B eginning T eacher S upport & A ssessment

1. Beginning Teacher Support & Assessment 2

2. Our Norms(a set of values and beliefs about how we want to be treated when we work together) Be respectful of one another, the ideas shared, and our mutual learning. Listen, with the intent to understand. Find the essence of the message and adapt it, so it becomes useful and authentic. Please turn cell phones to silent mode. Take personal comfort breaks as needed. 3

3. Documentation Process Submit completed module to documenters at seminars Completed documents may be submitted on the flash drive or as a paper copy in your documentation folder If submitting the flash drive, indicate submission on “Items for Documentation” sticker All documents must be typed Materials will be available for pick up at the end of the seminar When complete, checklist card will be signed and sticker removed If incomplete, comments will be written on label Lead documenter is available to answer questions 4

4. BTSA Updates On-line Consent Form- for Support Providers SBCEO BTSA Website Update Observation Days Questions? 5

5. BTSA On Line Consent Form • Required for all BTSA Participants and Support Providers • Provides funding for the Program • Access: • SBCEO BTSA Website:www.sbceoportal.org/btsa • BTSA State Website:www.btsa.ca.gov 6

6. SBCEO BTSA Website

7. SBCEO BTSA Website

8. User’s Guide Pg. 20 9

9. Timeline Review Due October Context for Teaching & Learning (Module A) Due December Assessment of Teaching & Learning (Module B) E-2.1 Self Assessment of CSTP – Initial only Due January Individual Induction Plan ~ cells 1-6 only Conversation Guide: Safe & Healthy Environments (pg. 160) . User’s Guide pg. 11 10

10. Preparation for Inquiry

11. Self Assessment Purpose: Through the use of the Continuum of Teaching Practice and the California Standards for the Teaching Profession participants will reflect on and use evidence to assess their current teaching practice.

12. Materials Support Providers: Yellow highlighter Participating Teacher’s User’s Guide – CTP tab CSTP Standard 2 (pages 14-20) Element 2.1- 2.7 Participating Teachers: Green highlighter NCR form – Self Assessment CSTP (E-2.1)

13. Where I Am … Support Providers: Based on evidence, guide participating teacher(s) in identifying and selecting the appropriate level on the continuum (ie: exploring) Using a yellow highlighter, mark terms to support placement In the evidence box, list evidence to support placement & include today’s date Participating Teachers: Transfer placement to document (E-2.1)

14. Where I Want to Be … Support Providers: After participating teacher(s) have determined their placement on the Continuum of Teaching Practice (elements 2.1-2.7) revisit each element to determine desired future performance Participating Teachers: Using a green highlighter, identify and select terms on the Continuum of Teaching Practice to support desired future performance

15. Preparation for Inquiry

16. Inquiry as Action Research 17

17. “Teacher Inquiry, also referred to as teacher research or action research, is defined as systematic, intentional study by teachers of their own practice.” -Cochran-Smith and Lytle, 1993 18

18. Teacher Inquiry provides dedicated time and structures for participating teachers to reflect on their practice, both during induction and later as “habit” for the duration of their careers in education. 19

19. How Is Teacher Inquiry Different From What I Already Do As a Reflective Teacher? Teacher Inquiry is less happenstance… Teacher Inquiry invites intentional, planned reflection, heightening your focus on problem posing… -Dana and Yendol-Hoppey, 2009 20

20. Preparation for Inquiry • Using knowledge about your current practice, determine an area of focus.

21. Your Role as a Teacher Researcher is to … 22 Intentionally ask questions about teaching and learning Organize and collect information Focus on a specific area of inquiry Engage in reflection Benefit from ongoing collaboration and support … Teachers Taking Action: A Comprehensive Guide to Action Research

22. Focus Question Criteria 23 A compelling focus question is: Grounded in specific teaching context Personally engaging for Participating Teachers Open ended with generative possibilities Specific and tangible Concerned with student(s) Focused on improvement of practice

23. Examples of a Weak Focus Question • When will this year be over? • If I walk through the rows while I am teaching, will my students learn more? • Do I use monitoring assessments effectively to guide my planning? 24

24. Examples of a Strong Focus Question • What additional strategies can I use to deliver the instruction to ensure my students develop a deep understanding of the core concepts? • What instructional strategies can I implement so that all students participate in critical thinking and problem-solving? • How do I help all students understand and monitor their own learning goals? 25

25. A Compelling Focus Question Is: Refer to “To Be or Not To Be” handout 26 Grounded in specific teaching context Personally engaging for Participating Teachers Open ended with generative possibilities Specific and tangible Concerned with student(s) Focused on improvement of practice

26. Preparation for Inquiry • Based on the criteria, develop a focus question.

27. Enjoy your break! We will resume in 15 minutes 28

28. Formative Assessment for California Teachers Individual Induction Plan (cells 1-6) Due: January Seminar 29

29. The Individual Induction Plan (IIP) 30

30. User’s Guide pg. 67 Cell 1 • Based on your findings state your area of focus 31

31. Cell 2 • Write your inquiry question 32

32. Cell 3 • Identify key elements from the California Standards for the Teaching Profession (CSTP) that are specific to your focus question. • Write the standard, element, & its descriptor • Resources: • User’s Guide page 103 33

33. Cell 4 • How will you know? • What data will support this? • What is the measurable outcome? • How will you know there was an increase in student learning? • Example: • My students will ___________________ as evidenced by _____________ by____________________. (anticipated date) 34

34. Cell 5 • Record the months in which research will be initiated 35

35. Cell 6 • Take Action / Research • Attendprofessional development such as: BTSA seminars, site or district trainings, meetings, workshops or university courses. • Observe professional colleague(s) • Talk with colleague(s) • Readresearch related to focus question • Analyze data- such as, student work • Explore online professional resources 36

36. Professional Learning Academies Core Principles Ensuring all students learn Build a culture of collaboration Focus on results Dates: During February, March and April Year 1 Seminars 38

37. Professional Learning Academies Grounded in Induction Standards: Teaching English Learners Teaching Special Populations Universal Access: Equity for All User’s Guide pg. 109-110 39

38. Professional Learning Academies Bottom Line- Investigation into your practice around the induction standards Year 1 Options: Teaching English Learners Teaching Special Populations Professional Development on your Own- nine hours- must be approved by Site Admin and linked to Induction Standard 40

39. Professional Learning Academies Sign up in January Consider using this in your Action Plan (Cell 6) of your Individual Induction Plan 41

40. Preparation for Inquiry

41. Due January • Individual Induction Plan ~ cells 1-6 only • Conversation Guide: Safe & Healthy Environments (pg. 160) • . 43

42. Thank you for cleaning up!