Inquiry: Preparing for BTSA Advice & Assistance
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Inquiry: Preparing for BTSA Advice & Assistance
- 1. San Jose Unified School District Collecting Evidence and Preparing for Advice & Assistance February 10, 2011 Presented by: Shirley Bell, Manager Darren Battaglia, IC & Amy Shumway, IC San Jose Unified School District
- 2. Meeting Objectives SP will be able to identify which documents in FACT best demonstrate induction standards. Increase knowledge of Induction Standards.
- 10. Identifying Evidence CSTP: 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. Induction Standard 5: CSTP
- 11. Identifying Evidence CSTP: 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. Induction Standard 5: CSTP
- 13. Identifying Evidence Program Standard 5: CSTP
- 14. Induction Standards & Evidence Divide into Expert Groups & Discuss Induction Standard Return to original table & teach colleagues Determine documents that best show evidence Compare/contrast with other list
- 22. Inquiry Entry Level Assessment Summative Assessment Progress Monitoring Assessment Progress Monitoring Assessment Progress Monitoring Assessment Progress Monitoring Assessment Lesson Plan
- 25. Criteria for “Demonstrates” Read 3 Minutes
- 26. Criteria for Demonstrates Turn and Talk What are some ways the A&A form and criteria support you in planning your work with your PT and gathering artifacts that demonstrate the standard? What questions do you have?
- 27. CSTP or Induction Standards
- 30. QUESTIONS
- 32. Closure & Evaluation Closure. Evaluation
Hinweis der Redaktion
- Educational Equity: Funk, Martinez, Bell Amy: 4:00 – 4:02
- Amy: 4:00 – 4:02 TODAY’s OBJECTIVES - Equity tool, gathering multiple pieces of evidence. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Darren 5:35 Segue from Inquiry Meeting 1 content connecting it to inquiry. At the last Inquiry Meeting, we did indentified your PT’s strengths areas for growth and, as well as developed an inquiry focus question for their Individual Induction plan. Recall what tools you used to identify these areas and develop your focus question. (Ask for volunteers) [CTP, initial assessment on the Induction Standards as well as the KWO (Know, Want to Know and what you want Observed.] and the Initial Classroom Observation. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Darren 5:47 SPs review Collaborative log for Week Two and make notes re: what they’re doing/responsibilities. . SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Weeks ¾ through 6 are if time permits. Condense. Darren 15 minutes Our purpose of the SP/PT plan is planning for your students PT reflecting and recalibrating is about you as a teacher. What you need to o to get better. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Darren teacher actions that lead to student growth and learning Look at the collaborative log, Notice that E2.5, E2.6, E2.6a & b. To summarize, the Inquiry is an analysis of student work. So when we look at the FACT & print portfolios this should be kept, the collection of student work, the analysis and how you’ve planned further instruction based on it. Think about those 5 pieces of student work, 5 lesson plans, and 5 analyses around this. The new collaborative logs are built around this so they’ll help guide you & the PTs collect this documentation. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Amy: 1. BTSA is an accredited Credentialing program by the Commission on Teacher Credentialing. 2. Your PT must prove they’ve met the Induction Standards: 5, 6 6a & 6b to be recommended for a clear credential
- AMY: How we document PTs meeting the Induction Standards is through A & A. We help to make sure you’ve gathered enough & appropriate evidence for the standards to finish the program.
- Amy: Identify possible evidence to be considered for meeting each Induction Standard. PT & SP will identify multiple pieces of evidence for consideration. You’ll schedule an appointment with Darren, Maria or myself. You can schedule your appointment before, as long as you have all of your evidence in order.
- Amy: Amy: Our goal tonight is to deepen our understanding of induction standards while learning which FACT documents best demonstrate these induction standards. Take a minute and read the first the part of induction standard 5 on the California Standards for the teaching profession. One of the key pieces in identifying evidence for for each induction standards is understanding the essential components of each induction standard. The bold parts represent the components that the commission is looking for in each standard. Notice the what is in bold- Click For IS5: Pedagogy, we’ve broken this down into 4 different elements CSTP, Assessment data, class environment, and technology. The first of which are the California Standards for the Teaching Profession. [highlighted parts above] In order to best understand what evidence demonstrates meeting each induction standard, we pulled a completed cycle of inquiry. We used that Cycle of Inquiry to compile a list of possible evidence that best demonstrates the participating teacher applying this piece of Induction Standard 5, Pedagogy. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Amy: This is our focus- Now that we have identified the key components, it is essential that the documents we choose for evidence really demonstrate application. This means that we need to look for documents that show application. The PT is doing the Induction standard. It may be reflecting, teaching, analyzing, applying. But is simply filling out the FACT forms. Just because your PT lists instructional strategies that they are planning on using doesn’t show that they are actually using the instructional strategies. At your tables, off the top of your head- brainstorm what documents you think might best demonstrate the key elements of this standard. Tables share out. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Amy: With a partner discuss how these examples demonstrate application and how the non-examples do not demonstrate PT application. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Amy: Now that we’ve talked about how to the importance of understanding key pieces of each induction standard and the importance of identifying evidence that demonstrates the PT applying each induction standard we are going to give you an opportunity to collaborate and callibrate how to choose evidence for each induction standard. We are going to use google docs to list the information so that we can all share these documents. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Read the assigned IS. Use the artifacts from Inquiry into Teaching & Learning, Guide book & SP/PT experience to determine which documents best show evidence of the PT applying the induction standard Chart/List using Google Docs SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Read the assigned IS. Use the artifacts from Inquiry into Teaching & Learning, Guide book & SP/PT experience to determine which documents best show evidence of the PT applying the induction standard Chart/List using Google Docs SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Read the assigned IS. Use the artifacts from Inquiry into Teaching & Learning, Guide book & SP/PT experience to determine which documents best show evidence of the PT applying the induction standard Chart/List using Google Docs SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Darren At the beginning of the year As we’ve looked at it we know you need to take it to the next step. Read your piece, focus on the highlighted words. most importantly: your student will learn.
- Darren SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Darren: Presentation to their colleagues that teaches the important pieces ot the induction standard and the best evidence for that IS SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- On your card is a letter A through G. Please take a moment and find your letter as you return from break and sit with that table.
- Now you should be with your table letter. Each expert will have 3 minutes to explain their standard and the documents they felt best demonstrated competence in the induction standards. I’m going to put the lists on the screen and give three minutes. Feel free to use the list on the screen or your computers as well. I’m going to go in the order of the URLs that were originally up there. So this activity will take approximately 20 minutes by the time we get each new list up. Closure of the presentations: The info from the groups will be taken back and combined with Mondays group. It will be sent out on Friday/Monday as one list. Now that you have this information and practice, you will be able to identify which documents in FACT best demonstrate induction standards. We’re going to make these available online for you to use as tools as you work with your PTs. You don’t need to have all of this complete during you’re A&A. Eventually, these are requirements of credentialing. This is a list to help you generate evidence. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Shirley We’ve talked tonight about artifacts PTs might submit to demonstrate IS.. Monday night, a question came up about the weekly lesson plans – does the PT need to create LPs each week and why I’d like to clarify that aspect with this group also. One of the reasons we’ve been focusing on the details of FACT this year is to calibrate our common understanding and practice in implementing it. This is an important common understanding for us to have. CLICK As your PT goes through the PTRA cycle, they are SELECTING one lesson each week, with accompanying formative assessment and student work to REFLECT as they plan their instruction for the next lesson based on assessment/needs. During this conversation, WITH YOU, you serve as the consultant, giving them ideas/strategies of how they might plan the lesson to meet the needs of their students. Although the RESULTING LESSON PLAN is an artifact for demonstration of IS, it is also the tool you use to assist them in learning strategies that work. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- Shirley At meetings, we focus on calibration of understanding and practice because this is the venue for those discussions and learnings. I want to bring you the real words of an actual participating teacher to underscore the importance of your weekly conversations with your PT: READ highlighted section. Induction always functions on two levels – the relationship, consulting, and learning between PT and SP that is guided by FACT and the resulting documentation that allows them to be credentialed.
- Shirley 2 – 3 minutes We’ve talked tonight about artifacts PTs might submit to demonstrate IS We need to take the next step to talk about How Good is Good Enough – for artifacts to be considered evidence. How many of you were SPs when we had our formal program review in 2008? At that review our program was determined to met all 20 Program Standards. The CCTC adopted new standards and a new accountability system in 2009 – that’s why we changed from CFASST to FACT and changed from collecting evidence on standards 15 – 20 to 5, 6, 6a, and 6b. (CLICK) TALK ABOUT BIENNIAL REPORT AND PROGRAM ASSESSMENT. At Cluster and technical assistance meetings, BTSA ”Directors” like myself meet to learn more about the Commission’s expectations around what this NEW process looks like. At a state meeting in November, completion was the topic of the meeting; it was made clear that each program could continue to use their designed process for how PTs demonstrate the standards; BUT, each program MUST have criteria upon which they made decisions. I do not believe we need to engage in RATING work and will NOT implement a rubric as other programs are doing as criteria for determining if evidence demonstrates IS standard. That said, it became CRYSTAL CLEAR to me that I needed to develop SOME criteria for reviewing PT artifacts as evidence. I need to be able to answer these questions in my Program Assessment due August 31: “How does the program use to know that each PT has demonstrated each standard? “What criteria do program advisors use when they review PT artifacts that PTs demonstrate the standard?” “How good is good enough?” We need to move away from a checklist to clear criteria. Our criteria and processes must be crystal clear to “this group of people” when they read the program assessment and visit our program
- We’re going to look at a sample Standard 5 of the LATEST revision of the A&A form. Its important to keep in mind that our goal is TRANSPERANCY OF EXPECTATIONS – so you, your PT, and future state review teams KNOW what we’re looking for. YEAR TWO – continue with form from last year and use this form to assist in knowing what they need. Year Ones NEED to use this form. [DISTRIBUTE] 1. Please take 3 minutes to read the highlighted words under the standard, the evidence list, and the criteria for demonstration. We will have time to talk to each other in a few minutes.
- Shirley Please turn and talk to your neighbor about how the criteria support your work with your PT in planning your work and gathering artifacts to present as evidence. What questions do you have?
- Shirley Before I take your questions, I want to address another question that came up Monday night: “Do PTS need to meet the CSTP or the Induction Standards? The Commission recently reversed their message around this at the State BTSA meeting in Nov 2010. They clarified the PT, by Ed Code, needs to meet the IS; the CSTP are the route that assists in meeting the IS.
- Shirley I want to point out for the first time, we have identified specific CSTP in the criteria. These are the CSTP on which the PT needs to self reflect and gather evidence of demonstration.
- Shirley I want to clarify where/how the new criteria fits into A&A. During the A&A, we will use a two-step process for each component of the standard. 1. Please show me your evidence and tell me how it demonstrates this element of the standard. [Program Advisor will listen] 2. PA evaluates artifacts for meeting demonstration criteria The complete A&A document will be on the BTSA web site ready for electronic use after the Thursday SP meeting. QUESTIONS?
- Shirley
- Prepare your Participating Teacher to explain how and why each document they’re submitting demonstrates application of the induction standard through their Inquiry. SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis
- SJUSD Curriculum & Instruction/Professional Development: Molina, Herrick, Bell, Bauer, Plesums, Tomita, McGinnis