welcome to fact #2 about teacher inquiry article quick scan read highlight items of interest discuss...
TRANSCRIPT
Welcome to FACT #2
About Teacher Inquiry
Article Quick SCAN
Read Highlight items of interest Discuss at tables
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
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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
I
I
P
Individual Induction Plan
IIPAction Plan
(Steps/Results)PD/Research
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
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
I
I
P
Handout Pg. 4
Review Evidence Frame a
question Expected Results
Plan and implement Record andReflect on Results
Reflect for future
Connect with CSTP
Pedagogy and . . .
Year One = Equity
Year Two = Special Populations
ECO = 1-Equity, 2-EL & Spec Pops
New Year 2 = (Individualized)
Cell 1Together with your SP review and discuss:
Self-Assessment Results (from Initial Assessment Module) E-3
Class Profile (from Context for Teaching) A-1
Notes from Mid Year Check Inquiry Question handout
In cell 1 write your area of interest.
E-3
A-1
MYC Inquiry Ques. HO
Cell 2
Framing Handout
MYC Inquiry Ques. HO
CSTP Booklets
Sample IIPs
Make a connection between your Inquiry question and the California Standards for the Teaching Profession (CSTPs).
In Cell 3, write the standard number and element of the CSTP that supports your Inquiry question.
Cell 3
CSTP Booklets
Cell 4Measurable 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
Examples of Measurable Outcomes
Time on task observation data Student surveys District assessments Unit assessments Rubric-based assessments
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
I
I
P
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
Cells 5 & 6
Action Plan What actions will you need to take to
address your Inquiry question? (6-8 weeks) Review your PD ideas from MYC Inquiry Ques.
HO Make a list in Cell 6 Identify which action on the list will fit for the
required 2 hrs./Inquiry of PD Review criteria for PD and options/Rationale
Fill in Cell 5 only when the actions are completed.
MYC Inquiry Question HO
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
Back to Cell 6
Work with your SP to list the research activities you think you might need for this Inquiry.
You may be adding or deleting from this list as you progress.
In Cell 6 you document an action that
helps you gain new knowledge for your Inquiry.
In Cell 7 you record how you applied this knowledge in your classroom.
In Cell 8 you record the results of that application.
Cells 7 & 8
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
I
I
P
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
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)
Is related to the entire lesson series
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
For the purposes of your Inquiry you will need Entry Level, Progress Monitoring, and Summative Assessments for the content you select.
With your table group, discuss several examples for each type of assessment. Be prepare to share out a couple of examples for each.
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Review C-3 Entry Level Assessment
What type of Entry Level Assessment might you use as part of your inquiry?
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
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)
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
The Lesson Plan Template (C-5) includes these essential components:
Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For
Understanding Independent Practice
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Criteria for Lesson Series
Same content area for all lessons Cover 3-4 week timeframe (with beginning, middle, end of series) Allow for application of learning
from professional development in Action Plan
One lesson must include use of technology
PT Submits 5
lessons for review
I
I
P
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
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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
In the C documents be sure to use the language of the Induction Standards
Back page – Submission checklist Other: items will be addressed at Dist. #3
Sample Inquiry Schedule
Review the sample schedule
What questions do you have about the Inquiry module?
Handout pg. 8
Before you go . . .
Documents on eastbaybtsa.org
Other resources from EBBIC
IMTC workshops on March 5th and 10th
(email Barbara if you’re interested)
Session Evaluation
It’s really very simple . . .
Plan your work andwork your plan.
~Mary Kay Ash