New SP Assessment of Teaching & Learning

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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

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

• 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

Program Standards

• Share in your “home group”

• What trends or themes do you notice overall?

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

K-W-O (B-2)

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

• Share evidence gathered

• Work together to change opinion to fact/evidence

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?

Purpose of learning-focused conversations is to provide an opportunity for the PT to grow

Step 2: Observation & Post-Observation Reflection B-4

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

Continuum of Teaching Practice

•Self - Assessment

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?

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?

The Participating Teacher’s Responsibilities:• Highlight level• Provide evidence• Year 1 highlights CSTP 1 & 2• Year 2 completes all of the Continuum,

except CSTP6

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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New SP Assessment of Teaching & Learning

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