SAN JOSE UNIFIED SCHOOL DISTRICTINSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY

Welcome to

New Support ProviderFACT, CSTP, and Coaching October 11, 2012

Meeting Goals

• Practice mentoring language to support PT self-assessment, goal-setting & growth

• Understand how to use the Continuum of Teaching Practice (CTP) as a Self- Assessment tool to determine an area of focus for growth

• Investigate the link between observation tools and IIP

• Speed Numbers

Where are we going?

Where are we going?

Assessment of Teaching and Learning

Context for Teaching and Learning

Inquiry into Teaching and Learning (IIP Embedded Across)

Summary of Teaching and Learning

Formative Assessment for California Teachers (FACT)

Step 2: Observation & Post-Observation Reflection B-3 & B-4

Step 1: Pre Conference B-1 & B-2

Step 3: Self-Assessment CTP; E2.5 – E2.6b

Step 4: Identify Focus Area for Cycle of Inquiry

Assessment of Teaching & Learning

Phases of First Year Teaching

Phases of First Year Teaching

Read pps 13-17

• Say Something

• Share a connection

• Share a question

• Share an opinion

“Language is not an innocent

reflection of how we think. The

terms we use control our

perceptions, shape our

understandings, and lead us to

particular proposals for

improvement. We can see only as

far as our language allows us to

see.” --Martin

Haberman

Mentoring Language

• Syntactical Substitutions

• Plural Forms

• Positive Presuppositions

Mentoring Language

All/The . . . Some

“So, you are noticing the students were having difficulty selecting the correct answer.”

Syntactical Substitutions

“So, you are noticing some of your students were having difficulty selecting the correct answer.”

Mentoring Language

Could/Should . . . Might

“You could you do x/y/z to support your focus students in the review..”

Syntactical Substitutions

“What might be some ways to provide support for your focus students to be more successful in this review?”

Mentoring Language

Why . . . What

“Why do you think that happened?”

Syntactical Substitutions

“What are some of your hunches about what might cause that?”

Mentoring Language

Is . . . Seems

“You identified some possible solutions. “What is the one you will use?”

Syntactical Substitutions

“Which seems most promising at this point?”

Mentoring Language

“What is the goal of your reviewing the vocabulary you chose for the Million Dollar Pyramid?”

Plural Forms

“What were some of your goals for reviewing the vocabulary in the Million Dollar Pyramid?”

Mentoring Language

“What was your concern when students came up with 3 of the 4 possibilities answers?”

Plural Forms

“What were some of your concerns when the students came up with 3 of the 4 possibilities as answers?”

Mentoring Language

Mentoring Language

“Why did you choose that strategy for the comprehension lesson?

Plurals, Might, Seems, What

“Why did the students have problems with the Million Dollar Pyramid?”

Mentoring Language

• Do you have any instructional objectives?

• What are your instructional objectives?

Positive Presuppositions

Mentoring Language

• Where was your check for understanding?

• In what ways did you measure your students understanding during the lesson?

Positive Presuppositions

Mentoring Language

Invitational Language

Individually read pps 49-53, focusing on plural forms, exploratory language, and positive presuppositions

• * New ideas

• ? Questions

• ! I agree with this

Mentoring Language

With a partner:

• Choose 3 to practice

• Identify the presupposition/intent

• Rephrase the question positively

Positive Presuppositions

The Third Point

Support Provider

Participating Teacher

Third Point

Break

Step 2: Observation & Post-Observation Reflection B-3 & B-4

Step 1: Pre Conference B-1 & B-2

Step 3: Self-Assessment CTP; E2.5 – E2.6b

Step 4: Identify Focus Area for Cycle of Inquiry

Assessment of Teaching & Learning

Self-Assessment Tools

Induction Program Standard 6: Universal Access

• Self Assessment of Universal Access E-2.6 (p. 65 or T5)

• Conversation Guide E-3.6 (p. 86 or T5)

Self-Assessment Tools

Induction Program Standard 6: Universal Access

Role Play Process

Five minutes each

Self-assess in fall & after each Inquiry

Self-Assessment Tools

• SP facilitates the conversation using a Conversation Guide

• Conversation is summarized into the Self-Assessment

* Note for Ed Specialists: Must respond to Ed Specialist prompts in Self-Assessment Comments

Self-Assessment Tools

Continuum of Teaching Practice

Self - Assessment

Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior…

“Where do you see yourself?”

“What student work and lesson plan is that based on?”

“What kinds of changes can you make to get to the next level?”

Continuum of Teaching Practice

Element 2.7 Using instructional time to optimize learning

• How is the language different on each level of the continuum and how do the criteria build?

• In what ways might you support your PT’s understanding of evidence through the levels?

Continuum of Teaching Practice

Element 2.7 Using instructional time to optimize learning

“Where do you see yourself?”

“What student work and lesson plan is that based on?”

“What kinds of changes can you make to get to the next level?”

Continuum of Teaching Practice

Continuum of Teaching Practice

• Clarifying levels

• Support PT understanding of levels

• Mentoring language to self-assess and set goals

Assessment of Teaching and Learning

Context for Teaching and Learning

Inquiry into Teaching and Learning (IIP Embedded Across)

Summary of Teaching and Learning

Formative Assessment for California Teachers (FACT)

Cycle of Inquiry & Individual Induction Plan

How might your PT determine and area of focus for their Inquiry/IIP?Consider the “seeds” of:

• PT interest

• 3rd points of observation, self-assessment, & CTP

Plan

DO

Check

Act

Cycle of Inquiry & Individual Induction Plan

Meeting Goals

• Practice mentoring language to support PT self-assessment, goal-setting & growth

• Understand how to use the Continuum of Teaching Practice (CTP) as a Self- Assessment tool to determine an area of focus for growth

• Investigate the link between observation tools and IIP

• In addition to mentoring language, what elements of FACT would you like to explore in the next session?

Reflection

• Write your responses on a sticky note.

• Share with 3 people

• Place on the “me” section of the Parking Lot

Next meetings:

New SP Coaching for Induction: 10/18

Year 2 PT + SP: 10/22, 10/23, or 10/24

Year 1 PT & SP: 11/8, 11/13, 11/26, 11/27, or 11/29

Closure

• Please bus your tables and complete an evaluation

Images:

• Beach. Trey Ratcliffe, http://www.flickr.com/photos/stuckincustoms/, 2007.

• landscape1. http://www.flickr.com/photos/giveawayboy/

• Cheshire Cat. Alice in Wonderland, Walt Disney, 1951.