Welcome!

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Welcome!

CFASST Event 1 Training

for Participating Teachers

and Support Providers

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Your CFASST Trainers

Marianne Lyon, NVUSD Music Teacher

Dee McFarland, Principal, Napa Junction Elementary, NVUSD

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Adult Learning Environment Needs

•Listen with the intent to understand.

•Ask questions to make the content meaningful.

•Please turn cell phones to silent mode.

•Take personal comfort breaks as needed.

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Materials Needed

Support Providers:Support Providers: CFASST Binder and Event 1 folder

Participating Participating Teachers:Teachers: CFASST file folder and Event 1 folder

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Objectives

Discuss the relationship of the culture and climate of the school, district, and community to classroom instruction.

Identify possible sources for the information requested by the CSDC.

Understand why a participating teacher will focus the work in CFASST on one content area and one class period, and select the content focus area.

Understand why a participating teacher will focus the work in CFASST on two focus students and select the focus students.

Review program logistics and expectations and connect Event 1 with induction.

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Pack for a Trip

oMake a packing list for a 10-day trip, destination unknown. List the items you would take on your handout next to the suitcase ( 2 minutes).

oShare your list with your table group (3 minutes)

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Destinations: Table Groups 1-8Revise your lists based on your assigned

destination:1. Vietnam2. Archaeological expedition to tombs in Egypt3. Climbing Mount Everest4. Denali, Alaska National Park5. River trip up the Amazon6. Camel trek across the Sahara Desert7. Kayaking tour of the Galapagos Islands8. Cruise the Greek Islands in the MediterraneanHow did your knowledge of the destination

influence your planning?

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Table Talk

How is understanding the destination for a trip similar to a teacher understanding the local school, district and/or community’s culture?

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Reflective Responses Be empathetic That must be really frustrating . . . That’s a hard decision. There are several points of view

to consider. I think I might feel hurt if that had happened to me.

Make connections to your own experiences A similar thing happened to me, and I noticed . . . I felt the same way when . . . In my experience . . .

Make connections between ideas expressed I noticed you first said . . . and then you said . . . Oh, I see. If you . . . then . . . Many of the things you mention have to do with . . . What’s the relationship between . . . and . . .? You seem to . . . as well as . . .

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Summarize or paraphrase key ideas/feelings

• You seem to be . . .

• I notice that you . . .

• This also includes helping the teacher label what is being experienced or observed:

• What you seem to be experiencing is . . .

• The . . . you describe is . . .

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Pose questions that promote and deepen thinking

What do you think might happen if . . .?

What do you think the students might do if. . .

Looking back over your entry (entries), what do you see as the . . .?

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Offer suggestions when invited

• Try to offer multiple suggestions: A couple of things I’ve tried in similar circumstances are . . .• Use invitational language: Something you might consider trying is . • Invite further thinking by posing a question along with a suggestion:

“Sometimes it’s helpful if … How do you think/imagine that might work in your situation?”

Avoid feeling obliged to “fix” the situation

• If the writer expressly asks for ideas, you have been given permission to pose solutions.•A good rule of thumb is to describe 2-3 different ideas without ownership or attachment to them.•Trust that if an idea will work, the individual will recognize it and use it.

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Silent Reflective Write

PT: Describe how an understanding of the setting or local context might affect your ability to make decisions as a teacher.

SP: How will information and knowledge about the local culture affect your ability to support a PT?

OR

Reflect on the assigned prompt …write.

Exchange, read, and, using reflective responses, reply in writing.

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Partner ShareDescribe one of the unwritten conventions from your current or previous school site.

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Class, School, District, and Community Cultures

Community

District

School

Class

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Think and Share

How might an understanding of the community, district and/or school culture assist a teacher in developing a positive classroom climate that promotes student learning?

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Reflective Write

What other information might a teacher need in order to create a positive classroom culture?

Take 2-3 minutes to write. At the signal, share in your table group.

Select one response to share with the whole group.

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Objectives



Understand why a participating teacher will focus the work in CFASST on one content area and one class period, and select the focus area.



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Event 1 Folder

Please find the Event 1 CFASST folder.

Take out the:1. “CSDC: Understanding Your

Context for Teaching and Student Learning” booklet and

2. “Resources” sheet

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Information Requested on the CSDC

Class Information

English Learner Information

School Information

District & Community Information

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Documentation in CFASST SPs need to use their skills to determine:

How much time and recording is needed at a given time.

Who should record. SPs are encouraged to take this role, but sometimes the PT needs to do it or it should be done collaboratively.

Use the forms to guide reflection. Record on the PT’s forms; keep the SP forms clean for future use.

The purposes of recording are to: Capture/solidify the PT’s thinking Writing supports processing and internalizing information Serve as a permanent record that will later be reviewed

for evidence of progress Accountability

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Give-One, Get-One Directions

Record a few possible sources for the information asked for by the CSDC and Resources sheet on Post-it Notes.

Take your CSDC, Resources sheet, and additional Post-it Notes as you mingle and share one of your sources with another participant, and get a source suggestion from the participant.

Record source ideas on Post-it Notes and attach the notes to the CSDC.

Then find another participant and Give-One, Get-One for a different prompt on the CSDC.

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Objectives






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Subject Matter Selection (p.1)

Elementary Teachers select ONE content area: Mathematics English/Language Arts History/Social Science or Science

Secondary Teachers select: ONE class period / group of students AND A specific course

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Subject Matter Selection

Allows the PT to focus on a single content area in order to:Avoid “overwhelm” by keeping

the focus narrowDevelop skills and practices that

can later be generalized to other content areas and other instructional situations.

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Objectives






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Focus Student Selection

Please take out your “Focus Student Selection” sheet .

You will use this form to record your selection of:1. One EL student2. One student with an IEP or 504 plan (or GATE

student, if you have neither of these).

Also select alternate focus students of each type in case one moves.

Secondary Teachers: You may be selecting new focus students in the second semester!

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Objectives






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Involving the Site Administrators

SPs are asked to meet with the PTs Site Administrator frequently in order to:

• Remind the SA of all the work the SP and PT are doing

• Inform the SA of BTSA activities• Encourage SA involvement in BTSA• Align the work of the SA in evaluation

with the formative assessment work in which the PT is engaged

• Is this the principal? Vice-principal?

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Agenda for SP Contactwith Site Administrators

1. The content of the CFASST event2. The amount of time the

Participating Teacher is committing to the event

3. How the principal can support the Participating Teacher

Please honor the confidential nature of the SP/PT relationship!

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Review the “Reflection”

Get out the “Reflection” sheet in your folder.

You will complete this at the end of Event 1. Bullet key ideas!

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Reflect and Share

As a Support Provider, what are some ways that you can support your Participating Teacher in understanding and completing the CSDC process? Share your thoughts with your PT.

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Artifacts

One thing that makes learning from experience terribly difficult is that

experience is like dry ice; it evaporates at room temperature. As soon as you have it, it’s gone.

So, one of the big problems in learning from experience is that we

need to be able to examine, to analyze and to reflect on

experiences. . .

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Artifacts

My question to you is how can we be reflective practitioner if the

experience from which we’re supposed to be learning disappears from view as soon as it happens. I think an answer to this question is contained in a word that engineers

use all the time. The word is “artifacts.”

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Artifacts

Artifacts are things—objects, tools, instruments—that human beings

construct because they are needed but don’t exist in nature.

Constructing an artifact is by definition an unnatural act. And

yet, I would argue that artifacts are the key to learning from experience.

Lee Shulman, “Forgive and Remember,”Launching the Next Generation of Teachers,

New Teacher Center, Santa Cruz, January 2002

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Artifacts as Examples

Please review the Event 1 Artifacts in the SP Event 1 folder.

PTs may (soon?) find Artifacts on the Napa County Office of Education

website: www.ncoe.k12.ca.us

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Induction Connection

What did induction requirementsinduction requirements might you address in conjunction

with this Event?

SPs: Please get out your Credential Clearing and Practicums file.

PTs: Please get out your Induction Binder.

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Your Other BTSA Materials

SUPPORT PROVIDERS:SUPPORT PROVIDERS: CFASST Binder

Training handouts

File Folders:1. Principles & Orientation and

Foundations2. Time Sheets, Payroll, Logistics3. Training Schedules & Pacing

Guide4. Activity Logs and Envelopes5. Toward Equity 6. Mentoring Matters7. Credential Clearing & Practicums

More information at Credential Clearing

Seminars—Please bring this binder (9/27 or 28)

o CFASST Event files, books and placemats

o Artifact packeto Event Feedback Forms

packet

PARTICIPATING TEACHERS:PARTICIPATING TEACHERS:o Induction Binder

More information at Credential Clearing Seminars—Please bring this binder (9/27 or 28)

o File Folders:1. Principles & Orientation and

Foundations 2. Time Sheets, Payroll, Logistics3. Training Schedules & Pacing

Guide 4. Activity Logs and Envelopes5. Toward Equity 6. CFASST Event Handouts

o CFASST Event files, books and placemats

o Event Feedback Forms packet

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Standard 15: Content & Pedagogy Activity Log Event Feedback Form

Standard 16: Technology 1. E-mail your e-mail 2. Do Consent Form on-line; save receipt

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Standard 18: Healthy Environment (all are repeated in Event 7, Year 2, so don’t

panic or try to do them all now!) 1. Survey for hazards; fix or report. 2. Review crisis response plan. 3. Post Emergency Preparedness Guide 4. Post evacuation plan. 5. Location of emergency contacts. 6. Student medication location. 7. Emergency backpack inventoried.

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panic or try to do them all now!) 8. Emergency barrel inventoried. 10. Accident report location. 11. Discipline plan in place. 12. “Community Resource Directory” located. 28. First Aid-trained staff listed. 29. CRP-trained staff listed.

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panic or try to do them all now!) 32. Vision screening dates. 33. Hearing screening dates. 34. Scoliosis/diabetes screening dates. 35. Outside speaker form location. 36. “Building and Promoting Asset

Development. . .” read and discussed with SP. 37. CPR (for CA and out-of-country Ryan

credential holders only)

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Standard 19: English Learners 3.Selected EL focus student listed. 4.CELDT level of focus student listed. 5.CELDT data of focus student analyzed;

steps to use with this student listed. 8. Others who work with focus student

listed. 14. Attended ELAC or DELAC, discussed

with SP, agenda kept.

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Standard 20: Special Populations 8. Selected Special Pops. student listed. 12. Others who work with focus student listed.

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All of these are also listed on the

“Napa County BTSA Pacing Guide”

in your

Training Schedules & Pacing Guide (green)

file folder.

Please take a moment to check this handy

reference sheet (Thanks, Barb!).

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Strategies We Used

Pack for a Trip Reflective Write Partner Share Think and Share Give-One-Get-One Reflect, Write and Share

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PT Reminders

1. Engaging in formative assessment develops habits of mind that will ensure a successful teaching career.

2. The Induction experience is intended for deeper level engagement with your own students over the long term. It is not intended to duplicate your pre-service experience, and if it does, the candidate is not exhibiting professional standards.

3. BTSA Induction is a cost-free route to a professional clear credential.

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SP Reminders: Purpose of CFASST

CFASST is a support system.

SPs need to use their skills to determine: How much time and recording is needed at a

given time. Who should record. SPs are encouraged to

take this role, but sometimes the PT needs to do it or it should be done collaboratively.

Use the forms to guide reflection.

The purposes of recording are to: Capture/solidify the PT’s thinking Serve as a permanent record that will later be

reviewed for evidence of progress

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Reminders

Do your Consent Form: Time Sheets, Payroll Logistics file folder (PTs: Save receipt for Tech. Practicum, Item 2)

Use the BTSA Timesheet for a BTSA sub: Time Sheets, Payroll Logistics file folder

Check the Pacing Guide regularly: Training Schedules & Pacing Guide file folder

Regularly send in all Event Feedback Questionnaires and Activity Logs: Activity Logs & Event Feedback Forms file folder

Help your PT use the CFASST Professional Growth folder to document ongoing professional growth beyond that needed in the Induction Binder.

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Don’t Forget to. . .

Get Commitment Form signatures (due by October 2, 2006)

Do Consent Form online at www.btsa.ca.gov (PTs: Print receipt for Technology Practicum)

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Next Trainings:

PTs with Preliminary Credentials and Their SPs--Credential Clearing (Induction) Seminars:•September 27, 3:30-6:30 in St. Helena •September 28, 3:30-6:30 at NVUSD (repeat)SPs expected, too—or at CFASST Sats.!

SPs and PTs for credit– BTTP Module IV (PTs)or Mentoring Matters (SPs) and CFASST Event 2: •October 7, 9:00-4:00, NCOE

PTs no credit—BTTP Module IV •October 7, 9:00-12:00 or •October 17, 3:30-6:30, NCOE

BTSA

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Expect a Call?

One of your trainers may be in touch to see how it’s going.

Please provide honest feedback! Thanks.

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Objectives






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Thank You for Your Participation!

Please complete the workshop evaluation!

Put it in a red basket.

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Also, Please Turn In to a Red Basket

(Workshop Evaluation) Contact Card Your name tent so we have it for

each training this year.

PT’s: Initial Induction Plan (if you didn’t this

morning) PT Application form, credential and

transcripts (if you haven’t already)

Welcome!

Documents

cfasst event

focus students

cfasst binder

content focus area

cfasst file folder

participating teachers

trip similar

cfasst trainersmarianne