Teacher and Administrator Development Branchacts.lausd.net/Accreditation/3 Curriculum and...

Teacher and

Administrator

Development Branch

Teacher Support Unit

BTSA Induction Program

Induction Portfolio

TAB 2

Fall 2011

Los Angeles Unified School District

2.0

Context for Teaching & Assessment of Teaching Practice

(Participating teachers will begin addressing the issues of Pedagogy, Equity for All Students, Teaching English Language Learners and Teaching Special Populations in this module and will continue into the Inquiry process.)

During this module participating teachers learn about their teaching environment by identifying challenges, investigating resources, and gathering information about their students.

With a Support Provider, participating teachers will discuss prompts focused on their classroom, school, district, and community. The information gathered will guide classroom decision-making and help identify areas for professional growth.

Participating teachers will consider their prior knowledge and skills gained from teacher preparation, their current context for teaching, and evidence gathered in a classroom observation of the participating teacher by a trained Support Provider.

The assessment of teaching practice will help participating teachers identify strengths and areas for growth which will be used in subsequent inquiries of teaching practice. In addition, participating teachers and their Support Providers will identify resources and types of support that will enable them to develop an Action Plan related to classroom management.

Program Standard 5: Pedagogy

(Participating teachers will begin addressing the Pedagogy standard here and will continue as they enter the Inquiry process.)

Participating teachers grow and improve in their ability to reflect upon and apply the California Standards for the Teaching Profession and the specific pedagogical skills for subject matter instruction beyond what was demonstrated for the preliminary credential.

They utilize the adopted academic content standards and performance levels for students, curriculum frameworks, and instructional materials in the context of their teaching assignment. Participating teachers use and interpret student assessment data from multiple measures for entry level, progress monitoring, and summative assessments of student academic performance to inform instruction.

They plan and differentiate instruction using multi-tiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners).

To maximize learning, participating teachers create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional and social well-being.

They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol. Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn.

Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety.

1

Formative Assessment for California Teachers (FACT) – LAUSD - 2011 2.1

Formative Assessment for

California Teachers (FACT)

Pedagogy Context for Teaching & Assessment of Teaching Practice

Signature Page--Year 1

PT Initial

SP Initial

Doc. # Document Title

2.1 Pedagogy Signature Page (this page)

2.2 (a,b) Alignment Chart /Discussion Guide

booklet Continuum of Teaching Practice (Revisited throughout Program)

2.3 Conversation Guide: Areas of Personal Interest or Concern

Class/Student Data and Analysis

2.4 (a, b) (a) Class Profile & Data Analysis (3 pgs.) (b) Conversation Guide (2 pgs.)

Effective Environments for Teaching and Learning

2.5 (a) Classroom Environment and Layout with Conversation Guide (2 pgs.)

2.5 (b) Classroom Management Conversation Guide

Observation

2.6 (a, b) Pre-Observation (a) K-W-O Chart (b)Classroom Environment/Lesson Plan Notes

2.6 (c) Observation Tool

2.6 (d) Conversation Guide: Post-Observation Reflection

School and District Information

2.7 (a) Resources (2 pgs.)

2.7 (b) Site Orientation Checklist

2.7 (c) Conversation Guide: School & District Information

Community and Home/School Communication

2.8 (a) Cross-Cultural Community Information

2.8 (b) Home/School Communication

2.8 (c) Conversation Guide: Community and Home/School Communication (2 pgs.)

CFT/ATP Wrap Up & Follow Up

2.9 Conversation Guide: Other Concerns

2.10 English Language Learner Assignment (Fall Seminar Homework)

2.11 2011-12 Assignment

Signing this document certifies that the initialed work above has been done in accordance with the requirements of the Commission on Teacher Credentialing and California Board of Education and reflects effort to meet the proficiency criteria for being recommended for a California Clear Teaching Credential. _______________________________________ _____________________________ _____________

Participating Teacher Support Provider Date

2

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Teacher Preparation

Teacher Preparation

Teacher Preparation

Teacher Preparation

Teacher Preparation Standard 10: Preparation for Learning to Create a Supportive, Healthy

Teacher Preparation Standard 14: Preparation to Teach Special Populations in the General

Teacher Preparation Standard 13: Preparation to Teach English Learners

Teacher Preparation Standard 9: Using Computer-Based Technology in the Classroom

Teacher Preparation Standard 8: Pedagogical Preparation for Subject-Specific Content

Teacher Preparation Standard 5: Equity, Diversity, and Access to the Core Curriculum

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Induction

Induction

Induction

Induction Standard 6: Universal Access—Equity for All Students

a) Teaching English Learners

b) Teaching Special Populations

Induction Standard 5: Pedagogy

1.1

U

sing k

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2.4

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2.7

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4.1

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4.2

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ud

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lear

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4.3

D

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seq

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…in

stru

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pla

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…

4.5

A

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and

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4.4

P

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and

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3.4

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to s

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3.5

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mp

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…

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R

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n t

eachin

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up

po

rt o

f st

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lear

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6.2

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stab

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conti

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f th

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pro

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ity

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tegri

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thic

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on

du

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anag

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vat

ion…

3

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents/2008-2009 Initial Assessment of Teaching Practice, Alignment Chart Discussion Guide rev LAUSD 2011 2.2 b

Date:

2.2(b) Alignment Chart Discussion Guide

Purpose: Connecting prior experience to Induction

With your Support Provider review the Teacher Preparation and Induction Alignment Chart to see how concepts of effective teaching and learning span all levels of teacher preparation and practice but may be phrased differently in each set of standards. As you look at the concepts of effective teaching and learning:

1. Which artifact from your teacher preparation experience (TPA work, portfolio, student teaching documents, etc.) and/or your recent teaching experience might you share with your Support Provider that could illustrate effective skills you learned that are implemented in your practice today?

2. Select one area and discuss with your Support Provider how you’ve grown in your

understanding in this area and how you will continue to refine your practice. What are some things you would like to investigate?

4

2.2 c

Continuum of

Teaching Practice

You will return to the Continuum of Teaching

Practice booklet several times throughout the year to:

• examine language describing effective practice

• use evidence to guide self-assessment

5

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.3 Context for Teaching – Conversation Guide: CSDC A-7 rev LAUSD 2011

Participating Teacher:

Grade Level/Subject:

2.3 Conversation Guide: Areas of Personal Interest

Directions: Preview the questions below with your Support Provider, and then complete the following steps:

1. Collecting: Gather information and share your findings with your Support Provider 2. Contextualizing & Extending: Use the questions below to guide your conversation with your Support

Provider on why this information is essential to your teaching 3. Key Ideas and Reflections: Record notes on your discussions, as well as any questions you may want to

explore further

Your response may be in bulleted form and does not need to be phrased in complete sentences. However, an external reader should be able to identify your thought processes and key ideas.

Areas of Personal Concern/Questions Discuss with your Support Provider any areas of concern or interest and any questions you may have that you would like to consider at this time. Consider the following: the content of your teaching, the students in your classroom, current school and district expectations, your current classroom environment, and the families and communities in which your students reside.

Key Ideas and Reflections This box is designed to expand to encompass your complete reply.

6



Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents /2008-09 2.4 a Context for Teaching – Form A-1 Class Profile

2.4(a) Class Profile/Data Analysis – Page 1

DIRECTIONS: Completing the Class Profile will help you learn about your teaching context. Consult with your support provider, your administrators, and colleagues to gather information about your learning context. You will be revisiting and revising this class profile at several points during the year. You may add to the Class Profile at any time as you learn about your students, school, and district. If you have access to a data source (i.e. MyData or equivalent systems) you may print the profile and attach it rather than completing this form. Be sure that all requested data fields are included and that you provide information for all students in your focus class.

Special Populations & English Learners/Standard English Learners

Student Name

(First name only)

Date of Birth

EL

(Check if applicable)

SEL


Special Needs*


Other

Anecdotal records; notes about academic progress; notes about

parents; strengths.

* Possible Identifiers to use in the special needs field: 504–Legal in-class Accommodations; GATE-Gifted & Talented Education; MED-Medical Condition; MI. Ed.-Migrant Education; RSP-Resource Specialist Program; Ret-Retained; S/L-Speech & Language; SP-Special Education w/IEP; SST-Student w/interventions.

7




2.4(a) Class Profile/Data Analysis – Page 2

DIRECTIONS: Consult with your support provider, your administrators, and colleagues, to gather information about your learning context. You will be revisiting and revising this class profile at several points during the year. You may add to the Class Profile at any time as you learn about your students, school, and district. If you have access to a data source (i.e. MyData or equivalent systems) you may print the profile and attach it rather than completing this form. Be sure that all requested data fields are included and that you provide information for all students in your focus class. Use first names only to protect confidentiality.

Students with Medical Conditions: Name (first name

only) Emergency

Contact Condition Support

(Resources, Assistive Technologies)

Students with IEP: Name (first name

only) Next IEP Meeting

Date

Classroom Accommodations/

Modifications

Behavioral Support

Strategies

Goals Benchmarks Case Carrier

Students with 504 Plans: Name (first name

only) Classroom

Accommodations Behavioral Support Strategies SST Meeting Notes

Students with Previous SST Interventions: Name (first name

only) SST Date to Reconvene

Interventions to Implement

Students who are Gifted and Talented: Name (first name

only) Academic Strengths Social Strengths ILP Goals Recommendations

Students who are English Learners:

1 Found in the Home Language Survey

2 Based on the California English Language Development Test (CELDT)

English Language Proficiency Levels2 Name (first name

only)

Stu

de

nt’s

Pri

ma

ry

Language

1

La

ng

ua

ges

sp

oke

n in

th

e H

om

e1

Listening

Speaking

Reading Writing Composite Score

Years

of E

LD

In

str

uction

Mig

rant

Pro

gra

m

Re-

Desig

nate

d

8




2.4(a) At-Risk Students Data Template – Page 3

DIRECTIONS: Examine the data reports for your class and determine which students are at risk of not meeting academic and socio-emotional student achievement benchmarks. Record their names below (in order to protect student privacy use first names only). Attach a print out from MyData (or the alternate Data System you used if at a charter school).

Students with At-Risk Factors

Name (first name only)

At-Risk Factors/Areas of Need

Analyze the data you have gathered above and list the major Areas of Need/Trends you will need to address in order to help each student succeed, i.e., attendance, behavior issues, reading level, etc..)

Areas of Need/Trends Major Areas of Need Initial Course of Action

(What do You Plan to Do)

Criteria Used to Determine Results

(How will you know that your strategy/assistance plan worked?)

9



2.4(b) Conversation Guide: Class Profile/Data Analysis – Page 1

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents /2008-09 2.4 b Context for Teaching – Conversation Guide: Form A-1 Class Profile rev LAUSD 2011


1. Collecting: Gather information and share your findings with your Support Provider 2. Contextualizing & Extending: Use the questions below to guide your conversation with your Support Provider

on why this information is essential to your teaching 3. Key Ideas and Reflections: Record notes on your discussions, as well as any questions you may want to

explore further


Class Profile

• What information does the profile provide that aids me in designing and delivering instruction?

• In what ways do I adjust my lesson delivery to ensure all students have access to the core curriculum?

• How does the school’s culture match the cultures of the students in my classroom?

Key Ideas and Reflections

•

• How do the CELDT subtest scores help identify my students’ strengths and areas of need for additional or specialized support?

• How do I use information from the CELDT to plan instruction, so that all students gain mastery of curricular standards?


•

• How will I use the information gathered to help identify my students’ strengths and areas of need for additional or specialized support?

• How do I use information from the IEPs/Student Study Team information to plan instruction so that all students gain mastery of curricular standards?


10



2.4(b) Conversation Guide: Class Profile/Data Analysis – Page 2

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents /2008-09 2.4 b Context for Teaching – Conversation Guide: Form A-1 Class Profile rev LAUSD 2011

Student Strengths

• What strategies do I use to identify student strengths?

• How do I use student strengths to support learning?

• How do I tailor my instruction to use my students’ strengths as teaching tools?

• How do I enable my students to use their strengths to take ownership of their own learning?


MyData (Charter School participants may utilize alternate data systems)

• How will I use the MyData system to obtain information about my students?

• How am I using the information I obtained to identify:

• Which students are succeeding?

• Which students are not succeeding?

• As I analyze the data about my students, what information can I gather on:

• Where are the gaps?

• Why are there gaps?

• What can be done to close the gaps?

• What additional information do I need?


11



Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.5 a Context for Teaching – Conversation Guide: Form A-2 Classroom Layout rev LAUSD 2011

2.5(a) Effective Environments for Teaching and Learning With Conversation Guide:

Classroom Environment and Layout – Page 1




explore further


Task: Take photographs of your classroom layout and environment and insert/attach them here. Be sure all student seating, wall spaces, centers, etc. are reflected in your photographs.

Standards for Classroom Environment and Layout

Safety Issues:

• How have I addressed appropriate prevention and intervention for classroom safety concerns?

• What impact does the health and safety of my students have on their learning and my teaching?


Layout and Seating Arrangement (include a rationale for your choices):

• What factors did I consider when designing my initial classroom layout?

• What factors did I consider when designing the seating arrangement?

• How did my analysis of student needs influence my decisions? How does the design of my classroom layout and seating arrangement promote effective instruction and interaction for my students with special needs? Designate where these students are seated. (When you identify your Focus Students in your Inquiry, return to this and designate where they are seated).


12



Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.5 a Context for Teaching – Conversation Guide: Form A-2 Classroom Layout rev LAUSD 2011

2.5(a) Effective Environments for Teaching and Learning With Conversation Guide:

Classroom Environment and Layout – Page 2 Relevant and Responsive Room Environment:

• How is my environment and layout culturally relevant and responsive based on the students in my class?

• How does the environment support the classroom culture I am building as well as providing support for the instructional unit I am teaching?


13



2.5(b) Effective Environments for Teaching and Learning

With Conversation Guide: Classroom Management

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.5 b Context for Teaching – Conversation Guide: CSDC A-7 rev LAUSD 2011




explore further


Standards for Student Behavior/Classroom Rules/Discipline Plan

• What implications will the school-wide discipline plan (e.g. tardy and attendance policies, office referrals) have on my classroom management plan?

• What is my classroom management philosophy and discipline plan? o How do I provide a fair and respectful climate for student learning?

� Classroom environment � Classroom rules � Designing Instruction � Fostering attitudes/behaviors in my students

o How do I address conflicts in the classroom? As an immediate response/intervention? To foster conflict resolution skills in my students?

o How do I determine which behavior issues I will handle in the classroom and which need to be referred?

• How do I develop a safe and culturally responsive environment to maximize academic achievement for students from all ethnic, racial, socio-economic, cultural, academic and linguistic backgrounds?

• How do I help students develop responsibility for their behavior outside of my classroom and during transitions?

• How do I ensure that all students, regardless of gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs are provided equal access to a safe and respectful learning environment?

• How do I address bullying behavior in and out of the classroom (physical, name calling, derogatory remarks, etc.)?

• What additional questions and/or concerns do you have in this area?


14

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15

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 2.6 b

2.6(b) Observation: Pre-Observation—Classroom Environment/Lesson Plan Notes

Teacher’s Name Employee #

Date Time

Class/Grade Subject Area

Support Provider/Observer

Prior to classroom observation, participating teachers will provide the Support Provider with a copy of the lesson plan and a copy of a seating chart. The seating chart should designate focus students.

Upon arrival the Support Provider will make general notes below about the overall classroom environment. These notes should be made before the observation and supplemented during the observation. CLASSROOM ENVIRONMENT NOTES FROM PRE-OBSERVATION: LESSON PLAN NOTES FROM OBSERVATION:

16

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 2.6 c

2.6(c) Classroom Observation Notes

Teacher’s Name__________________________ Date_______________

AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart the evidence by marking the CSTP/element and/or Standard that applies.

Time Teacher says and does… Students say and do…

Specific elements to consider while observing include:

ELL/SEL Special Populations Equity Pedagogy • Emphasizing key vocabulary • Using scaffolding techniques • Checking for understanding • Providing sufficient wait time • 50% + academic talk by students • Grouping by language ability • ELD materials used • Differentiating according to language levels

• Consistent rules/procedures • Minimal classroom interruptions • Planning for transitions • Circulating/positioning • Uses calm, quiet voice • Scaffolds instruction • Taps prior knowledge • Cueing students non-verbally • Reinforces positive behaviors • Adaptations/modifications to curriculum & materials

• Student-led discussions • Collaborative work groups • Calling on diverse students • Available samples of exemplar work • Checking for understanding with peers • Respectful redirecting • Presenting positive consequences • Uses culturally responsive pedagogical practices

• Utilizes appropriate academic content standards • Uses student assessment data • Multi-tiered interventions • Teacher use of technology through lesson delivery • Technology used interactively • Student use of technology to enhance learning • Technology used to remediate, practice, or extend lessons

CSTP/Induction Standards Chart

17

Copyright © Commission on Teacher Credentialing and the California Department of Education 2.6 d Formative Assessment for California Teachers (FACT) – Pilot Documents/2008-2009 Initial Assessment of Teaching Practice – Post-Observation Reflection B-4 rev LAUSD 2011

2.6(d) Conversation Guide: Post-Observation Reflection

Teacher’s Name__________________________ Date_______________

Directions: With your Support Provider, use evidence from the observation to capture key insights about your teaching.

Post-Observation Key Insights:

Insights related to my K-W-O… Insights related to student learning…

•

•

18

Copyright © Commission on Teacher Credentialing and the California Department of Education 2.7a Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching Form A-3 School & District Information/Resources - rev LAUSD 2011



2.7(a) School and District Information:

Resources – Page 1

DIRECTIONS: With your support provider, discuss and complete the information that applies to your teaching context. This information is designed to guide your discussion with your support provider, so that you may better understand and serve the students in your class. During your discussion, record pertinent information on this form so that it is available later in the year. The statements may prompt other topics related to the local teaching context that are important for you to explore.

1. My Site Administrator(s):

2. Explore and attach a Calendar of School Events

My school is a (check those that apply):

Blue Ribbon School California Distinguished School

Immediate Intervention-Underperforming Schools Program (School Improvement Program)

Bilingual Waiver Program/ Language Immersion School -

which languages?

Title I School-wide Program Program Improvement School

Charter School – Type: Magnet School – Type:

3.

Professional Development School Other:

School-Wide Programs (check those that apply):

Reading Intervention Character Counts Drug Alcohol, Tobacco Ed.

4.

AVID Conflict Resolution Other:

5. School Wide Discipline Plan- Describe or attach:

School Accountability Report Card

API Score: API Target Score: AYP:

6.

Based on your school’s API score, what is the school’s academic focus for the year?

My School has (check all that apply): Facilities Committees

Academies/Houses/ Families/SLC Computer Lab Technology

Department Chair/Grade Level Chair Schedule for Use Leadership

Special Day Classes Library Safety

7.

Teaching Teams/Coaches Schedule for Use Other

School Enrollment: Percent of English learners: 8.

# of Languages of students: Ethnicities represented:

Teachers in my grade level/department

Name Room Number Phone/email

9.

19

Copyright © Commission on Teacher Credentialing and the California Department of Education 2.7a Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching Form A-3 School & District Information/Resources - rev LAUSD 2011



2.7(a) School and District Information:

Resources – Page 2

DIRECTIONS: With your support provider, identify the personnel and material resources available to help you find information about the following: (If your district/school provides this information in another format, copy and attach it.)

Information Instructional Resources

(Information about)

Contact Person

Phone # Room # e-mail

California Standards and Framework

Classroom Supplies

Duplication of Materials

Technology

Instructional Materials

Library Resources

Textbooks

Other:

Information Student Data Information (Information about)

Contact Person Phone # Room # e-mail

District/School Test Scores

Individualized Education Plan/IEP

Standardized Tests

Online District Data System

Information Student Support Services

(where applicable) Contact Person

Phone # Room # e-mail

Counselor

Emergency Coordinator

Healthy Start/HEP Coordinator

Nurse *

Administrator for New Teachers *

Officer Manager *

Plant Manager *

Resource Specialist (RSP)

Psychologist

Social Worker

Title I Coordinator

Bilingual Coordinator

Magnet Coordinator

GATE Coordinator

APEIS/Bridge Coordinator

Intervention/Instructional Coach

Other:

* Key School Staff

20



Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Adapted from Norwalk-La Mirada Unified School District’s BTSA Induction Program

Context for Teaching – Form A.5 Site Orientation Checklist rev LAUSD 2011 2.7 b

2.7(b) School and District Information:

Site Orientation Checklist

DIRECTIONS: Knowing the policies and procedures at your site is important to you as a professional educator. The list of discussion topics below will help you understand your local teaching context. In a meeting with your site administrator or designee, discuss each of these items and obtain their signature when complete.

Staff Information

Staff Roster Staff Responsibilities

School Office Procedures Teacher Evaluation Process

Daily Communication Procedure Intervention Programs

School Vision and/or Mission Statement

School Information

School Policies Available Technology and Equipment

Homework Policy Acceptable Use Policy (Technology)

Room Environment Expectations Telephone Guidelines

Location of Instructional Materials Hours to be on Campus

Back-to-School Event/Open House Access to Cumulative Records

Lesson Plan Expectations Expectations for Bulletin Boards

Available translating services

Content and Subject Matter

Grading and reporting policies Guidelines for communicating with parents

RtI2 Core, Strategic and Intensive—Planning & Instruction

RtI2 Core, Strategic and Intensive—Articulation &

Documentation of Strategies and results

Equity and Diversity

Information on Sexual Harassment Reporting Procedures for Sexual Harassment and Child Abuse

Equity for All Students (AEMP, Proficiency Plus, etc.) School Policy for Bullying Behavior

English Learners/Standard English Learners

Instructional program for English learners (EL)/Standard English learners (SEL)

Resources/Strategies to support achievement for English learners (EL)/Standard English learners (SEL)

Special Populations

Site resources available to meet the needs of special populations (IEP, GATE, SWD, etc.)

Legal requirements of IEP

Student Study Team (SST) Procedures Availability of personnel, equipment, and assistive technologies

_________________________________________________ Date: __________________________

Site Administrator/Designee (signature indicates completion)

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2.7(c) Conversation Guide: School and District Information

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.7 c Context for Teaching – Conversation Guide: CSDC A-7 rev LAUSD 2011

Directions: You will be engaging in the following processes related to the topics outlined below as you progress through your formative assessment process.

1. Collecting: Gather information and share your findings with your Support Provider 2. Contextualizing & Extending: Use these questions to guide your conversation with your Support Provider on why this information is essential to your teaching. 3. Key Ideas and Reflections: Record notes on your discussions, as well as any questions you may want to explore further


• Are there specific texts, programs or resources that are mandated for use in the school/district for the subject(s) I teach?

• Are there specific sets of strategies that are expected in the school/district for the subject(s) I teach?

• What instructional resources are available to assist me in providing access to the core curriculum for my EL/SEL students?

• What instructional resources are available to assist me in providing access to the core curriculum for my students with special needs?

• What technology is available to support my instructional program?

• Are my materials appropriate and sufficient?

• How do I access materials and supplies?

• What is the process for access and use of the library, computer lab and other instructional areas?

• How can I group my students in order to use instructional time efficiently?

• What professional development is available to extend my understanding of classroom management, EL/SEL, Equity & Diversity, Special Populations, etc.? How can I access available training?

• What other questions or concerns do I have in this area?


22



2.8(a) Cross-Cultural Community Information

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 2.8 a Context for Teaching – Conversation Guide: CSDC A-7 rev LAUSD 2011



Provider on why this information is essential to your teaching 3. Key Ideas and Reflections: Record notes on your discussions, as well as any questions you may want

to explore further


Knowing the community will assist you in connecting instruction to your students. You will be sharing information with your colleagues at the mid-year advisement session. The presentation should demonstrate understanding of the culture of the community and how it impacts the experiences that your students and their families bring into the school community, their learning experiences, and home/school communication.

Examples of what might be shared at the mid-year advisement session:

• An overview of selected data from your school profile to create a picture of your school demographics and culture (i.e., ethnic background of students and teachers, suspensions/demographics of students suspended, socio-economic status, etc.) with a reflective statement to indicate what the data selected tells you about your school culture and students.

• Photographs of several storefronts/newsstands/billboards in one school community with different languages and a reflective comment on how the different languages reflect the values and culture in the community and how that might impact classroom instruction.

• Photographs of different religious institutions (cathedral, synagogue, temple, storefront church, etc.) and a reflective statement about how your curriculum design during the holidays and other times of the year might need to be sensitive to students with different spiritual beliefs.

• Photographs of how the community is (or isn’t) responsive to people with exceptionalities, (ramped curbs, wheelchair height drinking fountains and play areas at the park, etc.) and a reflective statement about how community resources are accessible to people with exceptionalities and how that impacts their experience in the community and your school/classroom.

• News articles on community concerns (i.e., community art projects, conflict between groups, neighborhood changes) and reflections on how it impacts your students, their families and the learning environment.

Task: With your Support Provider, gather and discuss pertinent information on the community your school is located in.

1. Access resources to help you understand the community your school is located in.

• use of school report card to access data about your school

• a map of local community services, parks, libraries, recreation centers or areas presenting safety concerns to your students

• “Google” local businesses, community sites and news sources to understand topics of interest to your students and their families.

2. Explore the community around your school. Take photographs to assist you in making connections during your presentation.

23



2.8(b) Home/School Communication (Year 1)

Copyright © Commission on Teacher Credentialing and the California Department of Education 2.8 b Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching – Form A-4 Home/School Communication rev LAUSD 2011

DIRECTIONS: Maintaining a running account of your contacts is important in establishing a working relationship with families. Document your conversations with students and families below, or attach documentation that includes this information. This record must include individual home contacts. Remember to inform your site administrator when critical needs arise. Please use first names only to protect student privacy.

General Contacts---all students (i.e. beginning of year welcome letter, information on curriculum/syllabus, calendars, special school events, weekly interactive homework logs, etc.). Attach copies of at least two.

Type of Contact

(Describe communication)

Contact Date/Comments

Contact with Individual Families—add more lines as necessary—there should be individual contact with each family at least once during the year, and more often with students needing additional assistance.

Student Name Contact Name Contact Number

E-Mail Address/ Cell Phone

Number

Contact Date/Comments

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Copyright © Commission on Teacher Credentialing and the California Department of Education 2.8 c Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching – Revised: Form A-4 Home/School Communication - LAUSD 2011

2.8(c) Conversation Guide: Community and Home/School Communication (Year 1) – Page 1




explore further


Standards for Cross-Cultural Community Information

• How does your school community compare to your own background experience?

• How can you use this information as you strive to minimize bias in your classroom, school, and larger educational systems while using culturally responsive pedagogical practice?


•

• How can the information you gathered help you as you work to develop more effective home/school communication?


•

•

25



Copyright © Commission on Teacher Credentialing and the California Department of Education 2.8 c Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching – Revised: Form A-4 Home/School Communication - LAUSD 2011

2.8(c) Conversation Guide: Community and Home/School Communication (Year 1) – Page 2

• Select at least three of the areas below to include in your reflection and discuss whether the community is homogenous or diverse in those areas and how that impacts the students, their families, and your classroom culture and instruction.

• Social Class • Exceptionality • Language and Dialect

• Ethnicity and Race • Religion • Age

• Gender • Community Safety/Conflict


•

Standards for Home/School Communication

• What should I include in my introductory letter to parents (expectations, goals and rules)?

• How do I use my Back to School Night presentation to discuss learning, identify classroom and academic goals, and build relationships with my students’ parents and families?

• What can I learn about my students from their parents and families? What information would I like to receive from students’ families to help them be more successful in my classroom?

• What resources are available to assist me in communicating with parents and families who do not speak English?

• What strategies will I use to ensure that I am making positive contacts with ALL families?

• (Secondary Teachers) As I look at all of my classes, how do I effectively manage Home/School Communication given the number of students and families?

• How might information on home languages, gathered from my class profile, impact my ability to communicate with families?

• What specific student needs do I need to communicate to families to help my students succeed?

• How might I involve parents in other ways?


•

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Copyright © California Commission on Teacher Credentialing and the Department of Education 2.9

Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Context for Teaching – Conversation Guide: CSDC A-7 rev LAUSD 2011

2.9 Conversation Guide: Other Concerns




explore further


Additional Areas of Personal Concern/Questions In addition to the structured topics to be examined in BTSA it is important to be sure that you have an opportunity to discuss anything that is a current priority or question for you. Discuss with your Support Provider any areas of concern or interest and any questions you may have that you would like to consider at this time. Be sure to let your Support Provider know throughout the year if there is anything that you would like support in.


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