New SP FACT CSTP & Coaching

INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY

Welcome New Support Provider Continuum

& Inquiry TrainingOctober 10, 2013

SAN JOSE UNIFIED SCHOOL DISTRICT

What perturbations have you come here to quell?

On a sticky note write either:

• A question

• A comment

• An image of how you feel

Then, place them somewhere on the wall.

Collaborative logs document meetings.

• Downloadable from BTSA Intranet• Date meetings• SP & PT Signatures• Pony, Fax, photo attachment• By 5th of each month• Only one month listed per log

Assessment of Teaching & Learning

Example of Collaborative Logs

Assessment of Teaching & Learning

Non-Example of Collaborative Logs

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)

Review of the Assessment of Teaching & Learning

• KWO• Observation• Post-Observation

Reflection• Self-Assessments

Use syntactical substitutions to relay positive presuppositions.

What was the objective of the lesson?

Can you think of why Sarah behaved like

that?

Is there something you could have done

differently?

^were some of the

objectives

^Why might Sarah

have

^Given the results and your reflections, what are some changes

you might make?

Inquiry into Teaching & Learning

Artifacts for Self-Assessment

What are important features of the Continuum and how might I utilize it effectively with my PT?

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?


2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect.

Emerging

Models and communicates expectations for fair & respectful behavior to support social development.

• The teacher greets students at the door at the beginning of class.

Some students share in the responsibility for the classroom community.

• Students help new students understand classroom procedure

California Standards for the Teaching Profession

2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect.Exploring

Models fair and respectful behavior. Demonstrates commitment to fairness & respect in communications with students about language and behaviors.

• The teacher develops norms & practices strategies that foster respect during collaboration time

Students participate in the creation of the norms and practice strategies to foster caring, fairness & respect.

• Students establish meaning of respect in the classroom.



Individually read each criteria and highlight phrases in the descriptors across the continuum that reflect your teaching

Address Equity & Culturally Responsive Pedagogy:

1.2: Connecting learning…1.4: Using a variety of instructional

strategies2.1: Promoting social development &

responsibility4.1: Using knowledge of students…to plan

instruction

• Partner Share:

• Discuss your self-reflection on the continuum• strengths

• areas for growth


What might the levels look, sound, and feel like?

Break


4.1 Using knowledge of students’ academic readiness, language proficiency, cultural ,background, and individual development to plan instruction

Applying

Plans differentiated instruction based on knowledge of students’ academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs.

• The teacher provides multicultural poetry, folktales, or literature to use for comparing/contrasting literacy elements


Exploring

Plans single lessons or sequence of lessons using additional assessment information on student academic readiness, language, cultural background, & individual development.

• The teacher creates study guide for multicultural unit.




Innovating

Engages students in the analysis of bias, stereotyping, and assumptions.

How do I ride the carousel?

• Choose a new writer for each station

• Be specific

• Move at the chime

• Return after reading your work


The Participating Teacher’s Responsibilities:

• Highlight level

• Provide evidence

• Year 1 highlights CSTP 1 & 2

• Year 2 completes all CSTP 1 & 2, and 3.3, 3.6; 4.1, 4.4; 5.3, 5.7



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)

What is the Inquiry into Teaching & Learning all about?

! I am surprised by this

? I have a question about this

✔ I agree with this

What is the Cycle of Inquiry?

Purposeful reflective teaching is evidence based


Read 38-41, behind Tab 4


Read 38-41, behind Tab 4

Binder Walk (p. 49 – 56)

• What is the purpose of this resource?

• Who takes the lead on this resource?

• When is this resource utilized?

Module C: Inquiry Into Teaching & Learning



• Where is this resource turned-in?




What connections are you making between the Continuum and Inquiry?

What are some questions you still have?

Next meetings:

• New SP Coaching for Induction, October 17th

• Deepening Understanding of Inquiry, Year 2 PT w/ SP: October 21, 22, or 24

• Preparation for Inquiry, ECO & Year 1 w/ SP: November 7*, 12*, December 2, 3, or 4

What are my next steps?

Module C: Inquiry Into Teaching & Learning



• Where is this resource turned-in?


New SP FACT CSTP & Coaching

Education

learningassessment of

continuum of teaching

california standards

individual development

new students

academic language

student academic readiness

language proficiency