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COMMUNICATING WITH SCHOOL-BASED COLLEAGUES ABOUT PACT: UC DAVIS’ EARLY STRATEGIES

COMMUNICATING WITH SCHOOL-BASED COLLEAGUES ABOUT PACT: UC DAVIS’ EARLY STRATEGIES. PACT Implementation Conference Pauline Holmes, UC Davis October 2007. Informing Administrators. Statewide letter to district superintendents (Summer 2007)

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COMMUNICATING WITH SCHOOL-BASED COLLEAGUES ABOUT PACT: UC DAVIS’ EARLY STRATEGIES

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  1. COMMUNICATING WITH SCHOOL-BASED COLLEAGUES ABOUT PACT: UC DAVIS’ EARLY STRATEGIES PACT Implementation Conference Pauline Holmes, UC Davis October 2007

  2. Informing Administrators • Statewide letter to district superintendents (Summer 2007) • Individual connections with site principals, dept. chairs, grade level coordinators • Emphasis on teaching candidate, use of video in context of candidate assessment, as required by CA Teacher Preparation Program Standards • More work to do here!

  3. Informing and Enlisting Support from Resident Teachers • Individual and group overviews by supervisors - refer to “Making Good Choices” and web information • Working with resident teachers over time embeds concepts and tips - some did a PACT with us in piloting process and offer advice • Resident teachers often help with planning ahead for technical support and calendar for the teaching event - consultant role • Candidates identify resident teachers as keys to support, so clear expectations are critical • More work to do here!

  4. Challenges to Teaching Event Implementation at Sites • Fitting PACT requirements smoothly into existing curriculum expectations (especially with prescribed and paced curricula) • Effective support for PACT elements from resident teachers - balancing coaching role • Video taping concerns & permissions - administrative help is critical

  5. BTSA Connections • UCD representatives on Sacramento Area BTSA Consortium work group - bimonthly meetings: • What does PACT look like? (Help scoring for exposure?) • How do PACT skills correlate with induction requirements? • What, if anything, will be shared between institutions and BTSA programs? What can candidates take with them about PACT results?

  6. BTSA Connections (cont’d) • UCD representatives on Yolo/Solano and Sacramento Area BTSA Advisory Boards: • Scoring help for understanding of PACT • How to support UCD graduates in next steps for them - avoiding redundancy in two years of induction program? What does “extending skills” entail? How to blend UCD MA requirements with induction expectations?

  7. Identified Challenges Between Preparation & Induction Programs • Communicating variation in preparation program contexts - timing of TE (ex. mid-way versus end of program), “value” placed on TE, approaches to failing scores • What to provide candidates about their PACT results as they move to districts? What is the legislative requirement for sharing information? • Helping Support Providers interpret “results” • PACT profile may not be indicative of candidates’ current teaching skills

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