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LAUSD BTSA Induction FACT Day 1 Training

LAUSD BTSA Induction FACT Day 1 Training. Being a Support Provider is like…. 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

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LAUSD BTSA Induction FACT Day 1 Training

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  1. LAUSD BTSA Induction FACT Day 1 Training

  2. Being a Support Provider is like…

  3. 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

  4. 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

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

  6. 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

  7. Plan Teach Apply Reflect

  8. LAUSD INDUCTION FACT PORTFOLIO Portfolio CFASST EOGP Stds 16-20 Combines ALL of the following:

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

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

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

  12. Confidentiality All documents are public record Conversations between PT and SP are confidential

  13. Context for Teaching/Assessment of Teaching Practice Inquiry Summary of Teaching Practice FACT Components

  14. Context for Teaching/Assessment of Teaching Practice

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

  16. 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

  17. Teacher Preparation & Induction Comparison Comparing Teacher Preparation to Induction Standards

  18. Read the directions (Yellow Section, p. 2.0, 1-2) 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) Teacher Preparation & Induction Conversation

  19. 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. 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. Teaching Without Context View video clip Discuss at your table what you noticed, related to the ideas about context

  22. Conversation Guide: Classroom Management Readthe 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 Shareyour choice, and the reasoning behind your choice, with your table group

  23. 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. 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. K-W-O Discuss with your “Tomorrowland Partner” the benefits of completing the K-W-O Chart for the Participating Teacher Support Provider

  26. 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. Next Steps Work with your “Main Street USA Partner” to assemble the strips into a roadmap for your next steps

  28. Questions?

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