members

Standup-Handup-Pairup

Students stand up, put their hands up, and quickly find a partner with whom to share or discuss

Inside-Outside Circle

• Students form two circles, one inside the other• Teacher reads a prompt or question• Students standing across discuss with partner• Teacher tells students in the inside circle to move

one person to the right • Teacher reads a prompt or question• Students move to the right and the process

continues

SP/PT Partner TimeSP/PT Partner Time

1.Work with your support provider to develop your IIP and Essential Components for your Inquiry

2.Come back to the large room during the final 10 minutes of the support seminar

Things I Need To Do:

Upload IIP cells 1-4 on the BTSA website

Take the LAUSD survey this week

Take the State Survey on March 15th - www.btsa.ca.gov

With your support provider, complete the IIP/Inquiry (all activities behind tab 3) and bring it to the 3rd Support Seminar for review – ECO Tab 3 due end of February

Sign-up and attend Year 1 Advisement Session (BTSAWebsite)

Check the BTSA website and your LAUSD email weekly for updates.

Upload IIP cells 1-4 on the BTSA website

Take the LAUSD survey this week

Take the State Survey on March 15th - www.btsa.ca.gov

With your support provider, complete the IIP/Inquiry (all activities behind tab 3) and bring it to the 3rd Support Seminar for review – ECO Tab 3 due end of February

Sign-up and attend Year 1 Advisement Session (BTSAWebsite)

Check the BTSA website and your LAUSD email weekly for updates.

Don’t forget to pick up your

verification of attendance

The next FACT Work Time is Feb. 25, 2010

Register for the Advisement Session

Go on-line and take the LAUSD survey today and on the State website in March