Welcome to FACT #2

About Teacher Inquiry

Article Quick SCAN

Read Highlight items of interest Discuss at tables

Value of Inquiry

Engaging in inquiry is at the heart of improving professional practice. Inquiry invites the learner to design a question and to develop a study or investigation to explore and make discoveries in the search for new understandings.”

-New Teacher Center 2008

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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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Individual Induction Plan

IIPAction Plan

(Steps/Results)PD/Research

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

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. 4

Review Evidence Frame a

question Expected Results

Plan and implement Record andReflect on Results

Reflect for future

Connect with CSTP

Pedagogy and . . .

Year One = Equity

Year Two = Special Populations

ECO = 1-Equity, 2-EL & Spec Pops

New Year 2 = (Individualized)

Cell 1Together with your SP review and discuss:

Self-Assessment Results (from Initial Assessment Module) E-3

Class Profile (from Context for Teaching) A-1

Notes from Mid Year Check Inquiry Question handout

In cell 1 write your area of interest.

E-3

A-1

MYC Inquiry Ques. HO

Cell 2

Framing Handout

MYC Inquiry Ques. HO

CSTP Booklets

Sample IIPs

Make a connection between your Inquiry question and the California Standards for the Teaching Profession (CSTPs).

In Cell 3, write the standard number and element of the CSTP that supports your Inquiry question.

Cell 3

CSTP Booklets

Cell 4Measurable Outcomes Determine how completing your

inquiry will result in improved student learning.

What data will you collect?

Will you need multiple types of data to answer your inquiry question? Student engagement data Student achievement data

Examples of Measurable Outcomes

Time on task observation data Student surveys District assessments Unit assessments Rubric-based assessments

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

Cells 5 & 6

Action Plan What actions will you need to take to

address your Inquiry question? (6-8 weeks) Review your PD ideas from MYC Inquiry Ques.

HO Make a list in Cell 6 Identify which action on the list will fit for the

required 2 hrs./Inquiry of PD Review criteria for PD and options/Rationale

Fill in Cell 5 only when the actions are completed.

MYC Inquiry Question HO

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. 5-6

Back to Cell 6

Work with your SP to list the research activities you think you might need for this Inquiry.

You may be adding or deleting from this list as you progress.

In Cell 6 you document an action that

helps you gain new knowledge for your Inquiry.

In Cell 7 you record how you applied this knowledge in your classroom.

In Cell 8 you record the results of that application.

Cells 7 & 8

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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

I

I

P

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

Review Essential Components for Instruction (C-2)

Is related to the entire 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

For the purposes of your Inquiry you will need Entry Level, Progress Monitoring, and Summative Assessments for the content you select.

With your table group, discuss several examples for each type of assessment. Be prepare to share out a couple of examples for each.

Step Three:Preparing for

Instruction

Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template

Review C-3 Entry Level Assessment

What type of Entry Level Assessment might you use as part of your inquiry?

Step Three:Preparing for

Instruction

Step Three Documents:C-2 Essential ComponentsC-3 Entry Level AssessmentC-4 Focus StudentsC-5 Lesson Plan Template

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

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

Criteria for Lesson Series

Same content area for all lessons Cover 3-4 week timeframe (with beginning, middle, end of series) 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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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

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

Inquiry Folders Review the Inquiry folders Inside pages – the language of the

Standard (s) and the method of demonstration

In the C documents be sure to use the language of the Induction Standards

Back page – Submission checklist Other: items will be addressed at Dist. #3

Sample Inquiry Schedule

Review the sample schedule

What questions do you have about the Inquiry module?

Handout pg. 8

Before you go . . .

Documents on eastbaybtsa.org

Other resources from EBBIC

IMTC workshops on March 5th and 10th

(email Barbara if you’re interested)

Session Evaluation

It’s really very simple . . .

Plan your work andwork your plan.

~Mary Kay Ash