Year One BTSA Collaboration WorkshopOctober 7, 2013

Michelle Geis

Jamie Shippee

Quynh Wagoner

CONNECTIONS

How does the work you have done/are doing in Module A connect to Induction Standard 5 (Pedagogy) and Standard 6 (Universal Access)?

Individually read Standard 5. Choose one statement that connects to specific work that you did for Module A.Share that statement and evidence with your table.SPs will chart the connections.

CONNECTIONS

How does the work you have done/are doing in Module A connect to Induction Standard 5 (Pedagogy) and Standard 6 (Universal Access)?

Individually read Standard 6. Choose one statement that connects to specific work that you did for Module A.Share that statement and evidence with your table.SPs will chart the connections.

Objectives

To make connections between prior experience and work in BTSA Induction

To understand the Initial Assessment of Teaching Practice (Module B)

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Initial Assessment of Teaching Practice

Module B

5

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Initial Assessment of Teaching Practice

What To make an Initial Assessment of current

teaching practice, participating teachers will consider prior experiences in their teaching preparation program or recent classroom experience.

Why The Initial Assessment will help guide the

PT’s work in the first Inquiry and will serve as a baseline to measure growth over time.

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Teacher Preparation & Induction Comparison

Step One

Compare Teacher Preparation to Induction Standards

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Reconnecting to the Big Picture

Step One: Teacher Preparation & Induction Comparison

Step Two: Informal Observation and Discussion

Step Three: Initial Self-Assessment

Step Four: Reflective Conversation10

You are here!

B-1.3 Alignment Chart Discussion Guide

1. What are some of the Teaching Performance Expectations that have had the greatest impact on your teaching? Refer to the Teacher Preparation and

Induction Alignment Chart (B-1.1) Write out answer on B-1.3 Share out with group (3-4 PTs)

B-1.3 (Cont’d)

2. Which artifact(s) from your teacher prep or recent classroom experience might you be able to share with your SP that could illustrate effective skills you learned that are implemented in your practice today? Write your answer on B-1.3. Share with your group.

Comparing Teaching Criteria-Color Coded Alignment Chart

TPE Domain A: MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

TPE 1 Specific Pedagogical Skills for Subject Matter Instruction

a) Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments

b) Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

CSTP 3: Understanding and Organizing Subject Matter For Student Learning

3.1 Demonstrating knowledge of subject matter and student development

3.2 Organizing curriculum to support student understanding of subject matter

3.3 Interrelating ideas and information within and across subject matter areas

and . . .and . . .

B-1.3 (Cont’d)

3. Choose one of the TPEs discussed in #1.

4. Using the TPE you chose from #1 and referring to the sample chart in box #3, complete the second chart.

PURPOSE: to show the comparison between the TPEs (pre-service) and CSTP/Induction Standards.

Think about it this way…..

TPA (Teacher Performance Assessment) Gives the beginning teacher a structure for teaching Tasks related to segments of a teaching job First stages of the learning to teach system

Induction Habit of Mind Life Long Learning Putting it all together Refining practice in a professional context

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Step 2

Informal Classroom Observation

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Reconnecting to the Big Picture

Step One: Teacher Preparation & Induction Comparison

Step Two: Informal Observation and Discussion

Step Three: Initial Self-Assessment

Step Four: Reflective Conversation18

You are here!

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Informal Classroom Observation

K-W-O Chart (B-2) Review the K-W-O Chart Quickwrite:

What I already Know about my classroom practice:

Share with group. What I Want to know about my classroom

practice Share with group

Connections to CSTPs

Using your California Standards for the Teaching Profession (blue): With small group, identify the CSTPs that

correlate to the areas that you “want to know.”

K-W-O Chart (B-2)

Individually complete “What I Want You To Observe”

Note: Write in question form.

Discuss with Support Provider during one-on-one conversation.

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Informal Classroom Observation

1.Set a time for the observation and share how evidence will be used

2.Review Context for Teaching student information forms

3.Revisit the KWO chart (B-2)

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Informal Classroom Observation

.4. Discuss where your SP should sit during the observation.

5. Discuss how/if SP will be introduced to students.

Types of evidence collected

“Rules and consequences are posted in front of room.”

“Teacher asked question and asked for student volunteers. Two students were called on.”

“Transition from Act. 1 to Act. 2 took 30 seconds.”

“Students chorally read the daily objective.” “Students completed Ticket Out the Door.” “Students used White Boards to review.”

Post-Observation Reflection

Using evidence, you will reflect on the observation “immediately” following the lesson (prior to meeting with your SP) .

After meeting with SP, you will record any key evidence shared

Based on your initial reflection and the key evidence shared by your SP, record your insights (strengths/areas of growth, a-ha’s, realizations, additional questions, etc)

BTSA Bits

Workshop Evaluation Don’t forget to register for BTSA Inductionhttps://info.ctc.ca.gov/fmp/BTSA_PT_Consent_2013_14/home.php

Please bring portfolio to all BTSA Collab Workshops

All BTSA PowerPoints will be available on the GGUSD BTSA website under Year One

Questions?