1. Welcome to BTSA Inquiry Training!
PTs: Please sit with your SP. If your SP is not here, be sure to sit at a table where there is at least one other SP  1

2. Private Lessons by Joy Jones
ACTION
Those who can, teach!
Today’s Lesson:
Just like any other artist, I practice and polish the art and craft of teaching.
How do you think this will relate
to our work today?
Maybe Paired Verbal Fluency
Joy Jones is a nationally known and recognized trainer, keynote speaker, playwright, and performer. Joy’s innovative and interactive sessions in cross cultural communication, cultural diversity, career planning, creativity, and African American culture and history provide participants with opportunities for new growth and learning.

3. Objectives for Today
Understand the 6 steps of Module 3- Inquiry and the forms that will capture your conversations
Develop your Inquiry focus
Draft your Individual Induction Plan (cells 1-8 of form C-1)
Review and personalize the CVUHSD FACT suggested timeline for the Inquiry Module

4. Let’s Get Everyone on The Same Page…
In PT/SP teams take time now to:
Note your remaining “To Dos” for modules 1 and 2
Refer to the CVUHSD FACT suggested timeline
Submit to Dropbox now any completed documents that have not already been submitted

5. BTSA and FACT Year 1 Context for Teaching & Learning
Assessment of Teaching & Learning
Inquiry into Teaching & Learning
Summary of Teaching & Learning
We are here!
TRAINER NOTES:
Reconnect back to the big picture of FACT by briefly walking them through the intent of the module: (Use FACT Visual on User’s Guide)
Context for teaching: Participating Teachers will gain a greater understanding of the context for their teaching by gathering and analyzing information related to their students, school, district and community. The information gained will influence how they will teach and be used as a basis for Inquiry.
Initial Assessment of Teaching Practice: Based on the knowledge and skills learned in their teacher preparation program, an understanding of the Context for their Teaching, and observations and dialogue with their support provider, participating teachers identify strengths and areas for growth which will be used as the basis for subsequent inquiries.
Inquiry: Using the data from Context for Teaching and the Initial Assessment of Teaching Practice, participating teachers will be engaged in Action Research. They will gather information, develop and implement an Action Plan, reflect on the results of their lesson, and apply new learning to future practice.
Summary of Teaching Practice: Bring closure to the year by reviewing the results of the Context for Teaching, Self Assessment, and Inquiry. Based on these results, teachers develop a plan for continued growth.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 5

6. Inquiry
What:
An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.
TRAINER NOTES:
This slide presents the definition of an Inquiry. FACT Inquiries consist of a structured series of teaching activities in which participating teachers explore aspects of their teaching over 6-8 weeks. With the assistance of a support provider, participating teachers gather information from professional readings, colleagues, and research, and plan their implementation of something new in the classroom. Using evidence gathered from teaching, observations, reflections, and student work, participating teachers analyze their practice in relation to the California Standards for the Teaching Profession and determine next steps. 4
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 6

7. Inquiry TRAINER NOTES:
Why:
An inquiry can serve as the analysis of current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement.
Inquiries lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.
TRAINER NOTES:
The Inquiry process requires the participating teacher to examine their current practice and then explore areas to develop as a professional. Throughout the two-year Induction program, the participating teacher is provided opportunities to develop their reflective skills as they continue the path of life-long learning.
If a teacher’s Inquiry addresses an issue that is of significant, personal, or professional importance, the time spent conducting the research will be considered well spent.
Continual reminders of the purpose for the Inquiry helps Support Providers to be prepared to articulate the rationale for the work being done during Induction. 7 7
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 7

8. Inquiry TRAINER NOTES:
How
An Inquiry provides the participating teacher with an opportunity to:
Gather information about their practice
Identify an area of focus/goal
Research information related to the goal
Develop and implement an action plan
Reflect on collected evidence
Apply new learning to future practice
TRAINER NOTES:
It is important that support providers understand the steps in an Inquiry and the intended outcomes. During the following activities, they will have an opportunity to explore the components of an inquiry and its powerful impact on the participating teacher’s daily practice. You will take the training to a more in-depth level (micro-view) with each of the tools (forms) used to guide and document learning throughout the Inquiry Process.
Remind participants that there are many times when educators find themselves concerned about something occurring in the classroom, with students, or in the school. They know they want to do something about the problem, but are not sure what to do. During the Inquiry Module they will:
Assess their practice
Clarify the target (focus area)
Identify the key question (focus question)
Identify the California Standards for the Teaching Profession that will be addressed during the module.
Set performance targets (Student outcomes: What students are expected to gain from our actions.) A measurable target helps the participating teacher to focus on what students will know and be able to do as a result of this Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 8

9. Inquiry TRAINER NOTES:
MORE Why:
Teacher inquiry is a logical mechanism with which teachers and administrators can gain insights into the CCSS, what they mean for teachers and students, and how the Common Core can be actualized within the reality of teachers’ everyday work with students in the classroom.
TRAINER NOTES:
The Inquiry process requires the participating teacher to examine their current practice and then explore areas to develop as a professional. Throughout the two-year Induction program, the participating teacher is provided opportunities to develop their reflective skills as they continue the path of life-long learning.
If a teacher’s Inquiry addresses an issue that is of significant, personal, or professional importance, the time spent conducting the research will be considered well spent.
Continual reminders of the purpose for the Inquiry helps Support Providers to be prepared to articulate the rationale for the work being done during Induction. 9 9
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 9

10. Inquiry TRAINER NOTES:
MORE How
One instructional approach that holds great potential to actualize the Common Core in classrooms is student inquiry.
TRAINER NOTES:
It is important that support providers understand the steps in an Inquiry and the intended outcomes. During the following activities, they will have an opportunity to explore the components of an inquiry and its powerful impact on the participating teacher’s daily practice. You will take the training to a more in-depth level (micro-view) with each of the tools (forms) used to guide and document learning throughout the Inquiry Process.
Remind participants that there are many times when educators find themselves concerned about something occurring in the classroom, with students, or in the school. They know they want to do something about the problem, but are not sure what to do. During the Inquiry Module they will:
Assess their practice
Clarify the target (focus area)
Identify the key question (focus question)
Identify the California Standards for the Teaching Profession that will be addressed during the module.
Set performance targets (Student outcomes: What students are expected to gain from our actions.) A measurable target helps the participating teacher to focus on what students will know and be able to do as a result of this Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 10

11. Inquiry TRAINER NOTES:
MORE How
According to Steven Wolk (2008), “Inquiry-based teaching transforms the aims of school from short-term memorization of facts into disciplined questioning and investigating” (p. 116). As such, engaging students in inquiry is consonant with the Common Core’s focus on preparing students for college and the workforce through the development of higher order and critical thinking skills.
TRAINER NOTES:
It is important that support providers understand the steps in an Inquiry and the intended outcomes. During the following activities, they will have an opportunity to explore the components of an inquiry and its powerful impact on the participating teacher’s daily practice. You will take the training to a more in-depth level (micro-view) with each of the tools (forms) used to guide and document learning throughout the Inquiry Process.
Remind participants that there are many times when educators find themselves concerned about something occurring in the classroom, with students, or in the school. They know they want to do something about the problem, but are not sure what to do. During the Inquiry Module they will:
Assess their practice
Clarify the target (focus area)
Identify the key question (focus question)
Identify the California Standards for the Teaching Profession that will be addressed during the module.
Set performance targets (Student outcomes: What students are expected to gain from our actions.) A measurable target helps the participating teacher to focus on what students will know and be able to do as a result of this Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 11

12. Plan Teach Apply TRAINER NOTES:
Share with participants that the Inquiry follows the Plan, Teach, Reflect and Apply cycle.
Remind participants that the Plan, Teach, Reflect and Apply cycle is a four-step cycle based on a business (Deming) model developed to improve product quality and productivity.
As participants learn about the Inquiry Module, they will see the specific connections between the cycle and the development of the Individual Induction Plan.
Reflect 12
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 12

13. Inquiry: Purpose Statement
Read and highlight key points in the purpose statement for the Inquiry (User’s Guide p. 42)
Share insights (SP/PT team)
TRAINER NOTES:
Have participants read the Inquiry purpose statement, underlining key points, and/or phrases or words. (Located in User’s Guide page 42, Inquiry Directions)
After reading the purpose statement, have participants share INSIGHTS with the group.
The key to the Inquiry Module is:
Using the Context for Teaching and the results of their Initial Assessment of Teaching Practice, participating teachers gather information, develop and implement an Action Plan, reflect on the results of their lesson plan (the impact on student learning), and apply new learning to future practice.
Possible resources for further discussion and/or clarification:
Dick, B. (2000) A beginner’s guide to action research [On line]. Available at
Anne Reynolds, Educational Testing Service, written for the Review of Educational Research (Spring, 1992, Vol. 62, No1, pp 1-35) “What is Competent Teaching? A Review of the Literature” (Lead to Charlotte Danielson’s research used in Pathways) 13
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 13

14. Understanding the Big Picture of the Inquiry Process in FACT:
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Analysis of Student Work
Step Five: Summative Assessment
Step Six: Reflection and Application
TRAINER NOTES:
It is critical to introduce the “Big Picture” of the Inquiry.
Participants need to know that to make this a discussion-based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Making connections to the whole process avoids the perception that the system is form-driven.
Slides that reconnect back to the scope and sequence of the activities within the Inquiry will occur throughout the training.
Quickly share the six steps to the Inquiry. Mention that you will present an in-depth study of each step over the course of the training.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 14

15. Step 1: Determine the Focus of the Inquiry
Step 1: Determining the Focus of
the Inquiry
Individual Induction Plan
(C-1, Cells 1 – 4)
Activity Two
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 15

16. Connecting Big Picture to IIP (C-1)
Cells 1 – 4: “Plan” phase
Determine a Focus question
Identify CSTP elements to be addressed
Anticipate outcomes for student learning
Cells 5 – 8: “Plan/Teach” phase
Document research and create an action plan
Apply the learning to classroom practice
Determine results
Cell 9: “Reflect” phase
Reflect on the teaching plan, student work, and observation results
Examine the impact on student achievement
Cell 10: “Apply” phase
Describe the application to future practice
Consider implications for a future focus question
SHARE THE SAMPLE IIP ON DOCUMENT CAMERA TO SHOW ALIGNMENT
DISCUSS HOW STULL GOALS CAN INFORM INQUIRY FOCUS AS WELL
Have participants turn to the IIP in their participant’s manual. Encourage participants to make notes on the IIP as the cells are explained. Circle four phases of PTRA on side
The IIP form has 10 cells
Use the information gathered during the Context for Teaching and the Initial Assessment of Teaching Practice, to determine:
Induction Standard(s) Focus*
A Focus Area
A Focus Question
CSTP Standard(s) related to Focus Question
Anticipated Outcomes
* Induction Standard(s) Focus is a choice point for each program. Participating teachers identify the Induction Standard and the particular focus of that standard to be investigated. (Documented in the box at the top of the IIP) In our pgm they are self-selecting….
The CSTP/Induction focus of the Inquiry will be documented in the first four cells of the Individual Induction Plan. 15
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 16

17. Determine Focus of Inquiry
Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions. (User’s Guide P. 41)
Talk to your partner about the purpose of an Inquiry.
Partners share out key points, questions, or concerns, to the group.
TRAINER NOTES:
Participants locate Step One: Determining the Focus of the Inquiry directions in their binder Inquiry Tab pg 1
Allow time to read silently and highlight key points in the directions.
After reading, participants share any new learning with a partner.
Partners share out key points, questions, or concerns.
Possible responses:
Reflective Conversation (E-3) is reviewed.
Focus question is selected
CSTP booklet is used as a guide
Focus question linked to the CSTP
Participating teachers identify anticipated outcomes for students
Induction standard identification happens in conjunction with local program design (this is a program choice point)
If questions or comments come up regarding issues that will be addressed later in the training, reassure participants that you will cover them later. Don’t take the time to answer questions related to the activities coming up later in the module.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 17

18. Determine the Focus of the Inquiry: Teacher Action Research
By selecting and pursuing questions that focus on the immediate and imperative problems of the classroom and the school, teacher action research can attract the greatest attention at the most opportune time (when there is something substantial to report), for the best reason (because some progress has been made, either in terms of increased understanding or approaches to dealing with a problem), and probably for the appropriate audience (those who have a preexisting interest and investment in the problem and its solution).
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 18

19. Determine the Focus of the Inquiry: Teacher Action Research
Passion is integral to doing action research and can be a resource for identifying a research question.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 19

20. Determine the Focus of the Inquiry: Teacher Action Research
Action Research Handout
Read and annotate
Answer the following question by writing one verb and one adjective, each on a separate post-it.
What makes a “good” research question?
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 20

21. Determine the Focus of the Inquiry: Teacher Action Research
Scrambled Sentences (Adaptive Schools Strategy)
As a table group, construct a sentence answering the question below that uses all the words, while adding as few new words as possible.
What makes a “good” research question?
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 21

22. Determine the Focus of the Inquiry
Sentence Stem Completion
I would like to improve…
I am perplexed by…
I am really curious about…
Something I think would really make a difference is…
What happens to student learning in my classroom when I…?
How can I implement…?
How can I improve…?
Instruct teachers to go with their passion/their gut, and complete each of the sentence stems.
They will then see which of these “passion” driven areas of inquiry align with areas of inquiry determined through the FACT process thus far.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 22

23. Determine Focus of Inquiry
To begin, you need:
FACT Documents (Especially B-2, B-3, B-4)
CSTP Booklet
FACT Document C-1 IIP (UG 4)
Induction Standards 5 & 6 (FACT Document E-3)
STULL Goals & Objectives
Completed Action Research Sentence Stems
Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work.
TRAINER NOTES:
Participants will need a firm grasp of the Induction Standard selected (program choice point).
Use this Jigsaw activity (or another activity) to introduce this information:
Each participant will need the IIP (C-1), and the Induction Standards.
Participants should number off at each table starting with number 15 and ending with 20. (Numbers correspond to an Induction Standard 15-20).
Directions to participants:
“Review IIP C-1, Induction Standard Box to familiarize yourself with the purpose.”
“Read the Induction Standard that corresponds to your assigned number
Go to next slide for continuation of directions for this activity…
(When new standards are released the Jigsaw will need to be modified according to changes)
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 23

24. Determine Focus of Inquiry
NOTE:
Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work.
TRAINER NOTES:
Participants will need a firm grasp of the Induction Standard selected (program choice point).
Use this Jigsaw activity (or another activity) to introduce this information:
Each participant will need the IIP (C-1), and the Induction Standards.
Participants should number off at each table starting with number 15 and ending with 20. (Numbers correspond to an Induction Standard 15-20).
Directions to participants:
“Review IIP C-1, Induction Standard Box to familiarize yourself with the purpose.”
“Read the Induction Standard that corresponds to your assigned number
Go to next slide for continuation of directions for this activity…
(When new standards are released the Jigsaw will need to be modified according to changes)
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 24

25. One way to approach developing Cells 1-4:
Determine Area of Focus
One way to approach developing Cells 1-4:
Start with your area of focus (Cell 1)
Use CSTP booklet to find related standard and element(s) (Cell 3)
Select related Induction Standard (Cell 3)
Develop a focus QUESTION (Cell 2)
Determine a measurable outcome (how will you know if you achieved your learning goal? (Cell 4)
TRAINER NOTES:
Remind participants that in Step One they will be Determining the focus for the entire Inquiry. Reflective Conversation Record (E-3), is the resource used to help the participating teacher determine this area of focus.
Participants take out Reflective Conversation Record (E-3)
Partners discuss possible strengths and concerns/ areas for growth that a participating teacher might identify on this form.
The conversation between SPs and PTs is critical. Identifying the focus area is much like determining the destination for a vacation. The first step is selecting the region you want to visit, but this is just the beginning. You will continue to refine your plans, based on where your ultimate destination. This is also true for the participating teacher as they travel through the Inquiry Module. They will review the data collected in Modules A and B and identify their strengths and concerns. They might be concerned about what to do when students continually ask questions regarding their grades, or the class seems to be confused about routines and procedures, or students who don’t have access to technology to complete assignments, etc… This discussion helps the participating teacher and support provider identify a focus area, the “destination” for the Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 25

26. Other ways to approach developing Cells 1-4:
Determine Area of Focus
Other ways to approach developing Cells 1-4:
Start with one of your STULL goals
Determine if one of your completed sentence stems can connect to an Induction Standard
Consider possible connections to work you are doing in a degree program, i.e., TPAs, PACT, master’s thesis, etc.
Others???
TRAINER NOTES:
Remind participants that in Step One they will be Determining the focus for the entire Inquiry. Reflective Conversation Record (E-3), is the resource used to help the participating teacher determine this area of focus.
Participants take out Reflective Conversation Record (E-3)
Partners discuss possible strengths and concerns/ areas for growth that a participating teacher might identify on this form.
The conversation between SPs and PTs is critical. Identifying the focus area is much like determining the destination for a vacation. The first step is selecting the region you want to visit, but this is just the beginning. You will continue to refine your plans, based on where your ultimate destination. This is also true for the participating teacher as they travel through the Inquiry Module. They will review the data collected in Modules A and B and identify their strengths and concerns. They might be concerned about what to do when students continually ask questions regarding their grades, or the class seems to be confused about routines and procedures, or students who don’t have access to technology to complete assignments, etc… This discussion helps the participating teacher and support provider identify a focus area, the “destination” for the Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 26

27. Work Time!
Work Time: Fill in the top and the “plan” cells 1-4 on your computer!
TRAINER NOTES:
Point out to participants the inter-connection between cells 1 – 4
Cell 1: Students constantly ask me, “How can I get an A?”, “How am I doing?” (This leads to the identification of a focus area: Assessment) Cell 2: How do I help all students to understand and monitor their own learning goals? (The focus area is narrowed down with the development of a Focus Question)
Cell 3: CSTP 5.2- Involving and guiding all students in assessing their own learning ( Identify all CSTP related standards/elements that will be addressed when answering this question.)
Cell 4: Students will have rubrics and documentation indicating their progress in the class. Students will be able to establish learning goals for improvement. (Measurable student outcomes)
Remind participants again that outcomes in cell 4 must be measurable.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 27

28. Share cells 1-4 with another PT/SP team
Will it sustain a 6-8 week Inquiry process?
Is there alignment with previous FACT work?
Is there alignment with focus question, CSTP, and Induction standards?
Is it measurable?
Editing required?
Additions
Deletions
Substitutions
Re-arrangement of words
TRAINER NOTES:
Have participants take out their Practice IIP. Working alone or as a team, participants complete the following:
Use their practice IIP to review their Area of Focus (Cell1), and then write a strong Focus Question in Cell 2.
Cell 1 (Focus Area) links to the development of a focus question in Cell 2
Identify all CSTP Elements (IIP, Cell 3) that will be addressed during the course of the Inquiry.
Cell 2 (Focus Question) links to the identification of CSTP elements in Cell 3
Review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4).
Cell 4 (Outcomes) must be measurable
Review team/individual IIPs. Can you see the connection between Cells 1-4? Is there anything you might change?
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 28

29. Developing the Action Plan
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
TRAINER NOTES:
At this point in the training, remind them that they have just completed Step One, where they determined the focus of the inquiry. They are now going to learn about Step Two, developing the Action Plan. Reinforce that just as the Cells on the IIP are interconnected, so is each step in the Inquiry process.
This is the stage, in the “trip planning analogy,” where maps are brought out to determine the cities, sites, and attractions to be visited on the vacation. One might talk to friends who have visited the destination to get ideas and information that will be used in the planning of the trip. During Step Two, the participating teacher develops their action plan. All their actions are connected to the Focus Question they are investigating. They begin to explore ways to answer the question and implement new learning in the classroom. They might talk to colleagues, read articles, research strategies, and conduct observations, as they develop their action plan.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 29

30. Developing the Action Plan
Read and highlight the key points in the Step 2 directions: Developing an Action Plan. (UG 43)
PT/SP teams talk about the purpose of Step 2.
Share key points, questions, or concerns with your table group.
TRAINER NOTES:
Participants locate Step 2 directions in their participant’s manual.
Allow time to read silently and highlight key points in the directions.
After reading, participants share new learning with a partner.
Partners share out key points, questions, or concerns.
Possible responses:
Documenting actions taken over 3-4 months
Examining research related to their focus question
Applying what was learned in their research
Possible resources (classes to observe, colleagues, etc…)
Impacting teaching
Impacting student achievement
If questions or comments come up regarding issues that will be addressed later in the training, reassure participants that you will cover them later in the module.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 30

31. Step 2 – Developing the Action Plan
5. Date
6. Research
7. Application
8. Results
TRAINER NOTES:
Hold up Individual Induction Plan (C-1) and point out cells 5-8
Have participants refer to Individual Induction Plan located in Participant’s Manual.
Explain that this blends the Plan/Teach stage of the PTRA Cycle
Step 2:
Developing the Action Plan
This plan will document:
Research Conducted by PT related to focus question
Application- How new learning was applied in the classroom
Results of implementation
The Action Plan is documented in Cells 5-8 on the Individual Induction Plan.
The Participating Teacher revisits the Individual Induction Plan (Cells 5-8) to update actions taken over the course of 3-4 months.
Cell 8 is used to record actual results, when applicable. 31
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 31

32. Work Time! TRAINER NOTES: Cell 5 – refer to suggested FACT deadlines
(Cell 5) Insert timeframes– “When action will happen.” (Later these can be made the actual dates it occurred.)
(Cell 6) Research to be conducted– “Steps to gain new knowledge”: Be specific within these categories and add others…
 Consulting Colleagues  Observing Classrooms
 Professional Journals  Internet Research
 Professional Development (conferences or classes)
 Observation by Support Provider
(Cell 7) Application- Record how the new knowledge was implemented (state each action taken). You may have some already or this can be completed ongoing…
TRAINER NOTES:
Cell 5 – refer to suggested FACT deadlines
Cell 6 – Do online research NOW
In order to gather information related to the focus question, participating teachers must conduct appropriate research. This research may include various activities, but always leads to implementation of new learning in the classroom. This new learning is analyzed to determine the impact on student achievement.
During this activity, the support provider will continue completing the sample IIP Action Plan, Cells 5-7, to better facilitate understanding the process.
Process:
Continue completing sample IIP started in Activity 2.
Review the Action Plan (IIP, C-1, Cells 5-7) (Participating teachers will revisit this section of the IIP throughout the Inquiry)
Cell 5 - Record sample dates for each action taken
Cell 6 - Record sample research examined related to the focus question.
Cell 7 - Record how new knowledge was implemented- sample application
Remind participants that they will revisit and update actions taken throughout the Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 32

33. Developing the Action Plan – Cell 8
Review IIP Cell 8
Record (possible) specific examples of classroom changes, as a result of implementation of new knowledge
Example: (Cell 8)
“My students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”
TRAINER NOTES:
It is important to point out that the participating teacher will be using evidence from observations, student work, lesson plans, etc…, depending on the action taken, to document results. (Cell 8) These results may be documented at any time during the Inquiry Process. During the training we will be projecting possible classroom changes. Participating teachers will only be documenting actual results!
In this activity, the support provider will practice completing Cell 8.
Cell 8 – Document specific evidence of classroom changes that occurred as a result of implementation of new knowledge, such as “95% of my students are able to establish and articulate their progress on a daily basis, using student grade logs and rubrics for self-assessment.”
At this point in the training you want to review IIP Cells Continue to remind participants of the importance of connectivity between boxes.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 33

34. Preparing for Instruction
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
TRAINER NOTES:
We have just completed Steps One and Two in the Inquiry Module. Participants have determined the focus of the inquiry and developed the action plan. Now, it is time to apply new learning to a lesson series.
Participants need to know that to make this a discussion-based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Making connections to the whole process avoids the perception that the system is form-driven.
Slides that reconnect back to the scope and sequence of the activities within the Inquiry will continue to occur throughout the training.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 34

35. Connecting Big Picture to Forms
Step Three:
Preparing for Instruction
Essential Components for Instruction (C-2)
Entry Level Assessment (C-3, Parts1 & 2)
Focus Student Selection (C-4)
Lesson Series Begins
Lesson Plan (C-5)
TRAINER NOTES:
Hold up forms one at a time as you discuss the purpose of each form.
Have participants locate forms in their Participant’s Manual.
Remind participants this is still the Plan stage of the PTRA Cycle
Step 3:
Preparing for Instruction:
Using the Essential Components (C-2) for Instruction, consider all elements necessary to design a lesson series that meets the needs of all students.
Entry Level Assessment (C-3, Parts 1 & 2) will be used to prepare for designing the lesson series.
Selecting Three Focus Students (C-4)
The number of lessons within the series (Lesson Plan C-5) is determined by the content standard and age of students.
At this point the participating teacher will begin teaching the lesson series. 35
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 35

36. Preparing for Instruction
Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.” (UG 44)
Talk to your SP/PT about the purpose of Step 3.
Share out key points, questions, or concerns, to your table group.
TRAINER NOTES:
Participants locate Step 3 directions in their Participant’s Manual.
Allow time to read silently and highlight key points in the directions.
Participants share the purpose of Step 3 with a partner.
Partners share out key points, questions, or concerns.
Possible responses:
Completion of Essential Components for Instruction
Entry-Level, Progress Monitoring, and Summative Assessments will be discussed
Three Focus Students will be identified:
English Learner
Special Populations
Choice (completes the range of abilities in the class)
Lesson Plan is completed (series)
If questions or comments come up regarding issues that will be addressed later in the training, reassure participants that you will cover them later in the module.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 36

37. Preparing for Instruction
Review Essential Components for Instruction (C-2)
Discuss the key words in each box
SP/PT Talk: As you discuss and record in each box, pay attention to which components are connected with the Induction Standards and/or focus questions documented on the IIP
TRAINER NOTES:
Remind participants that:
C-2 is completed as a DISCUSSION!
The Essential Components (C-2) is based on the lesson series,
not just one lesson
Essential Components ensure teachers consider all necessary components to validate that their lessons meet the needs of all students
Participants highlight the key words in each box on C-2. In table groups, participants discuss the components of instructional planning that could be a struggle when new teachers design lessons. Why?
The most critical part of this discussion is the “WHY?” If support providers understand the “why,” then they are better prepared to assist their participating teachers in consistently considering all components of lesson design.
It is important for the SP to draw connections between the Induction Standard focus and the Inquiry focus question. These connections will allow the support provider to enhance the planning and observation phases of the Inquiry.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 37

38. Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3, Parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (Lesson Plan C-5)
TRAINER NOTES:
Review the steps of “Preparing for Instruction”
Using information documented on the Essential Components for Instruction, the results from Entry-Level Assessment and Reflection, and the three focus students, participants will now design the lesson series. The series will vary in length, but must generate student work to be used to assess learning over time. The lesson series will also incorporate learning obtained during the action plan.
Explain that they will need to continually connect their participating teachers to the overall process to ensure they see the activities as interconnected and inter-related not a group of stand-alone forms!
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 38

39. Preparing for Instruction
Table Talk:
What is the purpose of an Entry-Level Assessment?
How is an Entry-Level Assessment diagnostic?
What can be most challenging about an Entry-Level Assessment?
TRAINER NOTES:
It is critical that support providers have a discussion, during this training, about different types of Entry-Level Assessments, as well as the purpose of these assessments. This discussion will equip them to be able to have an in-depth, guided conversation with their participating teachers during the Inquiry.
Questions to Consider:
What is the purpose of an Entry-Level Assessment?
How is an Entry Level Assessment diagnostic?
What can be most challenging about an Entry-Level Assessment?
This discussion should result in a smorgasbord of different entry-level assessment ideas. Encourage participants to take notes on the ideas shared, to help enhance the future dialogue with their participating teachers.
Close this activity by explaining to support providers that the Entry-Level Assessment is part of the overall diagnostic tool set that is critical to supporting all students: Entry Level / Progress Monitoring / Summative Assessments
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 39

40. Preparing for Instruction
• Entry-Level Assessment Resource (C-3, Part 1)
• FIRST: Sort student work into 2 levels of performance –
• THEN: Divide the 2 levels of performance into 4 levels of performance
TRAINER NOTES:
Explain that this activity within the Inquiry will assist participating teachers to connect with the diagnostic strength of an assessment. When “C-3” is complete, it becomes a very effective visual aid that portrays the proficiency levels of students. This type of activity can be used with any of the assessment tools. When used with the entry-level assessment, it should guide the teacher to better understand the support needed to ensure success for all students as the lesson series begins.
Discuss the use of the 3 types of assessments; entry level (to determine the level of the student at the beginning of the lesson series), progress monitoring (to monitor assessment levels as the series progresses), and summative (the assessment level of the student at the end of the lesson series).
Following the backward mapping design, teachers would begin with an entry level assessment that addresses the key components of the unit and content standard.
Teachers will analyze results, look for trends or patterns, and determine individual student needs. (Note that the summative and entry level assessment could be one and the same.)
C-3, Part 1 is a choice point. If a participant chooses to complete this task electronically or use a district data base, they would replace C-3, Part 1 with the electronic version.
The completion of this activity, electronically or manually, will lead to the completion of Reflection C-2, part 2.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 40

41. Preparing for Instruction
Refer to the User’s Guide page 51 to locate the Entry-Level Assessment Reflection C-3, Part 2
Note: This becomes the documentation of the next steps that need to be taken, as a result of the entry-level assessment
TRAINER NOTES:
Entry-Level Assessment Reflection C-3, Part 2 takes the entry-level assessment to the diagnostic, “next-steps” level. The prompts on this form guide the conversation from merely looking at the assessment results to deciding what the appropriate next steps should be, to ensure success for all students during the lesson series.
Refer Participants to Lorey’s Entry Level Assessment Reflection, C-3 Part 2, in the artifact section of their participant’s manual. Prompt them to discuss how the lesson will be different as a result of her reflection on the assessment results. (This may be discussed whole group, table talk, or partner share.)
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 41

42. Preparing for Instruction
SEQUENCE:
1. Essential Components for Instruction (C-2)
2. Entry-Level Assessment & Reflection (C-3, parts 1 & 2)
3. Selecting 3 Focus Students (C-4)
4. Lesson Series (Lesson Plan C-5)
TRAINER NOTES:
Review the steps of “Preparing for Instruction”
Remind participants of how the pieces fit together. After completing the Essential Components for Instruction and giving the Entry Level Assessment, followed by the reflection, this information is used to help identify three Focus Students for the remainder of the Inquiry process.
Reconnect participants to what we’ve covered in the process and where we’re going next.
Explain that they will need to continually connect their participating teachers to the overall process to ensure they see the activities as interconnected and inter-related not a group of stand-alone forms!
You are here!
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 42

43. Preparing for Instruction
Refer to the User’s Guide pg. 52 to locate the Focus Student Selection (C-4)
Note:
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)
TRAINER NOTES:
Remind participants that identifying and understanding the special needs in the classroom is the first step to effectively differentiating instruction to meet the needs of all students.
Use the Context for Teaching to assist in looking at Focus Students and their relative placement in the class.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 43

44. Preparing for Instruction
Teams complete Focus Student Selection Information (C-4)
“How does selecting focus students help PT(s) to shift from a focus on teaching to a focus on learning?”
TRAINER NOTES:
Refer participants to Lorey’s Focus Student Selection, C-4 in the artifact section of the Participant’s Manual
Remind participants that to move from a focus on “teaching” to a focus on ensuring “learning,” a constant reconnect to the range of student needs and abilities must occur.
Participants discuss how this activity has helped Lorey ensure that she is not just teaching, but that she is focused on student learning. (Discussion may be whole group, table talk, or partner share.)
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 44

45. Preparing for Instruction
Refer to the Lesson Plan Template (C-5) in your User’s Guide pg 53
The Lesson Plan Template (C-5) includes these essential components:
Introduction
Direct Instruction
Modeled Instruction
Guided Practice / Checking For Understanding
Independent Practice
Note: PTs may choose to use C-5 or another lesson plan template.
TRAINER NOTES:
Explain that this lesson design template (C-5) is where the participating teacher plans to implement all the elements identified on the Essential Components for Instruction (C-2).
Introduction
Direct Instruction
Modeled Instruction
Guided Practice / Checking For Understanding
Independent Practice
This is only one lesson taught during the series.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 45

46. Work Time! TRAINER NOTES:
SEQUENCE
1. Essential Components for Instruction (C-2)
(Discuss and draft yours!)
2. Entry-Level Assessment & Reflection
(C-3, parts 1 & 2) (Determine yours!)
3. Selecting 3 Focus Students (C-4)
(Chat and complete yours!)
4. Lesson Series (Lesson Plan C-5)
(Chat about timeline and # in series?)
TRAINER NOTES:
After participating teachers identify the essential components for the lesson series, they develop an entry-level assessment to guide instruction.
Explain to participants that they will need to continually connect their participating teachers to the overall process to ensure they see the activities as interconnected and inter-related not a group of stand-alone forms!
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 46

47. Observation TRAINER NOTES: Activity 5
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation & Student Analysis
Step Five: Summative Assessment
Step Six: Reflection & Application
You are here!
TRAINER NOTES:
Activity 5
It is critical to continually reconnect back to the “Big Picture” of the Inquiry.
During Step One, the focus of the Inquiry was determined.
During Step Two, the action plan was developed and new learning was implemented in the classroom. Results were documented in Cell 8 or may be documented during the observation in Step Four.
During Step Three, participating teachers prepared the lesson series and designed a lesson to be observed.
We are now at Step Four. At this time, SPs will use the observation skills learned in Skill Building. The form used will reconnect the SP with the focus question, Induction Standards, as well as the CSTP elements connected to the focus question.
Participants need to know that to make this a discussion-based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Making connections to the whole process avoids the perception that the system is form-driven.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 47

48. Connecting Big Picture to Forms
Step Four:
Observation
Pre-Conference (Review C-2 thru C-5)
Observation (C-6)
Post-Observation (Individual Induction Plan, C-1, Action Plan, cell 8)
Analysis of Student Work (C-7)
TRAINER NOTES:
Hold up forms one at a time as you discuss the purpose of each form.
At this point in the training, walk through these forms quickly, sharing short insights about each one.
Remind participants this is the Teach stage of the PTRA Cycle.
Step Four: Observation
Pre-Conference – Purpose: prepare for the observation.
There are no forms to document a pre-conference, but PT & SP review:
Essential Components (C-2) - Critical to the lesson series.
Focus Student Selection (C-4)- Review information for the three identified students.
Lesson Plan (C-5) (or district provided lesson plan) This is only one lesson being taught in the series. PT chooses the best time for an observation during the lesson series.
Observation Form (C-6)
Analysis of Student Work (C-7)
Review and analyze student work
Document student performance in relation to the instructional objective and focus question
Consider adjustments and/or modifications to the lesson series
Post-Observation - Individual Induction Plan, (C-1, Action Plan, cells 5-8)
Review evidence collected during the observation and pre-conference. Revisit cells 5-8 (IIP) to record changes implemented and impact on classroom instruction. 48
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 48

49. Observation TRAINER NOTES:
Read and highlight the key points in the Step 4 Observation directions.
Review Observation Tools (UG and 77-79)
Share out key points, questions, or concerns, to your table group.
TRAINER NOTES:
Participants locate Step 4 directions in their participant’s manual.
Allow time to read silently and highlight key points in the directions.
After reading, participants share a new learning with a partner.
Partners share out key points, questions, or concerns.
Possible responses:
Pre-Conference
Review Essential Components (C-2)
Seating Chart used for collecting data
One lesson out of a series of lessons
Evidence from CSTP
Evidence of Induction Standards
Focus Student Evidence gathered
Observation C-6 or one provided by the district
Post observation
Update Individual Induction Plan, C-1, Cell 8
If questions or comments come up regarding issues that will be addressed later in the training, reassure participants that you will cover them later in the module.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 49

50. Analysis of Student Work
Following the observation, PTs with SPs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work)
PTs (with SPs) analyze results, and describe achievements in relation to standards and learning goals, using C-7 Analysis of Student Work for the:
Class
English Learner (Focus Student 1)
Special Populations (Focus Student 2)
Choice (Focus Student 3)
TRAINER NOTES:
Progress Monitoring is a critical diagnostic tool that should be included in every lesson plan.
PTs may want to establish explicit times to provide written and oral feedback to students during the unit.
Analyzing data that has been collected provides insights to the participating teacher regarding student progress.
Review how to complete C-7 Analysis of Student Work:
Support Provider and participating teacher review evidence collected
During the reflective conversation participating teacher shares:
How the lesson promoted student learning.
What parts of the lesson did/did not go as planned?
What will be done differently/the same next time?
In the next two slides, participants will review evidence collected to determine if they need to go back to the action plan to update Cell 8 or consider additional actions they might need to investigate Cells 5-7. 70
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 50

51. Summative Assessment TRAINER NOTES:
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
TRAINER NOTES:
Remind participants of the steps completed to this point
Focus of the Inquiry was identified
Action plan was created
Lesson series was started
Observation of at least one lesson of the series was completed
Student work was analyzed.
IIP was updated
Step Five will be the completion of summative assessments to determine how successful students were in mastering the goals of the lesson series.
It is critical to continually reconnect back to the “Big Picture” of the Inquiry.
Participants need to know that to make this a discussion-based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Without this connection, this may be perceived as a form-based system!
You are here!
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 51

52. Connecting Big Picture to Forms
Step Five:
Summative Assessment (C-8 Part 1)
Summative Assessment Reflection (C-8 Part 2)
TRAINER NOTES:
Step Five:
Hold up forms one at a time as you discuss the purpose of each form.
Have participants locate forms in their Participant’s Manual.
Remind participants this is the Reflect stage of the PTRA Cycle
During summative assessment, participating teachers will reconnect with:
Learning goals to determine if they were met (C-2, Box 2)
Analyze summative assessment results (C-8)
Reflection based on (C-8) :
Lesson components, to determine if they were effectively implemented ( C-2, Boxes and 10)
Focus Students’ work
Appropriate interventions to be used
Appropriate enrichment 52
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 52

53. Summative Assessment TRAINER NOTES:
At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals.
TRAINER NOTES:
A way to illustrate change over time is by contrasting before and after pictures. The entry level assessment results illustrate the before picture of what students knew and were able to do. The after picture is derived from the results of the summative assessment.
Summative assessment results are used to help determine
Outcomes met/not met
Future actions in the focus area
Interventions necessary related to the content standard. 53
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 53

54. Summative Assessment Feedback
Timely – students should receive timely feedback on all assessments to impact future learning
Specific – student assessment criteria should be used to identify strengths and weaknesses
Corrective – students should know how to correct what is incorrect
Students should be encouraged to self-assess and monitor their own progress
TRAINER NOTES:
Share with participants the importance of analyzing student work. The manner in which students receive feedback is important for student achievement. Discuss each generalization, and model how it can be applied in the classroom.
Resource: Classroom Instruction That Works by Robert Marzano pp
In order to effectively analyze student work with the participating teacher, feedback to the students should be documented on their paperwork.
The more specific, corrective, and timely the feedback to the students, the better the teacher will be able to analyze the results.
At this point in the training, discuss the timing of when a support provider might go in for this conversation.
It is also a good time to remind them of the need to attach the rubric/grading tool used to assess the work.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 54

55. Reflection and Application
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
TRAINER NOTES:
It is critical to continually reconnect back to the “Big Picture” of the Inquiry.
Focus question has been developed
Action plan has been completed and continuously updated
Lesson series has been completed and observations and analysis of student work for progress monitoring has been finished
Summative assessment results have been analyzed and the IIP has been updated for Cells 1-8
Step Six: Reflection on the learning during the Inquiry process and the application to future teaching.
You are here!
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 55

56. Reflection and Application
Read and highlight the key points in the Reflection directions.
Talk to your SP/PT about the purpose of the Reflection Activity, parts 1-4.
Share out key points, questions, or concerns, to your table group.
TRAINER NOTES:
Participants locate Step 6, Reflection directions, in their Participant’s Manual.
Allow time to read silently and highlight key points in the directions.
After reading, participants share a new learning with a partner.
Partners share out key points, questions, or concerns.
Possible responses:
All evidence collected during the Inquiry is reviewed
Description of Practice (or Alternative Assessment Tool) are used as a reference to determine placement on E-2.
All CSTP elements are marked, if there is evidence
Current level of practice is updated on the Induction Standards
Strengths and challenges are noted
Self-Assessment Reflective Conversation Record E-3, (Reflection), is updated.
IIP (C-1), Cells 9 (Reflection) and 10 (Application) are completed
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 56

57. Walk-Through Sequence for Step 6
I. End of Inquiry Self-Assessment
Review all evidence collected during the Inquiry
Use the Continuum of Teaching Practice to mark placement on E-2 document
Mark E-2 for all CSTP elements for which there is evidence
Update E-3-6 Induction Standards
II. Reflection IIP(C-1) Cell 9
List specific evidence that impacted instruction/classroom practice and student achievement, on Individual Induction Plan (C-1), Cell 9
III. Application IIP (C-1), Cell 10
Describe how new learning is applied to future practice, on Individual Induction Plan (C-1), Cell 10
Show sample Continuum and E-2 on document camera!
TRAINER NOTES:
Participants use this slide as their answer key to help prompt their partner through the sequence of Step 6, when necessary.
After partner practice, use this slide to reinforce the correct sequence for Step 6 with the group.
Remind participants that this is the final step in the Inquiry Process. 57
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 57

58. Reflection and Application
Review Cells 9 and 10 on IIP (C-1)
Discuss:
How are Cells 9 and 10 connected to Cells 1-8? (And to Module E?)
What types of evidence will you use to document outcomes in Cell 9?
Discuss the application to future practice that will be identified in Cell 10.
What challenges do you anticipate as you complete Cells 9 and 10?
TRAINER’S NOTES:
Explain that returning to the IIP at the end of the Inquiry is part of the process of bringing closure to the investigation that began with a focus question a few months earlier. Actual Outcomes are the catalyst for thinking about the effectiveness of the inquiry results, and next steps for continued growth.
It is important that SPs have a strong understanding of the connection between the Cells. This helps them understand that each step in the Inquiry relates to the previous one, with Cells 9 and 10 (reflection and application) leading to the next Inquiry Focus Question.
Encourage participants to share potential challenges for their PTs, such as:
Using evidence that is specific to demonstrate outcomes
Ensuring that the actual outcomes (Cell 9) are related to anticipated outcomes (Cell 4)
Thinking in-depth to predict application to future practice
Realizing that they may need to continue with this same Focus Question 92

59. Closure TRAINER NOTES:
Take a few moments to think about what we did today…
Work with your SP/PT and record your next steps or your “to do’s”
Your “Exit Ticket” is your completed evaluation for today’s learning opportunity!
TRAINER NOTES:
The purpose of the Mind Map activity is to have participants review the content of this module, list key concepts, and make connections between the components and key ideas. This provides participants with a visual representation of the training, with key terms and important learning.
Participants locate their Mind Map in their Participants Manual.
Within each circle, write key concepts/ideas from the Inquiry. Additional spokes/circles can then be connected to each of these key components/ideas.
Participants will continue individually. This will reinforce their learning from this Module.
After 5 minutes, ask participants to walk to another table and share their Mind Map with another person. An exchange of additional thoughts will occur. Encourage sharing of ideas.
After 3-4 minutes have everyone return to their seats.
Closure will occur with the following slide.
Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 59

60. A Closing Note 
Please refer to your for a Survey Monkey link and provide feedback on last week’s Inquiry training. Thank you!
Have