inquiry step 1: determine the focus of individual induction plan

Inquiry

Step 1: Determine the Focus of

Individual Induction Plan

Revisiting the Big Picture

Step One: Determining the Focus of the InquiryStep Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Analysis of

Student Work Step Five: Summative AssessmentStep Six: Reflection and Application

You are here!

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

Determine Focus of Inquiry

• Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions.

• Talk to your partner about the purpose of an Inquiry.

• Partners share out key points, questions, or concerns to the group.


Induction Standard Identification•Everyone reads the IIP Induction Standard Box

•Each table participant will read 1 of the Induction Standards


Table Talk:

• Starting with the Pedagogy Standard, share the primary focus of your standard

• Referring to the Induction Standard box on the IIP, share an example of what a teacher might write

• Continue with all Induction Standards

Determine Area of Focus

Preparing to Complete Cell 1:

Review evidence collected during Modules A and B:

•Context for Teaching

•Initial Assessment of Teaching Practice

•Reflective Conversation Record (E-3)


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

Developing a Focus Question Cell-2• 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

1

Developing a Focus Question Cell-2

• 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?

Determine a Focus Question• 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.

• With a partner: Read the sample focus questions in your participant’s manual.

• Use a (+) to indicate a strong focus question.

• Use a (–) to indicate a weak focus question.

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

Individual Induction Plan, Cells 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)

Individual Induction Plan, Cells 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.

Inquiry

Step 2: Developing the Action Plan

Developing the Action Plan

Step One: Determining the Focus of theInquiry

Step Two: Developing the Action Plan

Step Three: Preparing for Instruction

Step Four: Observation and Student Analysis

Step Five: Summative Assessment

Step Six: Reflection and Application

You are here!

Connecting Big Picture to IIP Cells 5-8

Step Two:

• Developing the Action Plan

Individual Induction Plan, (C-1, Cells 5-8)

Developing the Action Plan

• 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.

Developing the Action Plan–Cells 5-7• With a partner, review IIP Cells 5-7

• Using the sample IIP from the last activity, complete the following: (Cell 5) Insert dates–“When action was 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).

Developing the Action Plan – Cell 8

• 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.”

Developing the Action PlanReview 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

Inquiry

Step 3: Preparing for Instruction

Preparing for Instruction

Step One: Determining the Focus of theInquiry



Step Four: Observation and Student Analysis


Step Six: Reflection and Application

You are here!

Connecting Big Picture to Forms

Step Three:

Preparing for Instruction Essential Components for Instruction (C-2) Entry Level Assessment (C-3, Parts1 & 2) Focus Student Selection (C-4) Lesson Series Begins

• Lesson Plan (C-5)


• Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.”


• Partners share out key points, questions, or concerns, to the group.


• Review Essential Components for Instruction (C-2)

• Highlight the key words in each box

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


• Refer to the Artifact Section to locate Lorey’s IIP (C-1) and Essential Components (C-2)

• Based on her responses on C-2, boxes 1 - 14, 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)?

Preparing for InstructionSEQUENCE

1. Essential Components for Instruction (C-2)

2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2)

3. Selecting 3 Focus Students (C-4) 4. Lesson Series (Lesson Plan C-5)

You are here!


• 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?

Preparing for Instruction• Entry-Level Assessment Resource (C-3, Part 1)

• 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


• Refer to your Artifacts: Lorey’s Entry-Level Assessment, Form C-3 Part 1

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


• Locate the Entry-Level Assessment Reflection C-3, Part 2

• Note: This becomes the documentation of the next steps that need to be taken, as a result of the entry-level assessment

Preparing for InstructionSEQUENCE:


2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2)

3. Selecting 3 Focus Students (C-4)

4. Lesson Series (C-5) You are here!


• Locate the Focus Student Selection Document (C-4)

• 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)


• Refer to your Artifacts to locate Lorey’s Focus Student Selection (C-4)

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

Preparing for InstructionSEQUENCE:


2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)


4. Lesson Series (C-5) You are here!

Preparing for Instruction• Refer to the Lesson Plan Template (C-5)

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

Introduction Direct Instruction Modeled Instruction Guided Practice/Checking for Understanding Independent Practice

Note: Participants may choose to use C-5 or a district-aligned lesson plan.


• Refer to your Artifacts to locate Lorey’s Lesson Plan Template (C-5).

• 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).


SEQUENCE:


2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)


4. Lesson Series (C-5)

Inquiry

Step 4: Observation

Observation

Step One: Determining the Focus of the Inquiry



Step Four: Observation & Student Analysis


Step Six: Reflection & Application

You are here!

Connecting Big Picture to Forms Step Four:

Observation • Pre-Conference (Review C-2 thru C-5)

• Observation (C-6)

• Post-Observation (Individual Induction Plan, C-1, Action Plan, cell 8)

• Analysis of Student Work (C-7)

Observation

• Read and highlight the key points in the Step 4 Observation directions.



Observation • Participants role-play the steps of the pre-

conference One participant will be the support provider One participant will be Lorey, a 6th grade

Language Arts Teacher • Use Lorey’s artifacts to guide the conversation,

including:• Essential Components for Instruction, C-2• Focus Student Selection, C-4• Seating Chart• Lesson Plan, C-5

Observation: Role-Play

• Support Provider: “Lorey, I am looking forward to seeing your lesson next Thursday. It sounds like such an interesting topic. I am sure 6th graders have the power of persuasion! In order to prepare for my observation, let’s review some of the work we have already completed.”

Take out Essential Component, C-2

Observation: Role Play

• Support Provider: “In your Essential Components for Instruction (C-2) you indicated the ways you would differentiate, evaluate, and provide support to your students.”

• “This is the beginning of your lesson series. Share with me where you are in the process and your findings thus far.”

(Have C-2 in front of you at this time)


• Lorey: “As you can see, I said I was going to provide an entry level assessment that would guide my instruction.”

• “The students actually did much better on the assessment than I thought they would.”

• “As a result I was able to move forward more quickly than originally planned.”


• Support Provider: “So, you must feel good about how far your students have come. How wonderful that you modified your plan based on the assessment outcomes.”

• Lorey: “Thanks, I do feel proud of my students. You can see Tommy and Sheri still need extra support. With minor modifications, they were able to keep pace and were successful.”


• Support Provider: “Sounds like you have taken the needs of all students into consideration. Would you please share with me where you are in your lesson series?”

• Lorey: “We are at the beginning of the series. I consider this lesson to be part of the foundation.”

Observation: Role Play• Lorey: “I am also very excited to tell you that I

have actually implemented the ‘checking for understanding’ strategy I saw Mr. Jones use with his students. This has really made a difference with my pacing and support. I am committed to coming up with some new ways of checking for understanding of my own.”

Observation: Role Play• Support Provider: “That is great! We will

update your action plan today! What I hear you saying is that you have a new goal to continue using different checking for understanding strategies that ensure all students are successful. You have really taken the research you’ve done and applied it to your daily instruction.”

• Support Provider: “Let’s talk about your three focus students.” (Pull out C-4)

Observation: Role Play• Lorey: “I chose Christina. As you can see, she

did very well on the entry level assessment. However, Kimberly is going to need more help than I thought. In addition to Ian, I plan to pull 5 kids back after the group starts writing. They need much more guided practice in order to be successful, but have demonstrated the basic skills required.”

Observation: Role Play (Your Turn!)

• Considering the Academy Award winning performance you just experienced, role play a similar conversation that you might have during the pre-conference. (Use Lorey’s artifacts)

• Conversation continues as you review the lesson plan that will be observed.

Observation• Partners share the mentoring skills you heard

during the role play. In what ways did the skills support the conversation?

• Consider:

PausingParaphrasingInquiringProbingExtending

Wait TimeNon-verbal toolsCollaboratingConsultingCoaching

Observation• Review the form that will be used during the

observation (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

Observation

• Using the Observation Record (C-6, Parts 1 & 2), and the seating chart, prepare to observe the lesson

• Record evidence while watching Lorey’s video (C-6, Parts 1 & 2)

• After the observation, review your notes and make additions or changes

Observation

• Working with a partner, review the evidence collected on C-6, parts 1 & 2, and the seating chart

• Check the CSTP boxes, at the bottom of the form, where evidence was collected

• Check the Induction Standard boxes, at the bottom of the form, where evidence was collected

Observation: Analysis of Student Work• Following the observation, PTs review student work

(monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work)

• PTs will analyze results, and describe achievements in relation to standards and learning goals, using C-7 Analysis of Student Work for the:

Class English Learner (Focus Student 1) Special Populations (Focus Student 2) Choice (Focus Student 3)

Observation: Analysis of Student WorkRefer to Lorey’s “Analysis of Student Work, C-7”

At your table discuss the following:

• Based on Lorey’s responses on C-7, part 2, what clarifying questions would you want to ask her?

• Based on Lorey’s IIP (C-1), her student work, and your observation, would she have evidence to update Cell 8?

• Would Lorey have any additional actions that might be appropriate to add to Cells 5-7 at this time?

Observation Results Role - Play

• Based on the conversation you had at your table, turn to a neighbor and role-play the conversation you might have with Lorey to update her IIP (Cells 5 – 8)

• Recall the Continuum of Interaction:

Coaching Collaborating Consulting

Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved

Step 5: Summative Assessment

Inquiry

Summative AssessmentStep One: Determining the Focus of the

InquiryStep Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student

Analysis Step Five: Summative Assessment

Step Six: Reflection and Application You are here!


Step Five:• Summative Assessment (C-8 Part 1)

• Summative Assessment Reflection (C-8 Part 2)

• Reflect on Essential Components for Instruction (C-2, Boxes 2, 6, 9, and 10)

Summative Assessment•At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals.

Summative Assessment Feedback• TimelyTimely – students should receive timely feedback on

all assessments to impact future learning

• SpecificSpecific – student assessment criteria should be used to identify strengths and weaknesses

• CorrectiveCorrective – students should know how to correct what is incorrect Students should be encouraged to self-assess and

monitor their own progress

Summative Assessment• Read and highlight the key points in the

Step 5 directions for Summative Assessment.



Summative Assessment• Refer to the Summative Assessment (C-8 part 1)

• Note: This process is the same as at the entry level.

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

Summative Assessment

1. Review the questions found on the Summative Assessment Reflection C-8, Part 2.

2. Turn to your neighbor and discuss the purpose for answering these questions.

3. Be prepared to share out results.

Summative Assessment

• Refer to Lorey’s Summative Assessment Reflection, C-8 Parts 1 & 2

• Discuss the connection between: What Lorey said she was going to do (Essential

Components(C-2) Boxes 2, 6, 9, and 10) What she actually did (C-8 Part 2, Question 2) Student outcomes

(C-8 Part 2, Question 3)

Summative AssessmentUsing Lorey’s Summative Assessment Reflection, C-8 Part 2, questions 4 and 5,•Read:

Interventions identified for students who did not meet the learning goal, and;

Enrichment for students who exceeded the learning goal.

•Discuss: Additional interventions and enrichment that

may have been appropriate for Lorey to consider.

Step 6: Reflection and Application

Inquiry

Reflection and Application


Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student

Analysis Step Five: Summative Assessment

Step Six: Reflection and Application You are here!

Connecting Big Picture to IIP (C-1) Step 6

Step Six:• Reflection

Description of Practice E-1 End of Inquiry Self-Assessment E-2 (CSTP &

Induction Standards) (Assessment Toolbox) Reflective Conversation Record (Update-E-3)

• Reflection (Individual Induction Plan, C-1, Cell 9)

• Application (Individual Induction Plan, C-1, Cell 10)


• Read and highlight the key points in the Reflection directions.

• Talk to your partner about the purpose of the Reflection Activity, parts 1-4.


Partner Practice: Walk-Through Sequence for Step 6

I.o ?o ?o ?o ?

II.o ?

III.o ?

IV.o ?

Answer Key: Walk-Through Sequence for Step 6

I. End of Inquiry Self-Assessmento Review all evidence collected during the Inquiryo Use the Description of Practice to mark placement on E-2o Mark E-2 for all CSTP elements for which there is evidenceo Update E-2 Induction Standards

II. Self-Assessment Reflective Conversation E-3o Update Reflective Conversation E-3

III. Reflection IIP(C-1) Cell 9o List specific evidence that impacted instruction/classroom

practice and student achievement, on Individual Induction Plan (C-1), Cell 9

IV. Application IIP (C-1), Cell 10o Describe how new learning is applied to future practice, on

Individual Induction Plan (C-1), Cell 10


End of Inquiry Self-Assessment:

Review the Descriptions of Practice (E1) that will be used as criteria for marking the Self-Assessment (E-2)

Reflection and Application• Self Assessment (E-2)

Refer to Initial Assessment column in Self-Assessment E-2

Participating teachers will:

• mark their current practice in the End of Inquiry #1 column (E-2)

• write about their strengths and challenges in the bottom box

• update Induction Standard Self-Assessment (E-2) if appropriate at this time


• Refer back to your Reflective Conversation Record E-3 (Assessment Toolbox)

• Participating teachers will again record the date and their response to each of the three prompts


• Review Cells 9 and 10, using Lorey’s Individual Induction Plan, C-1

• Discuss: How are Cells 9 and 10 connected to Cells 1-8? What types of evidence did Lorey use to document

outcomes in Cell 9? Discuss the application to future practice that Lorey

identified in Cell 10. What challenges do you anticipate for your PTs as

they complete Cells 9 and 10?


Discuss how the Reflection and Application component of this module can be a powerful tool for bringing closure to the Inquiry.

Checking for Understanding

Questions?

Reconnecting to the Big Picture


Step Two: Developing the Action PlanStep Three: Preparing for InstructionStep Four: Observation and Student

Analysis Step Five: Summative AssessmentStep Six: Reflection and Application

Mind Map

• Locate your Mind Map

• Write key concepts/ideas for Inquiry

• Add circles as necessary

• Walk to another table (at the signal), and share your mind map with someone

• Continue sharing by moving around the room

You are Here!

A. Context for Teaching

B.B. Initial Assessment of Initial Assessment of Teaching PracticeTeaching Practice

C. Inquiry

D. Summary of Teaching Practice

You are here!

Module D

Summary of Teaching Practice

You Are Here86

You are here!



C. Inquiry


CONTEXT FOR TEACHING

• Class Profiles• School Information • District Support• Community Links• Conversation Guides

INITIAL ASSESSMENT OF TEACHING PRACTICE

• Teacher Preparation Information• CA Standards for the Teaching

Profession & Induction Standards• Informal Classroom Observation

Assessment Toolbox / Reflective Conversation

Assessment Toolbox / Reflective Conversation

INQUIRY• 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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Tea

chin

g in

Yea

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IIP

Em

bedd

ed A

cros

s In

quir

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Year 1

Cycle

88

Reconnecting to Modules A-C• Reflect on the knowledge and skills learned

in “Modules A-C”

• Write: 3 new concepts learned in the training 2 questions you still have 1 concern

• Share at your table


Module D: Overview

PTRA Cycle

91

Summary of Teaching Practice:Purpose Paragraph

Read and highlight key points in the introductory paragraph of the Summary of Teaching Practice

Share insights

Key ConceptsWhat Teachers will apply the knowledge and skills

gained throughout the Year 1/Year 2 teaching experiences, towards future teaching experiences.

Why/How Future teaching will be enhanced through

application of the learnings from the initial years of teaching. Teachers will reflect in writing on their journey throughout their first years of teaching.

93

Understanding the Big Picture

• Use the Questions Guide for reflection

• Create a written reflection

• Share key insights


Step One:• Use Question Guide for reflection

Step Two:• Create a written reflection

Step Three:• Share key insights

Checking for Understanding

• Using Post-its, write 1-2 questions regarding the Summary of Teaching Practice, Module

• Place the Post-its on the chart in the room

Steps to Summary of Teaching Practice

Steps 1--3

Step One:

• Use Question Guide for reflection(D-1)

Step Two:

• Create a written reflection (D-2)

Step Three:



You Are Here

Questions Guide Reflection

Step One: Reflect

• Use Question Guide for reflection Form: D-1

• The questions are divided into 4 categories:

• Participating Teachers• Students• Collection of Evidence• Next Steps

Step One:• Use Question Guide for reflection(D-1)

Step Two:

• Create a written reflection (D-2)

Step Three:



You Are Here

Reflective Summary of Teaching Practice

Step Two:

Reflective Summary of Teaching Practice D-2

Participating teachers will use evidence from: • Context for Teaching• Self Assessment E-3• Inquiry

Integration of Knowledge“Thumbs Up, Thumbs Down”

• Question #1: What have you learned about yourself?

• Observations and subsequent conversations with my support provider indicate that the new routines and procedures I have implemented are having effective results in overall student behavior.

• I feel very confident that I have created a climate that promotes fairness and respect. I believe my students feel very comfortable when they work together and I have a strong sense that group responsibility is also greatly improved on a daily basis.

Thumbs Up: Good ExampleThumbs Down: Bad Example


• Question #2: “What I learned about my students . . . • My classroom is filled with a variety of instructional strategies and

resources that respond to students’ diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice have become an important part of my planning.

• Consistently analyzing student assessments has provided me with the insight to understand that my English Learners are struggling with academic language. Reviewing these results and making immediate changes to better assist these students has shown me the power behind consistently using assessments to monitor throughout the lesson.



• Question #3: Evidence illustrating change in teaching . . .

• The rubrics I created to assist students in their ability to self-assess have resulted in much higher scores when they complete a project turned in to me for a grade. They now understand what I am looking for and the grades for all students, including English Learners and those with an IEP, have increased by an average of 20 %.

• I now have confidence that my students are working at their highest ability level and that the grades they are receiving are indicative of their very best work. Students are putting much more effort into their daily assignments, their homework, and their test preparation.



• Question #4: Focus for next year . . .• Next year I plan to look for strategies that will engage my students in

problem-solving, critical thinking, and other activities that will make the subject matter more meaningful to them. I plan to talk with colleagues regarding more ideas for group work that will involve high-level thinking projects.

• Next year I plan to talk to colleagues about new ideas, observe other teachers’ classrooms, and attend several conferences that have been highly recommended. I also plan to speak to our administration about the possibility of taking students on two very high-level field trips next year that were recommended by a colleague.

Thumbs Up: Good Example

Thumbs Down: Bad Example

Step One:

• Use Question Guide for reflection(D-1)

Step Two:• Create a written reflection (D-2)

Step Three:• Share key insights


You Are Here

Sharing Key InsightsStep Three:

Reflective Summary of Teaching Practice (D-2)

Reconnect to Steps 1-3: Share examples of possible practices Table discussion Share whole group


Closure

Mind Map

Partial Mind Map

• Model “mapping key concepts”

• Participants continue individually

• Participants share with a person at another table

• Add new thoughts/ideas

Reconnecting to FACT



C. Inquiry


Completed Mind Map

• Review “Mind Map” for connections

• Share map with a partner

• Share ideas with whole group

inquiry step 1: determine the focus of individual induction plan

Documents

focus question cell

area of focus

focus area

primary focus

future focus question

strong focus question

weak focus question

written focus question