Formative Assessment for California Teachers

FACTKaren Evans kevans@sandi.netEileen Davis edavis@sandi.net

Rich Redmond rredmond@sandi.net

Skill Building for

Support Providers

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Skill Building Resources

• SB-A: TPE and CSTP Information • SB-B: Generational Characteristics • SB-C: CSTP Placemat • SB-D: Induction Program Standards • SB-E: Evidence vs Opinion Quiz • SB-F: Note-Taking Page for Observations

(2)• SB-G: Seating Chart Sample

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Outcome

Participants will have an understanding of

… the skills necessary to be an effective Support Provider

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5

PlanPlan

TeachTeach

ReflectReflect

ApplyApply

4/15/2009

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Foundations of FACT

• The CA Standards for the Teaching Profession

• State Academic Content Standards• The Induction (Credential)

Standards• Formative Assessment• Action Research• Analysis of Student Work

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FACT Modules

• A. Context for Teaching• B. Initial Assessment of

Teaching• C. Inquiry• D. Summary of Teaching

Practice

4/15/2009 7FACT Pilot Training: Commission on Teacher Credentialing

and California Department of Education

82009-10 8

Learning to Teach System

92009-10

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Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS Credentials)

Credential is valid forthe life of the holder aslong as renewal fee and evidence ofmeeting professionalfitness are submittedevery five years.

Ongoing professional growth is theresponsibility of thecredential holder andbased on anyrequirements theemploying schooldistrict may have.

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Blended Program

Post-Baccalaureate 5th Year Program

Internship Program

InductionProgram

Advanced Curriculum Demonstration

Formative Assessment and Support

Frequent Reflection on Practice

Individual Induction Plan

Application of Prior Knowledge

Preliminary Credential

PreparationClear Credential Preparation Clear Credential Renewal

* Teaching Performance Assessment (TPA)

102009-10 10

Application

•Discuss your insights about the “Learning to Teach Continuum” and how this system might impact new teachers in our profession.

Table Group Discussion . . .

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Implications for Universities:

Teacher Preparation Programs …

122009-10 12

Teaching Performance Expectations (TPEs)

Criteria by which Multiple Subject and Single Subject credential candidates are evaluated for recommendation for a preliminary teaching credential.

132009-10 13

Teaching Performance

Expectations (TPEs)A: Making Subject Matter Comprehensible to

StudentsB: Assessing Student LearningC: Engaging & Supporting Students in LearningD: Planning Instruction & Designing Learning

Experiences for Students E: Creating and Maintaining Effective

Environments for Student LearningF: Developing as a Professional Educator

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CA Standards for the Teaching Profession

(CSTPs)1: Engaging and Supporting all Students in Learning2: Creating and Maintaining Effective Environments

for Student Learning3: Understanding and organizing Subject Matter for

for Student Learning4: Planning Instruction and designing Learning

Experiences for all Students 5: Assessing Student Learning6: Developing as a Professional Educator

152009-10 15

Partner Activity “A”

•Review the TPE information•Review the CSTP information •Compare & Contrast TPEs &

CSTPs(SB-A)

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California Teaching Performance Expectations

TPEs At-A-Glance with Salient Features

A. Making Subject Matter Comprehensible to Students

TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction

a. Subject-Specific Pedagogical Skills for Multiple SubjectTeaching Assignments▪ Understanding the state-adopted academic content standards

▪ Understanding how to teach the subject matter in the standards

▪ Planning instruction that addresses the standards

▪ Demonstrating the ability to teach to the standards

b. Subject-Specific Pedagogical Skills for Single SubjectTeaching Assignments▪ Understanding the state-adopted academic content standards

▪ Understanding how to teach the subject matter in the standards

▪ Planning instruction that addresses the standards

▪ Demonstrating the ability to teach to the standards

B. Assessing Student LearningTPE 2 – Monitoring Student Learning During Instruction

▪ Determining student progress toward achieving the state-adopted academic content standards▪ Using instructional strategies and techniques to support students’ learning

TPE 3 – Interpretation and Use of Assessments

▪ Understanding a range of assessments

▪ Using and interpreting a range of assessments

▪ Giving feedback on assessment results

C. Engaging and Supporting Students in Learning

TPE 4 – Making Content Accessible

▪ Addressing state-adopted academic content standards

▪ Prioritizing and sequencing content

▪ Selecting and using various instructional strategies, activities, and resources to facilitate student learning

TPE 5 – Student Engagement

▪ Understanding of academic learning goals

▪ Ensuring active and equitable participation

▪ Monitoring student progress and extending student thinking

D. Planning Instruction and Designing Learning Experiences

for Student LearningTPE 8 – Learning About Students

▪ Understanding child and adolescent development

▪ Understanding how to learn about students

▪ Using methods to learn about students connecting student information

to learning

TPE 9 – Instructional Planning

▪ Establishing academic learning goals

▪ Connecting academic content to the students backgrounds, needs, and

abilities▪ Selecting strategies/ activities/ materials/ resources

SB-A

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California Standards for the Teaching Profession 2009

STANDARD ONE:Engaging and Supporting All

Students in Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

STANDARD TWO:Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing & maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual & group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

SB-A

182009-10 18

Teaching Performance Assessment (TPAs)

Assessment that requires candidates to demonstrate (through their performance with K-12 students) that they have mastered the knowledge, skills & abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).

192009-10 19

Teaching Performance

Assessment Models Three approved models: CalTPA,

PACT and FAST All TPA models require Commission

approval Programs must implement an

approved TPA model All models contain tasks that

candidates complete to demonstrate mastery of the Teaching Performance Expectations

202009-10 20

Find someone with the same color shoes as you

and discuss…

•How do the TPEs and TPAs impact new teachers today?

•How will the TPAs and TPEs impact the way you work with your new teachers?

212009-10

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Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS Credentials)

Credential is valid forthe life of the holder aslong as renewal fee and evidence ofmeeting professionalfitness are submittedevery five years.

Ongoing professional growth is theresponsibility of thecredential holder andbased on anyrequirements theemploying schooldistrict may have.

PR

EL

IMIN

AR

Y C

RE

DE

NT

IAL

CL

EA

R C

RE

DE

NT

IAL

Blended Program

Post-Baccalaureate 5th Year Program

Internship Program

InductionProgram

Advanced Curriculum Demonstration

Formative Assessment and Support

Frequent Reflection on Practice

Individual Induction Plan

Application of Prior Knowledge

Preliminary Credential

PreparationClear Credential Preparation Clear Credential Renewal

* Teaching Performance Assessment (TPA)

22

FACT Modules:

• A. Context for Teaching• B. Initial Assessment of

Teaching• C. Inquiry• D. Summary of Teaching

Practice

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Connecting to New Teacher

Needs

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Table Discussion:

What I wished I’d known that first year was…

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Attitudinal Phases of New Attitudinal Phases of New TeachersTeachers

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Find a partner who is Find a partner who is smiling at you smiling at you

and discuss…and discuss…

Describe some effective strategies for supporting a new teacher through each of the attitudinal phases?

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Additional Additional ResourcesResources

• Rutherford, Paula, 21st Century Mentor’s Handbook, © 2005, Just ASK Publications, Attitudes, Skills, and knowledge, (ASK) Inc.

• Lipton, Laura, and Bruce Wellman, Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Sherman, CT, © MiraVia, 2001

• Moir, Ellen, Phases of First-Year Teaching-Attitudes Toward Teaching, © 1992, New Teacher Center, University of California, Santa Cruz.

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Formative vs Summative Assessment

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Find Someone who Looks Intelligent

and…

•Discuss the difference between formative and summative assessments…

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Formative Assessment

The performance of a learner collected over time and compared to

set criteria.

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Summative Assessment

The performance of a learner summarized at

one point in time, usually with a final conclusion drawn.

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Formative Assessment in Induction:

•Focuses new teacher professional growth (over time)

•Guides support provider work (constant feedback)

•Generates evidence for credentialing requirements (Induction Standards)

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Formative Assessment in Induction:

Involves new teachers and support providers in continuous reflection

and discussion of evidence in order to make professional

judgments about their professional practice.

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Support Provider / Participating Teacher

Trust

Communication between the Participating Teacher and the

Support Provider is CONFIDENTIAL.

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•California Standards for the Teaching

Profession •Induction Standards

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Standard:The dictionary defines “standards”

as: “An acknowledged measure of

comparison for quantitative” or “qualitative value; criterion;

norm”

• Think about some of the things you believe teachers should know and be able to do . . .

• List each skill on a separate post-it

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California Standards for the Teaching

ProfessionFor our purposes, we further define the CSTP

as:

“Describing what a teacher should know and be able to do”

• Use the copy of the CSTP (SB-C) to place your post-its on an appropriate standard

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California Standards for the Teaching Profession

2009STANDARD ONE:Engaging and Supporting All

Students in Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

STANDARD TWO:Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing & maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual & group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

SB-C

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Induction Program Standards

Read & Highlight the Key Phrases: (SB-D)

Standard 5: Pedagogy

Standard 6: Universal Access: Equity for All Students a. Teaching English Learnersb. Teaching Special Populations

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Induction Standards for the Teaching Profession

Program Standard 5: PedagogyParticipating teacher demonstrates the ability to:▪ Reflect upon and apply the CSTP’s & specific pedagogical skills

▪ Utilize adopted academic content standards, performance levels for students & curriculum frameworks and materials▪ Use and interpret assessment data from multiple measures to

inform instruction▪ Plan and differentiate instruction for diverse learning needs of the

full range of learners▪ Create and maintain a well-managed classroom

▪ Develop safe, inclusive and healthy learning environments

▪ Become fluent, critical users of technological resources to assess, plan and

deliver instruction▪ Enable students to use technological resources to advance their

learning▪ Implement strategies to maximize student awareness around

privacy, security and safety following local district technology policy

Program Standard 6: Universal Access – Equity for All Students

Participating teacher demonstrates the ability to:▪ Protect and support all students by designing and implementing

equitable and inclusive learning environments▪ Maximize academic achievement for all students regardless of their

ethnic, racial, socio-economic, cultural, academic, linguistic, family

backgrounds, gender, gender identity, and sexual orientation▪ Maximize academic achievement for all students regardless of their student’s ability, including students with disabilities and advanced

learners, as well as students with a combination of special instructional needs▪ Examine and strive to minimize bias in classrooms, schools and

larger educational systems using culturally responsive pedagogical

practices▪ Use a variety of resources (including technology related tools,

interpreters, etc.) to collaborate and communicate with students, colleagues,

resource personnel and families to provide the full range of learners’

equitable access to the state-adopted academic content standards

Program Standard 6a: Teaching English LearnersParticipating teacher demonstrates the ability to:▪ Ensure academic achievement and language proficiency for English

Learners▪ Adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation processes▪ Implement district policies regarding primary language support

services for students▪ Plan instruction for English Learners based on the student’s levels of proficiency and literacy in English and primary language as

assessed by multiple measures such as the California English Language

Development Test (CELDT), the California Standards Test (CST) and local

assessments ▪ Implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELC

by proficiency level, and/or content-based ELD▪ Instruct English learners using adopted standards-aligned

instructional materials▪ Differentiate instruction based upon their students’ primary

language and proficiency levels in English considering the student’s culture, level

of acculturation and prior schooling

Program Standard 6b: Teaching Special Populations

Participating teacher demonstrates the ability to:▪ Ensure academic achievement for special populations

▪ Adhere to the legal and ethical obligations relative to the full range of

special populations (students identified for special education, students with

disabilities, advanced learners and students with a combination of special

instructional needs) including the identification and referral process of

students for special services▪ Implement district policies regarding support services for special

populations▪ Communicate and collaborate with special services personnel to

ensure that instruction &support services for special populations are provided

according to students’ assessed levels of academic, behavioral & social needs▪ Provide accommodations and implement modifications

▪ Recognize student strengths and needs, use positive behavioral support

strategies and employ a strengths-based approach to meet the needs of all

students including the full range of special populations▪ Instruct special populations using adopted standards-aligned

instructional materials/resources (e.g., varying curriculum depth/complexity,

managing paraeducators, using assistive & other technologies)

SB-D

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Closure & Reflection:

• Write:– 3 important concepts

learned– 2 questions you still have– 1 concern you have

• Share at your table

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FACT Modules

•A. Context for Teaching•B. Initial Assessment of

Teaching•C. Inquiry•D. Summary of Teaching

Practice

4/15/2009 42FACT Pilot Training: Commission on Teacher Credentialing

and California Department of Education