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Welcome to FACT #2

Welcome to FACT #2. About Teacher Inquiry Article Quick SCAN Read Highlight items of interest Discuss at tables. Value of Inquiry.

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Welcome to FACT #2

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  1. Welcome to FACT #2 About Teacher Inquiry Article Quick SCAN • Read • Highlight items of interest • Discuss at tables

  2. 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

  3. 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 3 3

  4. Individual Induction Plan IIP Action Plan (Steps/Results) PD/Research

  5. Handout Pg. 4 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 Plan and implement Record and Reflect on Results Reflect for future

  6. Pedagogy and . . . Year One = Equity Year Two = Special Populations ECO = 1-Equity, 2-EL & Spec Pops New Year 2 = (Individualized)

  7. Cell 1 E-3 A-1 MYC Inquiry Ques. HO Together with your SP review and discuss: • Self-Assessment Results (from Initial Assessment Module) E-3 • Class Profile (from Context for Teaching) A-1 • Notes from Mid Year Check Inquiry Question handout • In cell 1 write your area of interest.

  8. Cell 2 Framing Handout MYC Inquiry Ques. HO CSTP Booklets Sample IIPs

  9. CSTP Booklets Cell 3 • Make a connection between your Inquiry question and the California Standards for the Teaching Profession (CSTPs). • In Cell 3, write the standard number and element of the CSTP that supports your Inquiry question.

  10. Cell 4 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

  11. Examples of Measurable Outcomes • Time on task observation data • Student surveys • District assessments • Unit assessments • Rubric-based assessments

  12. 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

  13. Cells 5 & 6 MYC Inquiry Question HO Action Plan • What actions will you need to take to address your Inquiry question? (6-8 weeks) • Review your PD ideas from MYC Inquiry Ques. HO • Make a list in Cell 6 • Identify which action on the list will fit for the required 2 hrs./Inquiry of PD • Review criteria for PD and options/Rationale • Fill in Cell 5 only when the actions are completed.

  14. 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

  15. Back to Cell 6 • Work with your SP to list the research activities you think you might need for this Inquiry. • You may be adding or deleting from this list as you progress.

  16. In Cell 6 you document an action that helps you gain new knowledge for your Inquiry. In Cell 7 you record how you applied this knowledge in your classroom. In Cell 8 you record the results of that application. Cells 7 & 8

  17. 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 18

  18. ReviewEssential Components for Instruction (C-2) Is related to the entire lesson series 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

  19. 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 • For the purposes of your Inquiry you will need Entry Level, Progress Monitoring, and Summative Assessments for the content you select. • With your table group, discuss several examples for each type of assessment. Be prepare to share out a couple of examples for each.

  20. 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

  21. 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

  22. 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

  23. PT Submits 5 lessons for review Criteria for Lesson Series • Same content area for all lessons • Cover 3-4 week timeframe (with beginning, middle, end of series) • Allow for application of learning from professional development in Action Plan • One lesson must include use of technology

  24. 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

  25. Inquiry Folders • Review the Inquiry folders • Inside pages – the language of the Standard (s) and the method of demonstration • In the C documents be sure to use the language of the Induction Standards • Back page – Submission checklist • Other: items will be addressed at Dist. #3

  26. Sample Inquiry Schedule Handout pg. 8 • Review the sample schedule • What questions do you have about the Inquiry module?

  27. Before you go . . . • Documents on eastbaybtsa.org • Other resources from EBBIC • IMTC workshops on March 5th and 10th (email Barbara if you’re interested) • Session Evaluation

  28. It’s really very simple . . . Plan your work and work your plan. ~Mary Kay Ash

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