LAUSD BTSA Induction FACT Day 1 Training 1

LAUSD BTSA Induction FACT Day 1 Training 1

LAUSD BTSA Induction Program Being a Support Provider is like…

LAUSD BTSA Induction Program Disneyland Partners • Make “appointments” with four people who are not sitting near you • Find a partner for each of the following: • Main Street USA Partner • Frontierland Partner • Adventureland Partner • Tomorrowland Partner • Exchange (and write down!) names for each appointment 3

LAUSD BTSA Induction Program Plan Your Adventure! (3 -2 -1+1) • Write: • 3 things you think teachers should know • 2 things they should be able to do • 1 biggest challenge teachers are facing • Share at your table 4

LAUSD BTSA Induction Program Teacher Preparation l Teacher Performance Expectations (TPE) l Teacher preparation standards Teacher Induction l California Standards for the Teaching Profession l BTSA Induction Standards 5

LAUSD BTSA Induction Program Induction Standards • “Say Something” • Locate the Induction Standards on pages 1. 5 – 1. 8 • Read the Pedagogy Standard (1. 5) • Highlight important items and note any questions you have • With your assigned partner, discuss your questions and notes • Repeat

LAUSD BTSA Induction Program Plan Apply Teach Reflect 7

LAUSD BTSA Induction Program LAUSD INDUCTION FACT PORTFOLIO Combines ALL of the following: 8

LAUSD BTSA Induction Program FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Assessment Year 1 ASSESSMENT OF TEACHING PRACTICE CONTEXT FOR TEACHING • Class, School, District, and Community • Conversation Guides • Teacher Preparation Information • CA Standards for the Teaching Profession and Induction Standards-Based • Informal Classroom Observation Reflective Conversation I I P • • INQUIRY #1 --Pedagogy Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection Reflective Conversation SUMMARY OF TEACHING PRACTICE • Reflection on Teaching, Student and Personal Growth • Future Considerations for Study 9

LAUSD BTSA Induction Program FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Assessment Year 2 ASSESSMENT OF TEACHING PRACTICE CONTEXT FOR TEACHING • Class, School, District, and Community • Conversation Guide • CA Standards for the Teaching Profession and Induction Standards-Based Reflective Conversation I I P • • INQUIRY #2—Self-Selected Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection INQUIRY #3—Self-Selected I I P • • Inquiry Focus Action Plan Essential Component for Instruction Entry Level Assessment Observation Analysis of Student Work Summative Assessment Reflection Reflective Conversation SUMMARY OF TEACHING PRACTICE • Reflection on Teaching, Student and Personal Growth • Future Considerations for Study 10

LAUSD BTSA Induction Program Induction Portfolio • • Tab Tab 1: 2: 3: 4: • • Tab Tab 5: 6: 7: 8: Advisement CFT/ATP—Year 1 Inquiry #1—Pedagogy Summary of Teaching Practice— Year 1 CFT/ATP—Year 2 Inquiry #2—Self Selected Inquiry #3—Self Selected Summary of Teaching Practice— Year 2 11

LAUSD BTSA Induction Program Confidentiality • All documents are public record • Conversations between PT and SP are confidential 12

LAUSD BTSA Induction Program FACT Components A. Context for Teaching/Assessment of Teaching Practice B. Inquiry C. Summary of Teaching Practice 13

LAUSD BTSA Induction Program Context for Teaching/ Assessment of Teaching Practice 14

LAUSD BTSA Induction Program Context for Teaching/Assessment of Teaching Practice • Read and highlight key points on CFT/ATP (Tab 2) Cover of the Portfolio • Share insights 15

LAUSD BTSA Induction Program Assessment of Teaching Practice Concepts • Participating Teachers bring documentation (TPA/Portfolio, etc. ) from their teacher preparation to connect with their current practice • Information gathered in this section will be the foundation of the Individual Induction Plan (IIP) in the Inquiries that will be completed during Tabs 3, 6, & 7 16

LAUSD BTSA Induction Program Teacher Preparation & Induction Comparison Comparing Teacher Preparation to Induction Standards 17

LAUSD BTSA Induction Program Teacher Preparation & Induction Conversation • Read the directions (Yellow Section, 2. 0, 1 -2) p. • Meeting Your Support Provider • Teacher Preparation & Induction Alignment Chart Discussion Guide • Table talk: Discuss the intent of these two sections (Participating Teachers will be introduced to this document at their Orientation) 18

19 LAUSD BTSA Induction Program

LAUSD BTSA Induction Program Observing a conversation about the Alignment Chart • Note the strategies used by the Support Provider as he guides the Participant through the discussion around the Alignment Chart 20

LAUSD BTSA Induction Program Teaching Without Context Round the Room and Back Again • Jot down 1 item you need to know about your classroom, school, district, or community • Set aside your materials • Circulate the room, sharing your idea with each person you meet and listening to their idea • Return to your seat and write down as many examples as you can remember • Pool ideas at your table to make a list 21

LAUSD BTSA Induction Program Teaching Without Context • View video clip • Discuss at your table what you noticed, related to the ideas about context 22

LAUSD BTSA Induction Program Conversation Guide: Classroom Management • Read the discussion questions on the Conversation Guide: Classroom Management (2. 3) • Highlight the key words from each question • Select a question that you believe will lead to a powerful conversation with participating teachers • Identify the Induction Standard(s) connected to the questions • Share your choice, and the reasoning behind your choice, with your table group 23

LAUSD BTSA Induction Program Using the Conversation Guides • Review the topics in the “Collecting” section—look over the documents that are referred to here (2. 4 & 2. 5) • Refer to the questions that are provided for each topic • In the “Key Ideas and Reflections” column, list what you would need to know and prepare for in advance in order to successfully guide your participant through these conversations 24

LAUSD BTSA Induction Program K-W-O Review the K-W-O Chart (2. 6) • What I already Know about my classroom practice • What I Want to know about my classroom practice • What I would like my support provider to Observe when (s)he visits my classroom 25

LAUSD BTSA Induction Program K-W-O • Discuss with your “Tomorrowland Partner” the benefits of completing the K -W-O Chart for the § Participating Teacher § Support Provider 26

LAUSD BTSA Induction Program Filling in the Blanks… Filling in the Blanks Worksheet • Work with your “Adventureland Partner” • Describe the purpose of each document • Explain how each connects with the Participating Teacher’s classroom • Be prepared to discuss! 27

LAUSD BTSA Induction Program FACT K-W-L • Think about what you KNOW so far about FACT • What do you WANT to know about FACT? • Keep a list of what you have learned…

LAUSD BTSA Induction Program Disneyland Partners • Make “appointments” with four people who are not sitting near you • Find a partner for each of the following: • Main Street USA Partner • Frontierland Partner • Adventureland Partner • Tomorrowland Partner • Exchange (and write down!) names for each appointment 29

LAUSD BTSA Induction Program Informal Classroom Observation 30

LAUSD BTSA Induction Program Informal Classroom Observation Pre-Observation Conversation • Work with your “Adventureland Partner” to list the items a Support Provider might discuss with a Participating Teacher during the pre-observation conference. 31

LAUSD BTSA Induction Program Informal Classroom Observation Tools • Continue with your “Adventureland Partner” • Compare Informal Classroom Observation Tools 2. 7 and 2. 8 • Identify the types of information documented on each tool. 32

LAUSD BTSA Induction Program Informal Classroom Observation #1 Observation Practice • Using Informal Classroom Observation Tool 2. 7 or 2. 8, prepare to observe a lesson • Remember to record all “evidence” observed during the lesson using the CSTPs 33

LAUSD BTSA Induction Program Informal Classroom Observation #1 Practice Observation Debrief • Find your “Main Street USA Partner”. • Share samples of evidence collected for the CSTP • Did you have anything written that might be an opinion? If so, how could it be written as evidence? • What if there is no evidence for a standard? 34

LAUSD BTSA Induction Program Post-Observation Reflection (2. 9) • The Post Observation Reflection (2. 9) guides support providers to: • Help PT make connections to the needs they identified on the K-W-O • Discuss evidence and insights related to student learning • Identify participants’ areas of strength and growth related to the CSTP and Induction Standards in preparation for completing the Description of Practice (DOP) 35

LAUSD BTSA Induction Program Informal Classroom Observation #1 Post-Observation Model • Continue with your “Main Street USA Partner” • Decide who will be “A” and who will be “B” • “A” will listen for how the SP uses evidence to move the conversation • “B” will listen for how the SP uses language (paraphrasing, pausing, etc. ) to guide the PT’s thinking • Jot down notes while you observe and discuss

LAUSD BTSA Induction Program Induction T-Chart • Each group will be assigned a different Induction Standard • Create a T-Chart to show: What should Teachers say/do to demonstrate how they meet this standard? • Gallery Walk What should students say/do to demonstrate that the instruction is meeting the standard?

LAUSD BTSA Induction Program Informal Classroom Observation #2 Observation Practice • Using Informal Classroom Observation Tool 2. 7 or 2. 8, prepare to observe a lesson • Remember to record all “evidence” observed during the lesson using: • Induction Standards 38

LAUSD BTSA Induction Program Informal Classroom Observation #2 Post-Observation Role Play Prep • Individually, review your notes from your observation of Michael’s lesson • Generate some questions and prompts that would help Michael think more deeply about his practice, student learning, and/or next steps in his classroom. 39

LAUSD BTSA Induction Program Informal Classroom Observation #2 Post-Observation Role Play • Find your “Frontierland Partner” • Role play a conversation where one partner is the Support Provider and the other partner is Michael • Share the evidence collected for the Induction Standards • Use the questions/prompts you generated to guide the role play conversation 40

LAUSD BTSA Induction Program Informal Classroom Observation #2 DEBRIEF: • How will you prepare for the Post. Observation conversation? • How would preparation for this conversation help to make it a richer conversation that will result in learning? • What types of questions promoted thinking as you role played this discussion? 41

LAUSD BTSA Induction Program Marking the DOP • Review the Description of Practice (2. 10—DOP) • Review the wording in each of the categories • How are they different from one column to the next? • Highlight key descriptors in each column that define the level of practice 42

LAUSD BTSA Induction Program Marking the DOP • Look at CSTP #1 • Underline the words on each element that you believe describe Michael’s level of practice in that area, based on your observation notes • Note that for this example, your evidence is based solely on the Observation (CO), however in “real life”, you might cite several sources of evidence • Refer to the bottom of the DOP for abbreviations of various sources of evidence • Find your “Tomorrowland Partner” and 43 compare your markings on the DOP

LAUSD BTSA Induction Program Marking the DOP • How do you work with your PT to identify their level of practice? • What is the value of citing that evidence? 44

LAUSD BTSA Induction Program Conversation Guide: CSDC and Pedagogy • Read the discussion prompts on the Conversation Guide: CSDC & Pedagogy (2. 11) • Highlight the key words from each prompt • Discuss one prompt that you believe will lead to a powerful conversation with participating teachers 45

LAUSD BTSA Induction Program Using the Conversation Guides • Review assigned document School and District Information/Resources (2. 12) Home/School Communication (2. 13) Site Orientation Checklist (2. 14) Community Map (2. 15) • Discuss and record what to do in advance • Share out responses 46

LAUSD BTSA Induction Program Steps to Completion • As a group, help your colleagues to plan the steps to completing the CFT/ATP

LAUSD BTSA Induction Program What’s Next? FACT Day 2 Training, which will cover: • Pedagogy Inquiry • Self-Selected Inquiries • Summary of Teaching Practice • You should have all components covered in the Day 1 training completed by the end of Fall semester! 48

LAUSD BTSA Induction Program Questions?