district meeting #2 2008-09 east bay btsa induction consortium

District Meeting #2

2008-09

East Bay BTSA Induction Consortium

About Teacher Inquiry

Article Quick SCAN Read Highlight Discuss

Session Outcomes

Develop understanding of the inquiry value and process

Develop an inquiry question and preliminary Action Plan for Module C

Outline steps in Module C Review completion requirements

(Inquiry Folders)

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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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Value of Inquiry

Engaging in inquiry is at the heart of improving professional practice. Inquiry invites the learner to design a question and to develop a study or investigation to explore and make discoveries in the search for new understandings.”

-New Teacher Center 2008

Inquiry Defined

An Inquiry . . . Is a question Evokes passion and commitment

to learn Is data-informed Involves a cyclical process

What are you passionate about?

Coaching conversation

Support Providers lead a conversation using the template and record for their PT

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

Steps in Developing an IIP Review evidence of practice Frame an Inquiry Question Identify anticipated, measurable

outcomes for student learning. Design a plan and determine

professional development activities Implement learning in your classroom Reflect/Project

Step One Documents:IIP Cells 1-4

Step One:Inquiry Focus



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Handout Pg.

Review Evidence Frame a

question Expected Results

PD Plan and implement Record andReflect on Results

Reflect for future

Connect with CSTP

Handout Pg. 5

Year One = Equity

Year Two = Special Populations

ECO = 2 InquiriesNew Year 2 = Individualized

One action = PD for min. 2 hr.

Beginning the IIP Review notes from today’s coaching

conversation

Review Self-Assessment Results (from Initial Assessment Module) E-3

Review your current Class Profile (from Context for Teaching)

Complete Cell 1 on the IIP

Inquiry Question Refer to handout pg.

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 1

Complete IIP Cell 2

Resources:

CSTP Booklets

Sample IIPs

Make a connection between your focus question and the California Standards for the Teaching Profession.

Complete Cell #3 on the IIP

Cell 3

Connect your Inquiry Question with CSTPs

CSTP

Placemat

Measurable Outcomes Determine how completing your

inquiry will result in improved student learning.

What data will you collect?

Will you need multiple types of data to answer your inquiry question? Student engagement data Student achievement data

Complete Cell 4

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Step Two Documents:IIP Cells 5-8

Step Two:Action Plan

Action Plan What actions will you need to take to

address your Inquiry question? (6-8 weeks) Make a list Identify which action on the list will fit for

the required 2 hrs./Inquiry of PD Review criteria for PD and options/Rationale

Complete Cell 6 – note that Cell 5 is completed when actions are done.

Cells 7-8 will be completed over the course of the Inquiry

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. 5-6

IIP Cells 7 - 8 As your inquiry progresses, you will be

updating the IIP in Cells 7 and 8.

It is possible that your inquiry question may change as you apply new knowledge.



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Step Three:Preparing for

Instruction

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

Review Essential Components for Instruction (C-2)

You will need to complete this document as part of your inquiry


Instruction


Discuss the types of assessments you are/will be using over the next few months.

Which are Entry Level, Progress Monitoring or Summative Assessments?

For the purposes of your inquiry, you will need to identify all 3 types of assessments for the content you select.


Instruction


Review C-3 Entry Level Assessment

What type of Entry Level Assessment might you use as part of your inquiry?


Instruction


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


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

Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For

Understanding Independent Practice


Instruction


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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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



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

Step Four:Observation

Inquiry Folders

Review the Inquiry folders Inside pages – the language of the

Standard (s) and the method of demonstration

Back page – Submission checklist Other: items will be addressed at Dist.

#3

Technology Enhanced Lesson

Review the Technology Matrix

Discuss what type of technology you might use as part of your inquiry process.

Year One - Equity

Checking My Systems for Equity

Review the self-assessment

Discuss: How might this assessment impact your inquiry as it relates to Equity?

Sample Inquiry Schedule

Review the sample schedule

What questions do you have about the Inquiry module?

What Else?

Resources from EBBIC and on eastbaybtsa.org

Session Evaluation

district meeting #2 2008-09 east bay btsa induction consortium

Documents

inquiry definedan inquiry

inquiry questionidentify

inquiry value

inquiry of pdreview

written focus question

teachingcomplete cell

optionsrationalecomplete

complete iip cell