Welcome!

1. Welcome! CFASST Event 1Training forParticipating Teachers and Support Providers

2. Your CFASST Trainers Marianne Lyon, NVUSD Music Teacher Dee McFarland, Principal, Napa Junction Elementary, NVUSD

3. 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.

4. Support Providers: CFASST Binder and Event 1 folder Participating Teachers: CFASST file folder and Event 1 folder Materials Needed

5. 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.

6. Make 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). • Share your list with your table group (3 minutes)

7. Destinations: Table Groups 1-8 Revise your lists based on your assigned destination: • Vietnam • Archaeological expedition to tombs in Egypt • Climbing Mount Everest • Denali, Alaska National Park • River trip up the Amazon • Camel trek across the Sahara Desert • Kayaking tour of the Galapagos Islands • Cruise the Greek Islands in the Mediterranean How did your knowledge of the destination influence your planning?

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

9. 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 . . .

10. 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 . . . • 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 . . .?

11. 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.

12. 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? Silent Reflective Write OR Reflect on the assigned prompt …write. Exchange, read, and, using reflective responses, reply in writing.

13. Partner Share Describe one of the unwritten conventions from your current or previous school site.

14. Class, School, District, and Community Cultures Community District School Class

15. 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?

16. 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.

17. 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 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.

18. Event 1 Folder • Please find the Event 1 CFASST folder. • Take out the: • “CSDC: Understanding Your Context for Teaching and Student Learning” booklet and • “Resources” sheet

19. Information Requested on the CSDC • Class Information • English Learner Information • School Information • District & Community Information

21. Documentation in CFASST • SPs need to use their skills to determine: • How much timeand 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

28. 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.

29. 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 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.

30. 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

32. Subject Matter Selection • Allows the PT to focus on a single content area in order to: • Avoid “overwhelm” by keeping the focus narrow • Develop skills and practices that can later be generalized to other content areas and other instructional situations.

33. 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 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.

34. Focus Student Selection Please take out your “Focus Student Selection” sheet . You will use this form to record your selection of: • One EL student • 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!

36. 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 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.

37. 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?

38. Agenda for SP Contactwith Site Administrators • The content of the CFASST event • The amount of time the Participating Teacher is committing to the event • How the principal can support the Participating Teacher Please honor the confidential nature of the SP/PT relationship!

39. Review the “Reflection” Get out the “Reflection” sheet in your folder. You will complete this at the end of Event 1. Bullet key ideas!

41. 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.

42. 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. . .

43. 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.”

44. 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

45. 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

46. Induction Connection What did induction 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.

47. SUPPORT PROVIDERS: CFASST Binder Training handouts File Folders: Principles & Orientation and Foundations Time Sheets, Payroll, Logistics Training Schedules & Pacing Guide Activity Logs and Envelopes Toward Equity Mentoring Matters Credential Clearing & Practicums More information at Credential ClearingSeminars—Please bring this binder (9/27 or 28) CFASST Event files, books and placemats Artifact packet Event Feedback Forms packet PARTICIPATING TEACHERS: Induction Binder More information at Credential ClearingSeminars—Please bring this binder (9/27 or 28) File Folders: Principles & Orientation and Foundations Time Sheets, Payroll, Logistics Training Schedules & Pacing Guide Activity Logs and Envelopes Toward Equity CFASST Event Handouts CFASST Event files, books and placemats Event Feedback Forms packet Your Other BTSA Materials

48. Induction Connection • 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

49. Induction Connection • 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.

50. Induction Connection • Standard 18: Healthy Environment • (all are repeated in Event 7, Year 2, so don’t 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.