Orientation Extended Participants

1. OrientationExtended Participants Breakout Session A

2. Welcome

3. Ice Breaker

4. Local District Contact Information • Refer to Local District Brochure and website: • Local District Specialist • Office Technician • Human Resource Contact Sheet • MOU

5. Timeline

6. FACT Formative Assessment for California Teachers

7. ASSESSMENT • OF TEACHING PRACTICE • CA Standards for the Teaching Profession and Induction Standards-Based • INQUIRY #2—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 Reflective Conversation • INQUIRY #1—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 7

8. CFT/ATP Overview Locate these documents in your Portfolio Alignment Chart Discussion Guide (2.2) Optional Conversation Guide: Classroom Management (2.3) Class Profile (2.4) Classroom Layout (2.5) K-W-O Chart (2.6) Observation/Reflection (2.7/2.8, 2.9) Description of Practice (DOP) 2.10 Conversation Guide: CSDC & Pedagogy (2.11) School & District Information/Resources (2.12) Home/School Communication (2.13) Site Orientation Checklist (2.14) Community Map (2.15)

9. Visiting the DOP Locate your copy of the DOP (2.10) Engaging and Supporting All Students in Learning Review the CSTP elements and the three column headings Highlight key words from each of the three descriptors for element 1.1 Which heading describes your level of practice? What would your evidence be? Refer to the bottom of the DOP for abbreviations of various sources of evidence How is this tool useful for self-reflection?

11. Inquiry What: An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice. How: Use the IIP to: Guide you through the steps of the inquiry Provide a framework for documenting your work as you complete each step

12. Inquiry Documents • Individual Induction Plan (6.2) • Essential Components for Instruction (6.3) • Entry Level Assessment (6.4) • Focus Student Selection (6.5) • Lesson Plan Template (6.6) • Observations (6.7) • Post-Observation Reflection (6.8) • Summative Assessment Parts 1 & 2 (6.9) • Analysis of Student Work (6.10) • Reflective Conversation Record (6.11) 12

14. Sample IIP • Look at Annie Wonderful’s IIP • Focus of Inquiry Cells 1-4 • Action Plan Cells 5-7 • Describe research • Tell how research was implemented • Reflection/Application Cells 8-9 • Include data results

15. “ ” is the center of Inquiry Iexplore my teaching as the subject & object of the research I am asking a real question about a real issue and I am hoping to move towards an increased understanding of my teaching practice and possible solution of the issue I am starting from where I am

16. A teacher may think… • My students are very talkative. They seem to have a need to be very sociable. I need to keep them focused on what we are learning. “How can I use my children’s social skills to enhance their learning and instruction at the same time?”

17. Compelling Inquiry Questions Are… Grounded in a specific teaching context Are open-ended rather than yes/no Ask a question that you don’t know (do not research to confirm a strategy that you already think is good or bad) Are specific and tangible (4-6 week lesson series) Focused on improvement of practice

18. A Compelling Question • Read and review the inquiry questions on the Focus Question Quiz • Mark the compelling questions • Discuss with an elbow partner your rationale

19. Essential Components for Instruction • Read your assigned section of the Essential Components for Instruction (3.3) • Assessment & Application of Research • Accommodations/Modifications • Learning Environment • Materials and Resources • Highlight the key instructional elements on the left • Does Annie Wonderful fulfill the required elements? • Each group share requirements and answer to the question 19

20. Next Steps • Know your Plan • Begin your work on Context for Teaching/Assessment of Teaching Practice (TAB 2) • Calendar your visits for your Local District FACT Work Time Sessions (mandatory) • Register for all components of the LAUSD BTSA Induction Program (Extended Participant) on the Learning Zone* as outlined in today’s General Session * Charter Schools go to the link posted on the BTSA website (http://acts.lausd.net/btsa)

21. FACT Work Time Sessions • Until you are assigned a support provider you are required to attend a “Work Time Session” each month to assist you in completing your program requirements. Be sure to sign up on the Learning Zone • “Open Agenda” • See Local District brochure for dates

22. Closing • Complete your “Ticket Out The Door” • Meet with facilitator to formulate Individual Completion Plan