Post on 14-Dec-2015
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Support Provider Workshop #3
2008-09
East Bay BTSA Induction Consortium
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Session Outcomes
Overview of Inquiry Module
Developing the IIP Steps in the Inquiry Process Updating the IIP and Inquiry Question Revisiting the Assessment Toolbox
Demonstration Sample Schedule
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Inquiry Focus and Number /Year
Program Level Decision
CONTEXT FOR TEACHING
• Class, School, District, and Community• Conversation Guides
INITIAL ASSESSMENT OF TEACHING PRACTICE
• Teacher Preparation Information• CA Standards for the Teaching
Profession and Induction Standards-Based
• Informal Classroom Observation
Assessment Toolbox / Reflective Conversation
Assessment Toolbox / Reflective Conversation
Selection of Focus for Induction
Standards Program Level Decision
Use of Summary of Teaching Practice In Year 1 Program Level Decision
SUMMARY OF TEACHING PRACTICE
•Reflection on Teaching, Student and Personal Growth•Future Considerations for Study
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
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INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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InquiryWhat:
An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.
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InquiryWhy: Can serve as an analysis of current
practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement.
Lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.
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InquiryHow An Inquiry provides the participating
teacher with an opportunity to: Gather information about their practice Identify an area of focus/goal Research information related to the goal Develop and implement an action plan Reflect on collected evidence Apply new learning to future practice
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STARTSelf-Assessment Focus QuestionCSTP Focus Induction StandardExpected Results
TeachObservationStudent WorkSummative Assessment
ApplyApplication (IIP)Self Assessment Impact (IIP)
ReflectStudent Work Summative Assessment Reflection
Plan Essential ComponentsEntry AssessmentFocus StudentsLesson Plan
IIPAction Plan
(Steps/Results)PD/Research
Professional
Development
BookmarkLesson PlanObservationLesson StudyBook StudyInternet Workshop
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Importance of the IIP Significant in guiding the work in
semester 2 Identifies professional development Revisited frequently and adjusted
as learning occurs Used as a recording tool to
document results Used to reflect on learning
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
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INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 5-8
Step Four:Observation
Step Six Documents:E-2.1 CSTP Self AssessmentE-2.2 Std. 5/6 Self-AssessmentE-3 Reflective ConversationIIP Cells 1-10
Step Six:Reflection and
Application
Step Five Documents:C8: Summative Assessment
Step Five:Summative Assessment
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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Handout Pg. 5
Blank Practice IIP on Pg. 18
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Year One = EquityYear Two = Special Populations
From Initial Assessment
From Initial Assessment
What the PT wants to learn
Pre/Post assessment data- what students achieve
PD 2 hr.
Handout Pg. 5
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Connecting Big Picture to IIP (C-1)
Cells 1 – 4: “Plan” phase Determine a Focus question Identify CSTP elements to be addressed Anticipate outcomes for student learning
Cells 5 – 8: “Plan/Teach” phase Document research and create an action plan Apply the learning to classroom practice Determine results
Cell 9: “Reflect” phase Reflect on the teaching plan, student work, and
observation results Examine the impact on student achievement
Cell 10: “Apply” phase Describe the application to future practice Consider implications for a future focus question
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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•Year One Focus Area: Pedagogy and Equity
•Year Two Focus Area: Pedagogy and Special
Populations
•Early Completion: Two Inquiries to complete
•New Year Two: Specific to their needs
Pedagogy and Equity ELL and Special Populations
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Preparing to Complete Cell 1:
Review evidence collected during Modules A and B:
Context for Teaching
Context for Teaching
Initial Assessme
nt
Initial Assessme
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
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What might a participating teacher identify as an area of focus in Cell-1 on the IIP (C-1)?
•Write a focus area on your practice IIP
•Share out group examples
Cell 1
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
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With a partner, review sample focus questions
→ What are the characteristics of a well written focus question?
Possible Answers:
Question is narrow enough to measure results Question is broad enough to last at least 2 months Question is directly related to the Focus Area in Cell
1
Cell 2
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
Handout pg. 7-8
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The CSTP questions may be used to help write a strong focus question for Inquiry.
Refer to the questions located on pages 24-29 in the CSTP booklet.
Discuss: How might these questions be used to assist in the development of an Inquiry focus question?
Cell 2
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
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With a partner:
Read the sample focus questions
• Use a (+) for a strong focus question.
• Use a (–) for a weak focus question.
Discuss how the weak questions could be rewritten as stronger focus questions.
Cell 2
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
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Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work.
Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
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Individual Induction PlanCells 1-4 Samples
Cell 1: Students constantly ask me, “How can I get an A?”, “How am I doing?” (Focus Area, Assessment)
Cell 2: How do I help all students to understand and monitor their own learning goals? (Focus Question)
Cell 3: CSTP 5.2- Involving and guiding all students in assessing their own learning (CSTP element)
Cell 4: Students will have rubrics and documentation of their progress in the class. Students will be able to establish learning goals for improvement. (Measurable Student Outcomes)
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Individual Induction PlanCells 2-4 Practice
Using the practice IIP, review your Area of Focus (Cell1) and write a strong Focus Question (Cell 2).
Using your Focus Question, identify all CSTP Elements (Cell 3) that will be addressed during the course of the Inquiry.
Using your practice IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4).
Review team/individual IIPs. Verify a connection between Cells 1-4. Identify anything you might change.
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
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Read and highlight the key points in the Step 2 directions: Developing an Action Plan.
Talk to your partner about the purpose of Step 2.
Partners share key points, questions, or concerns with the group.
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
User’s Guide Pg. 36
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(Cell 5) Dates Action Taken
(Cell 6) Research conducted “Steps taken to gain new
knowledge:” Consulting Colleagues Observing
Classrooms Professional Journals Internet
Research
(Cell 7) Application Record how the new knowledge was implemented (state each action taken).
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
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Professional Development
Review the criteria for PD and suggested options
Review the PD Rationale
PTs will need to complete a PD Rationale and submit it as part of their Inquiry folder in May
Handout Pg. 9-10
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Review IIP Cell 8 Continue using the practice IIP to
record specific examples of (possible) classroom changes, as a result of implementation of new knowledge Example: (Cell 8)
“95% of my students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
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Review Activity: Stand and find a partner from another table
Using the practice IIP, C-1: Partner X shares the purpose of Cells 1-4 Partner Y shares the purpose of Cells 5-8
Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
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Step One Documents:IIP Cells 1-4
Step One:Inquiry Focus
INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
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Step Two Documents:IIP Cells 5-8
Step Two:Action Plan
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
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Review Essential Components for Instruction (C-2)
Discuss which components (boxes 1-14) may be connected with the Induction Standards and/or focus questions documented on the IIP?
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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Review Lorey’s Artifact – Essential Components for Instruction (C-2)
What clarifying questions would you ask Lorey?
What connections are you able to make between the IIP (C-1) and Essential Components for Instruction (C-2)?
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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What is the purpose of an Entry-Level Assessment?
How is an Entry-Level Assessment diagnostic?
What can be most challenging about an Entry-Level Assessment?
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
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• Sort student work into 2 levels of performance:
1. basic / proficient or advanced2. below basic / far below basic
• Divide the 2 levels of performance into:1. far below basic2. below basic3. basic4. proficient or advanced
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
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• Based on the results of this assessment, describe the conversation you would have with Lorey before she begins her lesson series.
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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Note: Select 1 English Learner Select 1 Special Population student
(IEP, RSP, 504, GATE, . . .) Select 1 Focus Student of Choice
(Should complete the range of abilities in the classroom not represented by EL or Special Populations)
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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“How has focus student selection (C-4) helped Lorey to shift from a focus on teaching to a focus on learning?”
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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The Lesson Plan Template (C-5) includes these essential components:
Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For
Understanding Independent Practice
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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Criteria for Lesson Series
Same content area for all lessons Cover 6-8 week timeframe Beginning, middle, end Allow for application of learning
from professional development in Action Plan
One lesson must include use of technology
PT Submits 5
lessons for review
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What questions or clarifications would you want to discuss with Lorey, based on her plan?
Why are Guided Practice and Checking for Understanding such critical components? Discuss examples of various techniques to check for understanding (monitoring assessments).
Step Three:Preparing for
Instruction
Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template
Artifact Pkt.
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INQUIRY• Inquiry Focus• Action Plan• Essential Component for
Instruction• Observation• Analysis of Student Work• Summative Assessment• Reflection
Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 5-8
Step Four:Observation
Step Six Documents:E-2.1 CSTP Self AssessmentE-2.2 Std. 5/6 Self-AssessmentE-3 Reflective ConversationIIP Cells 1-10
Step Six:Reflection and
Application
Step Five Documents:C8: Summative Assessment
Step Five:Summative Assessment
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Review (C-6, Parts 1 & 2) Identify the information to be
completed prior to the observation, including: Participating Teacher Name Date of Observation Support Provider Name Content Standard to be Observed Focus Question and related CSTP Induction Standard and Focus
Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 508
Step Four:Observation
Artifact Pkt.
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Step Four Documents:Review: C2, C4, C5C6: Observation Record Standard 5/6 ObservationC7: Student Work AnalysisIIP: Cells 508
Step Four:Observation
Additional Observation Records
Review and discuss:
•C-6a – Equity Observation Record*
•C-6b – ELL Observation Record*
•C-6c – Special Populations Observation Record*
*Available on eastbaybtsa.org
Handout Pg.11-16
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Sample Inquiry Schedule
Review the sample schedule What questions do you have about
the Inquiry module?
Handout Pg. 17
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What Else?
Complete Mid Year Review online eastbaybtsa.org – Support Provider tab
Preparation for Mid Year checks Preparation for Dist. #2 – PRINT Turn in Monthly Accountability Logs Session Evaluation