new sp assessment of teaching & learning
DESCRIPTION
TRANSCRIPT
INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
Welcome New Support Provider FACT Training
September 20, 2012
SAN JOSE UNIFIED SCHOOL DISTRICT
Meeting Goals
Be able to utilize the Continuum of Teaching and Learning to gather evidence
Develop the mentoring skills of observing and coaching
Understand the purposes and processes of Assessment of Teaching and Learning
Connecting Teacher Preparation to Induction
Connecting Teacher Preparation to Induction
Teacher Preparation Standards
5. Professional…
6b. Teach Special Pops
10. Prep for Learning
Induction Program Standards
5. Pedagogy
6. Equity for All…
5. Pedagogy
6a. Teach ELLs
13. Teach Special Pops
12. Teach ELLs
9. Equity, Diversity…
Teacher Preparation Standards & Induction
Program Standards• Number off 1 - 5
34
1
2
5
• Share you’re A-ha’s in your expert group
• Read TPE & Induction Standard comparison
• Highlight the verbs and note the connections between the standards
• Be prepared to explain your A-ha with your original group
Teacher Preparation Standards & Induction
Program Standards
• Share in your “home group”
• What trends or themes do you notice overall?
Teacher Preparation Standards & Induction
Program Standards
Declarative knowledge
The teacher knows and understands pedagogy related to teaching
Information and ideas
“What?”
Procedural Knowledge
The teacher demonstrates application of knowledge and skills
“How?”
Teacher Preparation Induction
Connecting Teacher Preparation to Induction &
Student Success
Assessment of Teaching and Learning
Context for Teaching and Learning
Inquiry into Teaching and Learning (IIP Embedded Across)
Summary of Teaching and Learning
Formative Assessment for California Teachers (FACT)
Step 2: Observation & Post-Observation Reflection B-3 & B-4
Step 1: Pre Conference B-1 & B-2
Step 3: Self-Assessment CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle of Inquiry
Assessment of Teaching & Learning
Step 1: Pre Conference B-1 & B-2
Assessment of Teaching & Learning
K-W-O (B-2)
Step 2: Observation & Post-Observation Reflection B-3 & B-4
Step 1: Pre Conference B-1 & B-2
Step 3: Self-Assessment CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle of Inquiry
Assessment of Teaching & Learning
Observation
Evidence Opinion
•Observable
• Free of evaluative words
•Without conclusions
•No point of view
•Makes inferences
• Includes evaluative words
•Draws conclusions
• Depends on point of view
Observation
FACT vs. Opinion
Fact or Opinion?
CSTP 1-6
•Engaging
•Managing
•Knowing
•Planning
•Assessing
•Growing
Induction Standards
• Pedagogy• Universal Access
Equity• English Learners• Special
Populations
Observation
California Standards for the Teaching Profession
What are the elements of the California Standards for the Teaching Profession?
Observation Practice
In Triads:
• Notice observation forms are modified.
• What strategies will you use to record evidence?
• 7th grade teacher
• Language Arts Lesson: Reviewing for an upcoming test
Observation Practice
Observation Practice
• Share evidence gathered
• Work together to change opinion to fact/evidence
Break
Mentoring Language
Purpose of learning-focused conversations is to provide an opportunity for the PT to grow
Intentional choice of words versus casual conversation
Mentoring Language
The Some
Could Might
Is Seems
Why What
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?
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?
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?
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?
Assessment of Teaching & Learning
Purpose of learning-focused conversations is to provide an opportunity for the PT to grow
Step 2: Observation & Post-Observation Reflection B-4
Step 1: Pre Conference B-1 & B-2
Assessment of Teaching & Learning
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
Self-Assessment
Step 2: Observation & Post-Observation Reflection B-3 & B-4
Step 1: Pre Conference B-1 & B-2
Step 3: Self-Assessment CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle of Inquiry
Assessment of Teaching & Learning
Continuum of Teaching Practice
•Self - Assessment
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?
• 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?
Continuum of Teaching Practice
Now you try it out: Within CSTP 1 and 2, choose an element to self-assess
Be prepared to explain your reasoning and evidence to a partnerWhat types of questions might you ask your Participating Teacher to help them self-assess with this tool?
Continuum of Teaching Practice
The Participating Teacher’s Responsibilities:• Highlight level• Provide evidence• Year 1 highlights CSTP 1 & 2• Year 2 completes all of the Continuum,
except CSTP6
Step 2: Observation & Post-Observation Reflection B-3 & B-4
Step 1: Pre Conference B-1 & B-2
Step 3: Self-Assessment CTP; E2.5 – E2.6b
Step 4: Identify Focus for Cycle of Inquiry
Assessment of Teaching & Learning
Closure Conversation
Closure Conversation
• To connect the observation and self-assessment 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?
Closure Conversation
We don’t learn
to teach;
We learn from
our teaching.
Meeting Goals
Be able to utilize the Continuum of Teaching and Learning to gather evidence
Develop the mentoring skills of observing and coaching
Understand the purposes and processes of Assessment of Teaching and Learning
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
Program Logistics
Remaining questions
Feedback – Complete Form
October 8 or 9: Coaching for Induction
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