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District Meeting #2 2008-09

District Meeting #2 2008-09. East Bay BTSA Induction Consortium. About Teacher Inquiry. Article Quick SCAN Read Highlight Discuss. Session Outcomes. Develop understanding of the inquiry value and process Develop an inquiry question and preliminary Action Plan for Module C

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District Meeting #2 2008-09

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  1. District Meeting #22008-09 East Bay BTSA Induction Consortium

  2. About Teacher Inquiry Article Quick SCAN • Read • Highlight • Discuss

  3. Session Outcomes Develop understanding of the inquiry value and process Develop an inquiry question and preliminary Action Plan for Module C Outline steps in Module C Review completion requirements (Inquiry Folders)

  4. INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P  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 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)  Selection of Focus for Induction Standards Program Level Decision Assessment Toolbox / Reflective Conversation Return to Context for Teaching and Initial Assessment Assessment Toolbox / Reflective Conversation  • SUMMARY OF TEACHING PRACTICE • Reflection on Teaching, Student and Personal Growth • Future Considerations for Study Use of Summary of Teaching Practice In Year 1 Program Level Decision 4 4

  5. 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

  6. Inquiry Defined An Inquiry . . . • Is a question • Evokes passion and commitment to learn • Is data-informed • Involves a cyclical process

  7. What are you passionate about? • Coaching conversation • Support Providers lead a conversation using the template and record for their PT

  8. Steps in Developing an IIP • Review evidence of practice • Frame an Inquiry Question • Identify anticipated, measurable outcomes for student learning. • Design a plan and determine professional development activities • Implement learning in your classroom • Reflect/Project

  9. Handout Pg. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P Review Evidence Frame a question Expected Results Connect with CSTP PD Plan and implement Record and Reflect on Results Reflect for future

  10. Handout Pg. 5 One action = PD for min. 2 hr. Year One = Equity Year Two = Special Populations ECO = 2 Inquiries New Year 2 = Individualized

  11. Beginning the IIP • Review notes from today’s coaching conversation • Review Self-Assessment Results (from Initial Assessment Module) E-3 • Review your current Class Profile (from Context for Teaching) • Complete Cell 1 on the IIP

  12. Inquiry Question Resources: CSTP Booklets Sample IIPs • Refer to handout pg. What are the characteristics of a well written focus question? Possible Answers: • Question is narrow enough to measure results • Question is broad enough to last at least 2 months • Question is directly related to the Focus Area in Cell 1 • Complete IIP Cell 2

  13. Connect your Inquiry Question with CSTPs CSTP Placemat Cell 3 • Make a connection between your focus question and the California Standards for the Teaching Profession. • Complete Cell #3 on the IIP

  14. Measurable 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 • Complete Cell 4

  15. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Step Two: Action Plan Step Two Documents: IIP Cells 5-8 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P 16

  16. Action Plan • What actions will you need to take to address your Inquiry question? (6-8 weeks) • Make a list • Identify which action on the list will fit for the required 2 hrs./Inquiry of PD • Review criteria for PD and options/Rationale • Complete Cell 6 – note that Cell 5 is completed when actions are done. • Cells 7-8 will be completed over the course of the Inquiry

  17. Professional Development Handout Pg. 5-6 • 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

  18. IIP Cells 7 - 8 As your inquiry progresses, you will be updating the IIP in Cells 7 and 8. It is possible that your inquiry question may change as you apply new knowledge. Step Two: Action Plan Step Two Documents: IIP Cells 5-8

  19. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Step Two: Action Plan Step Two Documents: IIP Cells 5-8 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template 20

  20. Review Essential Components for Instruction (C-2) You will need to complete this document as part of your inquiry Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  21. Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template • Discuss the types of assessments you are/will be using over the next few months. • Which are Entry Level, Progress Monitoring or Summative Assessments? • For the purposes of your inquiry, you will need to identify all 3 types of assessments for the content you select.

  22. 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 Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  23. 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 Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  24. 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 Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  25. PT Submits 5 lessons for review Criteria for Lesson Series • Same content area for all lessons • Cover 6-8 week timeframe Beginning, middle, end • Allow for application of learning from professional development in Action Plan • One lesson must include use of technology

  26. Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 5-8 Step Four: Observation • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Step Six Documents: E-2.1 CSTP Self Assessment E-2.2 Std. 5/6 Self-Assessment E-3 Reflective Conversation IIP Cells 1-10 Step Six: Reflection and Application I I P

  27. Inquiry Folders • Review the Inquiry folders • Inside pages – the language of the Standard (s) and the method of demonstration • Back page – Submission checklist • Other: items will be addressed at Dist. #3

  28. Technology Enhanced Lesson • Review the Technology Matrix • Discuss what type of technology you might use as part of your inquiry process.

  29. Year One - Equity • Checking My Systems for Equity • Review the self-assessment • Discuss: How might this assessment impact your inquiry as it relates to Equity?

  30. Sample Inquiry Schedule • Review the sample schedule • What questions do you have about the Inquiry module?

  31. What Else? • Resources from EBBIC and on eastbaybtsa.org • Session Evaluation

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