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- 1. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY Welcome to New Support Provider FACT, CSTP, and Coaching October 11, 2012
- 2. 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
- 3. Where are we going? • Speed Numbers
- 4. Where are we going?
- 5. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
- 6. Assessment of Teaching & Learning Step 1: Pre Conference B-1 & B-2 Step 2: Observation & Post- Observation Reflection B-3 & B-4 Step 3: Self-Assessment CTP; E2.5 – E2.6b Step 4: Identify Focus Area for Cycle of Inquiry
- 7. Phases of First Year Teaching Phases of First Year Teacher’s Attitude Toward Teaching Anticipation Anticipation Survival Reflection Rejuvenation Disillusionment Aug Sept Oct Nov Dec Jan Feb March April May June July
- 8. Phases of First Year Teaching Read pps 13-17 • Say Something • Share a connection • Share a question • Share an opinion
- 9. Mentoring Language “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
- 10. Mentoring Language • Syntactical Substitutions • Plural Forms • Positive Presuppositions
- 11. Mentoring Language Syntactical Substitutions All/The . . . Some “So, you are noticing the students were having difficulty selecting the correct answer.” “So, you are noticing some of your students were having difficulty selecting the correct answer.”
- 12. Mentoring Language Syntactical Substitutions Could/Should . . . Might “You could you do x/y/z to support your focus students in the review..” “What might be some ways to provide support for your focus students to be more successful in this review?”
- 13. Mentoring Language Syntactical Substitutions Why . . . What “Why do you think that happened?” “What are some of your hunches about what might cause that?”
- 14. Mentoring Language Syntactical Substitutions Is . . . Seems “You identified some possible solutions. “What is the one you will use?” “Which seems most promising at this point?”
- 15. Mentoring Language Plural Forms “What is the goal of your reviewing the vocabulary you chose for the Million Dollar Pyramid?” “What were some of your goals for reviewing the vocabulary in the Million Dollar Pyramid?”
- 16. Mentoring Language Plural Forms “What was your concern when students came up with 3 of the 4 possibilities answers?” “What were some of your concerns when the students came up with 3 of the 4 possibilities as answers?”
- 17. Mentoring Language Plurals, Might, Seems, What “Why did you choose that strategy for the comprehension lesson? “Why did the students have problems with the Million Dollar Pyramid?”
- 18. Mentoring Language Positive Presuppositions • Do you have any instructional objectives? • What are your instructional objectives?
- 19. Mentoring Language Positive Presuppositions • Where was your check for understanding? • In what ways did you measure your students understanding during the lesson?
- 20. 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
- 21. Mentoring Language Positive Presuppositions With a partner: • Choose 3 to practice • Identify the presupposition/intent • Rephrase the question positively
- 22. The Third Point Support Provider Third Point Participating Teacher
- 23. Break
- 24. Assessment of Teaching & Learning Step 1: Pre Conference B-1 & B-2 Step 2: Observation & Post- Observation Reflection B-3 & B-4 Step 3: Self-Assessment CTP; E2.5 – E2.6b Step 4: Identify Focus Area for Cycle of Inquiry
- 26. 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)
- 27. Self-Assessment Tools Induction Program Standard 6: Universal Access Role Play Process Five minutes each Self-assess in fall & after each Inquiry
- 28. 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
- 29. Continuum of Teaching Practice Self - Assessment
- 30. Continuum of Teaching Practice 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?”
- 31. 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?
- 32. 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?”
- 33. Continuum of Teaching Practice • Clarifying levels • Support PT understanding of levels • Mentoring language to self-assess and set goals
- 34. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
- 35. 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
- 36. Cycle of Inquiry & Individual Induction Plan Plan Act DO Check
- 37. 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
- 38. Reflection • In addition to mentoring language, what elements of FACT would you like to explore in the next session? • Write your responses on a sticky note. • Share with 3 people • Place on the “me” section of the Parking Lot
- 39. Closure • Please bus your tables and complete an evaluation 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
- 40. 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.
Notas do Editor
- 4:00
- 4:01 – 4:02For the sake of transparency, when planning for these meetings, we take into account a balance between growing mentoring skills and developing deeper understandings of the use and purpose of the FACT tools. Highlight the essential question: What connections between developing mentoring skills and utilizing Induction resources support novice teacher’s growth?Agenda: Welcome, Orienting, Phases of First Year Teachers, Mentoring Language, Break, Self-Assessment Tools Please take a moment to consider any questions you have at this point, write them down, and please place them on the Parking Lot. We’ll answer the questions as we go.
- 4:12 – 4:13Recall the four modules of formative assessment. Last time we delved into Assessment of Teaching and learning and prepared for the initial observation and investigated the differences between Fact & Opinion. Today, we are going to be continuing with Assessment of Teaching & Learning, moving to the self assessment piece the Continuum of Teaching Practice and how it relates to Inquiry into Teaching & Learning.
- 4:13 – 4:14[Set stage for where we are today]Remind them of where we were in the last FACT training.We briefly discussed the Continuum of Teaching Practice in the last We are going to spend more time with the Self-assessment pieces of Assessment of Teaching and Learning tonight. The Fourth step in Assessment of Teaching & Learning is to Identify a Focus Area for Cycle of Inquiry. This is a hint of developing the Individual Induction Plan which will be the focus of our next session.
- 4:14– 4:20How does this relate to your PT’s experience? In what ways is understanding these phases important to our work as mentors?These phases are normal and help us “maintain a developmentally appropriate balance of support and challenge while facilitating professional vision.” MM, pp 5. In survival phase: Support: share materials, tips for management & routines. Think aloud about how you make choices. Listen fully and empathetically. Challenge: ask coaching questions to help PT recognize effective choices, gently challenge by keeping a structured Reflection Journal of some sort.Facilitate Vision: celebrate goals achieved & set new ones, discuss what drew PT to teaching, what’s been important & rewarding thus forth. In the disillusionment phase (hit-the-wall, question self-worth, get sick:Support: share materials and tips for paperwork and conserving energy, focus on accomplishment, think aloud planning for conferences, principal observations, report cards, etc. Debunk myth of professional certainty.Challenge: help them learn from experience, use tools to focus conversationsFacilitate Vision: calibrate expectations, have PT identify growth, continue to connect PT to other staff/resources
- 4:20 – 4:30Introduce “Mentoring Matters and hand out the books!!!Take a moment to look through pages 13-17, the Calendar of options, and notice what options you might share with your PTWorking with a partner, read a section and “Say Something”
- 4:34 – 4:35Tonight we are going to explore 3 types of Mentoring Language. Going more in depth with syntactical substitutions and learning about Plural Forms and Positive Presuppositions.
- 5:25ish
- 4:15 – 4:16[Set stage for where we are today]Remind them of where we were in the last FACT training.We briefly discussed the Continuum of Teaching Practice in the last We are going to spend more time with the Self-assessment pieces of Assessment of Teaching and Learning tonight. The Fourth step in Assessment of Teaching & Learning is to Identify a Focus Area for Cycle of Inquiry. This is a hint of developing the Individual Induction Plan which will be the focus of our next session.
- 5:25 – 5:40ReflectionExpand thinkingClarification of standards
- 5:25 – 5:40Purpose of this? Now we’re going to take an in depth look at some of the self-assessment tools in FACT.Take these out of your binder. You’ll find these in tab 5. Make sure you look at the right number because they look the same. Put them side-by-side & grab a highlighter.We’ll give you a few minutes to read these but read them in the order that you’ll be using them.Read the part under SP direction the IP Standard, don’t read the questions first.Now take a look at the questions that guide the conversation on the Conversation guide. And then return to the questions on the self-assessment, note any differences between the types of questions that are being asked.[Summarize the process] We are going to be role playing this in a few minutes, before we give those directions, What questions do you have?
- 5:40 – 5:5515 minutes (Five minutes person A, person B; +debrief)Role play with another SP the conversation; Focus on one question.You’ve practiced with IP6 Universal Access. The PTs will self assess & you’ll have these conversations with each of the Induction standards.
- 5:55 – 6:00We’ve learned that the User’s Guide that comes from the state, isn’t necessarily clear, so we want toSP uses the Conversation Guide to have a conversation around the Induction Standard.Conversation is summarized into the Self-Assessment of Pedagogy (either done by SP during the conversation or PT later). We’ve found out that PTs who self-reflect, do so with less introspection than those who do so with the SP and the conversation guide.By responding to the questions on the self-assessment, the PT is summarizing the broader conversation from the guide supported by some specific details in their classroom.Note for Ed Specialists: There are no Ed Specialists on the Conversation Guides So they need to specifically answer the question on the Self-Assessment.How will you use these with your PT? How will it be different? How do you see this working? [Debrief: turn to your partner]PTs self assesses after the ATL. During the initial self-assessment, your PT can do that on their own, you don’t need to spend a lot of time. After each inquiry you’ll guide their self reflection through this process.
- DARREN 6:00 – 6:02Purpose is to: 1) clarify the difference between the categories, 2) practice highlighting features of the categories with your PT, 3) apply coaching language for discussion and goal-setting for growth. You can do this through models, think-alouds, and processing possible evidenceAdditional foci of the CTP is to To provide a common language to talk about classroom practiceTo help identify areas of strength and areas for professional growthTo guide the design and implementation of professional development experiencesTo link teacher preparation with induction and ongoing professional developmentYou will visit this document 2 or 3 times with your PT. Once after their initial observation, and at the end of each inquiry The standards are divided by 37 elements. PT1s and are focused on Standards 1s and 2s because those most closely align with Induction Standards – though you’ll see strands throughout.
- 6:04 – 6:07 CHANGE THE SPECIFICS MODEL: Facts not opinionFirst we want to model one way to develop a deeper understanding of the categories. Noticing the language of the categories, the sophistication develops from the concept of establishing, referring to, and promoting student awareness of expectations, to the more rigorous verbs of develops with student involvement for exploring, incorporating multiple strategies for applying, integrates across learning activities for integrating, and facilitates with students taking an active role in innovating. Generally, as there is movement from left to right, the standard becomes more student centered, integrated, and equitableIt’s your role as the SP to guide your PT through the self-assessment using the CTP. This isn’t something that the PT should be completing on their own. As your PT self-assesses, your role is then to ask them questions them to help then understand more about their instruction. Looking at the Continuum, you might ask them, “Where do you see yourself…” [con’t]Examples: “2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn.” I might say “I’m Innovating: Facilitates student Look @ how the each level of the continuum builds on the previous level’s knowledge & skills.Where are you? What evidence do you have? Questions to use to get people to the next level?The various responses you get will indicate how you work with that teacher. Many teachers place themselves at the innovating or integrating level immediately because it’s difficult to judge the full range of the curriculum if you’ve had very little experience. Teaching can be very isolating. Though is some schools, that.“Well my students know what the rules are in my classroom, I have them posted and they know what the consequences are. When I correct them they realize they’ve made a mistake.”
- 6:07 – 6:12Work with an elbow partner to Read element 2.7. & identify the different criteria across and notice how the language changes in each descriptor. How do the criteria build upon each other?
- 6:12 – 6:17It’s your role as the SP to guide your PT through the self-assessment using the CTP. This isn’t something that the PT should be completing on their own. With your partner, choose who will be the SP, who will be the PT, and role play the conversation you might have around this element. Remember, it is the SP who is the guide of the conversation.
- 6:17 – 6:20
- Recall the four modules of formative assessment. Last time we delved into Assessment of Teaching and learning and prepared for the initial observation, talked about the difference between Fact & opinion. Then, today we practiced mentoring language and targeted using the tools of the CSTP. Now we’re going to explore ways to link the self-assessment to the IIP.
- 4:35 - 4:37How do you find an area of focus??? Based upon the CTP.Take these seeds together to brainstorm possible research interests.CREATE ANOTHER SLIDE to give an example.
- 4:35 - 4:37After choosing a focus for the Inquiry and framing an action research question, these are the steps of the process they will go through in module C. We will go into greater depth at our next two meetings. To let us know where you’re at with this, as a sort of pre-assessment, can you please rate your comfort with the Inquiry process on a 1 – 4. 1 is Inquiry, swchwimquriy? 2 is I feel okay about the inquiry. 3 is I feel confident about the inquiry. 4 is I’m ready to get started on the inquiry. Fix arrows
- Review the goals.Review essential question: What connections between developing mentoring skills and utilizing Induction resources support novice teacher’s growth?
- Kelly6:50 – 6:55What are some key learnings your taking tonight that you’ll be able to use to empower your PTs to grow? Write on a sticky note and place on the ME section of the parking lot