Inquiry Step 1: Determine the Focus of Individual Induction Plan.

Inquiry Step 1: Determine the Focus of Individual Induction Plan

Revisiting the Big Picture
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 You are here! TRAINER NOTES: This is the first step in the Inquiry Module. Reflective conversations, and evidence collected in Modules A and B, help the participating teacher to identify areas in their practice for which they would like to conduct research. Teachers use the information from the first two modules to identify concerns or areas for growth in their teaching practice in order to determine: An area of Focus A Focus question A CSTP/Induction focus Measurable outcomes 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.

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 TRAINER NOTES: Have participants turn to the IIP in their participant’s manual. Encourage participants to make notes on the IIP as the cells are explained. 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 * 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) The CSTP/Induction focus of the Inquiry will be documented in the first four cells of the Individual Induction Plan.

Determine Focus of Inquiry
Read and highlight the key points in “Step One: Determine the Focus of the Inquiry” directions. 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 participant’s materials. 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 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.

Induction Standard Identification Everyone reads the IIP Induction Standard Box Each table participant will read 1 of the Induction Standards Trainer Notes: Participants will need a firm grasp on of the Induction Standard selected. Use this Jigsaw activity (or another activity) to introduce this information: Each participant will need the IIP (C-1), and one of the Induction Standards. Participants at each table decide who will read what Induction Standards. Directions to participants: Review IIP C-1, Induction Standard Box to familiarize yourself with purpose.” “Read the Induction Standard that you were assigned. (Located in User’s Guide) Go to next slide for continuation of directions for this activity…

Table Talk: Starting with the Pedagogy Standard, share the primary focus of your standard Referring to the Induction Standard box on the IIP, share an example of what a teacher might write Continue with all Induction Standards Trainer Notes: It is important that support providers continue to review and understand the Induction Standards. This activity is intended to provide another opportunity to internalize the focus of each standard and the concepts embedded in each one. It is important that support providers understand how to make meaning for the participating teacher when using any of the forms. Encourage participants to identify the specific emphasis of an Induction Standard, versus just writing in a standard number. Starting with the Pedagogy, support providers take turns sharing at their table. Remind participants that the Induction Standard Focus may be incorporated into (or lead to) the Focus Question in Cell 2 of the Individual Induction Plan C-1.

Determine Area of Focus
Preparing to Complete Cell 1: Review evidence collected during Modules A and B: Context for Teaching Initial Assessment of Teaching Practice Reflective Conversation Record (E-3) TRAINER NOTES: Remind participants that in Step One they will be determining the focus for the entire Inquiry. The Reflective Conversation Record (E-3), is the resource used to help the participating teacher determine this are 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.

What might a participating teacher identify as an area of focus in Cell-1 on the IIP (C-1)? Write a focus area on your practice IIP Share out group examples TRAINERS NOTES: Using the samples of the completed Reflective Conversation Guide (E-3), Participants generate examples of what a participating teacher might write in Cell 1. (Provide participants a blank “practice” IIP.) Have participants write their focus area in Cell 1 of their practice IIP. Participants then share with a partner at another table. Remind participants that the focus area will form the basis for developing the focus question (Cell2 on the IIP C-1). A good discussion here will help them see the importance of documenting findings from the self-assessment and observation in the previous module and on E3.

Developing a Focus Question Cell-2
With a partner, review sample focus questions 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 TRAINER NOTES: Focus questions guide the development of the IIP. What does the participating teacher want to explore during the Inquiry? The question might be revisited during the course of the Inquiry. Using the IIP samples, have partners/teams/tables review examples of focus questions If the focus area is like identifying the destination for the vacation, the focus question is when the traveler asks what they hope to accomplish by taking this trip. (Learn more about Russia, discover how people in third world countries live, renew and rejuvenate in a new way, etc…)

Developing a Focus Question Cell-2
The CSTP questions may be used to help write a strong focus question for Inquiry. Refer to the questions located on pages in the CSTP booklet. Discuss: How might these questions be used to assist in the development of an Inquiry focus question? TRAINER NOTES: The CSTP questions may be used to guide the development of a focus question (pgs 24-29) Have participants review pages in the CSTP Booklet. These questions are written in a manner which prompts teachers to ask: How do I? or Why do I?... related to their practice. Share out ways these might be used in the development of the focus question.

Determine a Focus Question
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. With a partner: Read the sample focus questions in your participant’s manual. Use a (+) to indicate a strong focus question. Use a (–) to indicate a weak focus question. Discuss how the weak questions could be rewritten as stronger focus questions. TRAINER NOTES: In an effort to practice writing appropriate focus questions, this activity is designed for support providers to see questions that are strong and those that are weak. Rewriting a weak question provides practice in narrowing the focus while keeping the scope large enough for a research question. Remember, the focus question needs to be deep enough to sustain a 6-8 week investigation. Questions that have yes or no answers will not work. Read the sample focus questions. Participants should use a (+) to indicate a strong focus question and a (–) to indicate a weak focus question. When a question is determined to be weak, have participants discuss ways it might be rewritten. After completing the quiz, review answers. (See answer key) Weak Strong Yes-No questions Critical thought Listing Answers Measurable Results Answered over time (6-8 weeks)

Individual Induction Plan, Cells 1-4 Samples
Cell 1: Students constantly ask me, “How can I get an A?”, “How am I doing?” (Focus Area, Assessment) Cell 2: How do I help all students to understand and monitor their own learning goals? (Focus Question) Cell 3: CSTP 5.2- Involving and guiding all students in assessing their own learning (CSTP element) Cell 4: Students will have rubrics and documentation of their progress in the class. Students will be able to establish learning goals for improvement. (Measurable Student Outcomes) 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.

Individual Induction Plan, Cells 2-4 Practice
Using the practice IIP, review your Area of Focus (Cell1) and write a strong Focus Question (Cell 2). Using your Focus Question, identify all CSTP Elements (Cell 3) that will be addressed during the course of the Inquiry. Using your practice IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4). Review team/individual IIPs. Verify a connection between cells 1-4. Identify anything you might change. 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?

Inquiry Step 2: Developing the Action Plan TRAINER NOTES:
Step Two: During this Step, participating teachers and support providers will begin developing their Action Plan. This plan will document new learning and classroom application. While completing IIP (C-1, cells 5-8), the participating teacher continually documents actions taken over the course of Inquiry.

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.

Connecting Big Picture to IIP Cells 5-8
Step Two: Developing the Action Plan Individual Induction Plan, (C-1, Cells 5-8) 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 Materials. 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 6-8 weeks. Cell 8 is used to record actual results, when applicable.

Read and highlight the key points in the Step 2 directions: Developing an Action Plan. Talk to your partner about the purpose of Step 2. Partners share key points, questions, or concerns with the group. TRAINER NOTES: Participants locate Step 2 directions. 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.

Developing the Action Plan–Cells 5-7
With a partner, review IIP Cells 5-7 Using the sample IIP from the last activity, complete the following: (Cell 5) Insert dates–“When action was taken.” (Cell 6) Research conducted–“Steps taken to gain new knowledge:”  Consulting Colleagues  Observing Classrooms  Professional Journals  Internet Research (Cell 7) Application- Record how the new knowledge was implemented (state each action taken). TRAINER NOTES: 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.

Developing the Action Plan – Cell 8
Review IIP Cell 8 Continue using the practice IIP to record specific examples of (possible) classroom changes, as a result of implementation of new knowledge Example: (Cell 8) “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.” 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.

Review Activity: Stand and find a partner from another table Using the practice IIP, C-1: Partner X shares the purpose of Cells 1-4 Partner Y shares the purpose of Cells 5-8 TRAINER NOTES: This is your opportunity to listen as participants state the purpose for Cells 1-8 on the IIP. It is critical that the support provider has a grasp of how the IIP is revisited and updated throughout the Inquiry Process. Participants: Stand up and find a partner from another table. Use the practice IIP, C-1: Partner X share the purpose for Cells 1-4 Partner Y share the purpose for Cells 5-8

Inquiry Step 3: Preparing for Instruction TRAINER NOTES: Activity Four
Step Three: During this Step, participating teachers and support providers will design an effective lesson series, considering: Essential components Assessments Three focus students. This step of the Inquiry is intended to ensure participating teachers consider all critical elements for student success when developing their lessons. This will also provide participating teachers the opportunity to include new learning from research conducted during the Action Plan.

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.

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. 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.

Read and highlight the key points in the Step 3 directions: “Preparing for Instruction.” Talk to your partner about the purpose of Step 3. Partners share out key points, questions, or concerns, to the 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.

Review Essential Components for Instruction (C-2) Highlight the key words in each box Table Talk: Discuss which components (boxes 1-14) may be connected with the Induction Standards and/or focus questions documented on the IIP? TRAINER NOTES: Remind participants that: 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.

Refer to the Artifact Section to locate Lorey’s IIP (C-1) and Essential Components (C-2) Based on her responses on C-2, boxes , what clarifying questions would you ask Lorey? What connections are you able to make between the IIP (C-1) and Essential Components for Instruction (C-2)? TRAINER NOTES: Participants will review Lorey’s C-2 (Essential Components) as preparation for observing one lesson from this series. Encourage participants to: think about Lorey’s responses on C-2 carefully consider if there is additional information or clarification they would like to have from her consider why the completion of the Essential Components is a critical part of an Inquiry

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) You are here! 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!

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

• Entry-Level Assessment Resource (C-3, Part 1) • Sort student work into 2 levels of performance: 1. basic / proficient or advanced 2. below basic / far below basic • Divide the 2 levels of performance into: 1. far below basic 2. below basic 3. basic 4. proficient or advanced 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.

Refer to your Artifacts: Lorey’s Entry-Level Assessment, Form C-3 Part 1 Based on the results of this assessment, describe the conversation you would have with Lorey before she begins her lesson series. TRAINER NOTES: Participants should note that this conversation will help Lorey plan the appropriate support for her students. Consider these questions for Lorey: “What was the overall level of performance of your students?” “What interventions or support will you provide for the students who are Far Below Basic?” “What interventions or support will you provide for the students who are Below Basic?” “What additional extended activities will you provide for the students who are already Proficient or Advanced as you begin this lesson series?” Remind participants that these types of questions need to be asked to ensure that the outcome of the assessment is truly diagnostic. Tell participants that the documentation of this dialogue will occur on the next page, Entry-Level Assessment Reflection C,-3 Part 2

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.)

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 (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!

Locate the Focus Student Selection Document (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.

Refer to your Artifacts to locate Lorey’s Focus Student Selection (C-4) “How has focus student selection (C-4) helped Lorey to shift from a focus on teaching to a focus on learning?” TRAINER NOTES: Refer participants to Lorey’s Focus Student Selection, C-4. 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.)

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 (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! You are here!

Refer to the Lesson Plan Template (C-5) The Lesson Plan Template (C-5) includes these essential components: Introduction Direct Instruction Modeled Instruction Guided Practice/Checking for Understanding Independent Practice Note: Participants may choose to use C-5 or a district- aligned lesson plan. 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.

Refer to your Artifacts to locate Lorey’s Lesson Plan Template (C-5). What questions or clarifications would you want to discuss with Lorey, based on her plan? Why are Guided Practice and Checking for Understanding such critical components? Discuss examples of various techniques to check for understanding (monitoring assessments). TRAINER NOTES: The primary purpose of this training activity is to help participants dissect the importance of each component by analyzing Lorey’s artifact and discussing their questions or concerns based on her information. This activity demonstrates that C-5, the Lesson Plan Template is the catalyst for a critical conversation between support providers and participating teachers. The second purpose of this activity is to encourage a deep conversation with the participating teacher, about the importance of monitoring assessments. Support Providers need to discuss the necessity of monitoring student progress during every lesson. By having this conversation at this point, support providers should be prepared to discuss the importance of the assessments, and also to provide samples of possible ways to check for understanding throughout the lesson series.

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 (C-5) TRAINER NOTES: Review the entire process of “Preparing for Instruction” so they can reconnect to the scope and sequence of the activities

Inquiry Step 4: Observation TRAINER NOTES:
Step 4 Observation: Purpose: Supports teachers in collecting evidence, during the lesson series, that will help them identify strengths and areas for growth. The observation is a part of the inquiry process. Purpose for Activity 5: Support providers will have the opportunity to practice collecting observation evidence with respect to the focus question identified on the IIP, C-1, Cell 2. Outcomes: Support providers will be prepared to conduct a pre-conference, observation, and post observation conversation.

Observation 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.

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.

Observation Read and highlight the key points in the Step 4 Observation directions. Talk to your partner about the purpose of Step 4. Partners share out key points, questions, or concerns, to the 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.

Observation Participants role-play the steps of the pre- conference
One participant will be the support provider One participant will be Lorey, a 6th grade Language Arts Teacher Use Lorey’s artifacts to guide the conversation, including: Essential Components for Instruction, C-2 Focus Student Selection, C-4 Seating Chart Lesson Plan, C-5 TRAINER NOTES: The purpose of the pre-conference is for the support provider to reconnect the participating teacher with the Essential Components and focus students identified at the beginning of the lesson series (C-2 & C-4) Since the Support Provider will only observe one lesson of the series, the lesson selection for the observation is critical for collecting significant evidence. Conducting a pre-conference: Participants role-play the steps of the pre-conference One person will be the support provider One person will be Lorey, a 6th grade language arts teacher. Use Lorey’s artifacts to role-play the conversation between Lorey and her support provider: Essential Components for Instruction, C-2 Focus Student Selection, C-4 Seating Chart Lesson Plan, C-5 Use the following slides to review paraphrasing skills prior to beginning the role play.

Observation: Role-Play
Support Provider: “Lorey, I am looking forward to seeing your lesson next Thursday. It sounds like such an interesting topic. I am sure 6th graders have the power of persuasion! In order to prepare for my observation, let’s review some of the work we have already completed.” Take out Essential Component, C-2 TRAINER NOTES: If your support providers do NOT need to see a sample role play, delete these slides. They are here to help provide a jumping off point and demonstrate for the support provider what the pre-conference is intended to accomplish. Allow time for participants to take out all of the artifacts needed for this role play. Reinforce that the pre-conference is designed to reconnect to the evidence gathered thus far. Remind participants that this conversation is not just about one lesson, but the entire Inquiry Process. If you are training with a partner you could role play without the slides

Observation: Role Play
Support Provider: “In your Essential Components for Instruction (C-2) you indicated the ways you would differentiate, evaluate, and provide support to your students.” “This is the beginning of your lesson series. Share with me where you are in the process and your findings thus far.” (Have C-2 in front of you at this time) TRAINER NOTES: Be sure participants have C-2 in front of them as the role play begins. Continue on to the next slide.

Lorey: “As you can see, I said I was going to provide an entry level assessment that would guide my instruction.” “The students actually did much better on the assessment than I thought they would.” “As a result I was able to move forward more quickly than originally planned.” TRAINER NOTES: Continue the role play.

Support Provider: “So, you must feel good about how far your students have come. How wonderful that you modified your plan based on the assessment outcomes.” Lorey: “Thanks, I do feel proud of my students. You can see Tommy and Sheri still need extra support. With minor modifications, they were able to keep pace and were successful.” TRAINER NOTES: Role play continues.

Support Provider: “Sounds like you have taken the needs of all students into consideration. Would you please share with me where you are in your lesson series?” Lorey: “We are at the beginning of the series. I consider this lesson to be part of the foundation.” TRAINER NOTES: Role play continues.

Lorey: “I am also very excited to tell you that I have actually implemented the ‘checking for understanding’ strategy I saw Mr. Jones use with his students. This has really made a difference with my pacing and support. I am committed to coming up with some new ways of checking for understanding of my own.” TRAINER NOTES: Role play continues.

Support Provider: “That is great! We will update your action plan today! What I hear you saying is that you have a new goal to continue using different checking for understanding strategies that ensure all students are successful. You have really taken the research you’ve done and applied it to your daily instruction.” Support Provider: “Let’s talk about your three focus students.” (Pull out C-4) TRAINER NOTES: Participants should refer to C-4 during this portion of the role play.

Lorey: “I chose Christina. As you can see, she did very well on the entry level assessment. However, Kimberly is going to need more help than I thought. In addition to Ian, I plan to pull 5 kids back after the group starts writing. They need much more guided practice in order to be successful, but have demonstrated the basic skills required.” TRAINER NOTES: Be sure participants have all of the forms they need to be using as the role play continues.

Observation: Role Play (Your Turn!)
Considering the Academy Award winning performance you just experienced, role play a similar conversation that you might have during the pre-conference. (Use Lorey’s artifacts) Conversation continues as you review the lesson plan that will be observed. TRAINER NOTES: Begin role play. Remind participants that a role play is always much more difficult than the real conversation. They will find working with a person who actually has taught the lesson or created the plan to be much easier than the role play. However, it is a wonderful opportunity to get feedback from their partner on additional ways to draw information out of the participating teacher, without being threatening. Encourage the participating teacher not to be overly difficult in this role-play. Monitor to make sure: participants are using the artifacts to guide the conversation. participants are using conversation that fosters higher level thinking one participant is able to listen without interrupting. the support provider redirects when the participating teacher goes off topic.

Observation Partners share the mentoring skills you heard during the role play. In what ways did the skills support the conversation? Consider: Pausing Paraphrasing Inquiring Probing Extending Wait Time Non-verbal tools Collaborating Consulting Coaching TRAINER NOTES: Providing emotional safety is essential if the participating teacher is to share their strengths and areas for growth with the support provider. This opportunity is designed for participants to experience the skills listed above from both sides of the table. During skill building they were introduced to these skills, but revisiting them in connection with each module reinforces their power and purpose. Look for: Pausing - to provide space for thinking Paraphrasing - to establish a relationship and increase understanding Inquiring - to invite the construction of new connections and meanings Probing - (gently )to clarify thinking and increase precision Extending - (thinking) by providing resources and information Wait time - allows time and signals support for thinking Nonverbal tools - such as posture, gesture and voice tone are all subtle indicators of the stance we are taking. Collaborating – side-by-side, collegial, approachably confident- “we” and “you” Coaching - assumes the other party has resources for idea generation- Guide-support person Consult - Offer why, what, and how you are thinking- “The research suggests, “Keep in mind, Pay attention to”

Observation Review the form that will be used during the observation (C-6, Parts 1 & 2) Identify the information to be completed prior to the observation, including: Participating Teacher Name Date of Observation Support Provider Name Content Standard to be Observed Focus Question and related CSTP Induction Standard and Focus TRAINER NOTES: Remind support providers that sharing the observation tool prior to the observation helps the participating teacher understand the types of evidence to be collected. Remind the support provider to get a copy of the seating chart. This information will assist with collecting data on the three focus students. It can also be used to assist with tracking student responses, teacher movement, student interaction, grouping, equity and diversity, etc… Participants review the observation tool (C-6, Parts 1 & 2) Identify information to be completed prior to the observation: Participating Teacher Name Date of observation Support Provider Name Content Standard to be observed Focus Question and related CSTP Induction Standard and Focus

Observation Using the Observation Record (C-6, Parts 1 & 2), and the seating chart, prepare to observe the lesson Record evidence while watching Lorey’s video (C-6, Parts 1 & 2) After the observation, review your notes and make additions or changes TRAINER NOTES: Reconnect support providers to skill building and the observation process in the Self Assessment Module. The forms may be different, but the skills are the same. The observation will take approximately 20 minutes. (They will NOT see the entire lesson, but should have enough time to collect plenty of evidence.) Set the stage for the observation: You will be observing Lorey’s language arts lesson on persuasive writing After viewing the lesson you will have a few minutes to review your notes and make additions or changes Stop the DVD after 20 minutes. Provide quiet time for participants to review their notes and make changes Debrief on the evidence gathered (Reconnect to Observation Strategies from Skill Building)

Observation Working with a partner, review the evidence collected on C-6, parts 1 & 2, and the seating chart Check the CSTP boxes, at the bottom of the form, where evidence was collected Check the Induction Standard boxes, at the bottom of the form, where evidence was collected TRAINER NOTES: After observing the lesson, support providers identify the CSTP and Induction Standards that were observed in the lesson. (Use the boxes at the bottom of C-6, Part 1) This information will be discussed during the post observation conversation. If appropriate, evidence will be used to update the Individual Induction Plan, C-1, Cells 5- 8. Remind support providers that not all standards will be evidenced in a lesson. Support providers need to be cautioned to only check standards for which there is evidence. Ask participants to compare the CSTP and Induction Standards that were checked, with a partner. Were there differences? This information will be critical in assisting the participating teacher in the next step of marking the End of Inquiry Self-Assessment and using the Description of Practice (or Alternative Assessment Tool) as a resource.

Observation: Analysis of Student Work
Following the observation, PTs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work) PTs will 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.

Observation: Analysis of Student Work
Refer to Lorey’s “Analysis of Student Work, C-7” At your table discuss the following: Based on Lorey’s responses on C-7, part 2, what clarifying questions would you want to ask her? Based on Lorey’s IIP (C-1), her student work, and your observation, would she have evidence to update Cell 8? Would Lorey have any additional actions that might be appropriate to add to Cells 5-7 at this time? TRAINER NOTES: Have participant’s review Lorey’s reflection on C-7, Part 2. Remind participants: Monitoring assessments must serve a diagnostic purpose to be meaningful for instruction

Observation Results Role - Play
Based on the conversation you had at your table, turn to a neighbor and role-play the conversation you might have with Lorey to update her IIP (Cells 5 – 8) Recall the Continuum of Interaction: Coaching Collaborating Consulting TRAINER NOTES: This is the final action for Step 4 in the Inquiry Module. Using all evidence collected during the Inquiry, the participating teacher reviews and updates the IIP (C-1) Action Plan, Cell 8. Have participants role play helping Lorey update her Individual Induction Plan, Cells 5-8, based on the evidence reviewed on the previous slide. Reconnect participants to the Continuum of Interaction, Coaching, Collaborating, or Consulting skills learned during Reflective Conversation training. Encourage them to think about their own PT and how they might use these skills to guide the conversation. (The Continuum of Interaction provides a frame for how a mentor can engage in a conversation using information from the participating teacher to help determine their stance. Remind Support Providers that they would enter the conversation with a soft coaching stance. The participating teacher’s cues in language and gesture determine the direction of conversation stance. Note that in any given conversation, you can move in and out of all three stances.) Let participants know the next step will be the summative assessment for the lesson series. Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved

Step 5: Summative Assessment
Inquiry Step 5: Summative Assessment

Summative Assessment 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!

Step Five: Summative Assessment (C-8 Part 1) Summative Assessment Reflection (C-8 Part 2) Reflect on Essential Components for Instruction (C-2, Boxes 2, 6, 9, and 10) 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

Summative Assessment 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.

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.

Summative Assessment Read and highlight the key points in the Step 5 directions for Summative Assessment. Talk to your partner about the purpose of Step 5. Partners share out key points, questions, or concerns, to the group. TRAINER NOTES: Participants locate Step 5 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: Comes at the end of the lesson series Sort graded student work Reflection on summative assessment results Reconnection to: Learning Goals Lesson Components Focus student progress Interventions Enrichments 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.

Summative Assessment Sort… student work into 2 levels of performance:
Refer to the Summative Assessment (C-8 part 1) Note: This process is the same as at the entry level. Sort… student work into 2 levels of performance: 1. basic / proficient or advanced 2. below basic / far below basic Divide… the 2 levels of performance into: 1. far below basic 2. below basic 3. basic 4. proficient or advanced TRAINER NOTES: Explain that this activity will assist participating teachers to connect with the diagnostic power behind an assessment. When “C-8-Part 1” is complete, it becomes a very effective visual that portrays the proficiency levels of students. This type of activity can be used with any of the assessment tools. When used with the summative assessment, it should guide the teacher to better understand the impact of: Planning Instruction (Strategies) Interventions Accommodations Differentiation Checking for understanding In addition the summative assessment guides the next steps for teaching and learning, to ensure student achievement.

Summative Assessment Review the questions found on the Summative Assessment Reflection C-8, Part 2. Turn to your neighbor and discuss the purpose for answering these questions. Be prepared to share out results. TRAINER NOTES: Summative Assessment Reflection C-8, Part 2 The prompts on this form guide the conversation beyond merely looking at the assessment results, to deciding the appropriate next steps to ensure success for all students. Have participants take out Summative Assessment Reflection C-8, Part 2. After reviewing the questions, participants turn to a neighbor to identify the purpose for this type of documentation. Groups share out answers. Possible Responses: Determine how the class performed as a whole Identify how focus students did in relation to the class Identify next steps and future actions Reflect on student outcomes in relation to goal

Summative Assessment Refer to Lorey’s Summative Assessment Reflection, C-8 Parts 1 & 2 Discuss the connection between: What Lorey said she was going to do (Essential Components(C-2) Boxes 2, 6, 9, and 10) What she actually did (C-8 Part 2, Question 2) Student outcomes (C-8 Part 2, Question 3) TRAINER NOTES: Refer to Lorey’s Summative Assessment Reflection, C-8 Part 2. Prompt participants to discuss the connection between: What she said she was going to do (Essential Components, C-2, Boxes 2, 6, 9, and 10) What she actually did (C-8 Part 2, Question 2) Student outcomes (C-8 Part 1 and Part 2, Question 3) (This may be discussed whole group, table talk, or partner share.)

Summative Assessment Using Lorey’s Summative Assessment Reflection, C-8 Part 2, questions 4 and 5, Read: Interventions identified for students who did not meet the learning goal, and; Enrichment for students who exceeded the learning goal. Discuss: Additional interventions and enrichment that may have been appropriate for Lorey to consider. TRAINER NOTES: This documentation will be one of the sources of evidence used for marking the End of Inquiry Assessment column E-2.1, which is based on the CSTP and Induction Standards. Guide Participants to refer to Lorey’s Summative Assessment Reflection, C-8 Part 2, Questions 4 & 5. Participants read Lorey’s responses to questions 4 and 5. With a partner, discuss additional interventions and enrichments that may have been appropriate to consider. Share out with the group. Next activity will be the final step in the Inquiry, End of Inquiry Assessment, (E-2 Assessment Toolbox).

Step 6: Reflection and Application
Inquiry Step 6: Reflection and Application

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!

Connecting Big Picture to IIP (C-1) Step 6
Step Six: Reflection Description of Practice E-1 End of Inquiry Self-Assessment E-2 (CSTP & Induction Standards) (Assessment Toolbox) Reflective Conversation Record (Update-E-3) Reflection (Individual Induction Plan, C-1, Cell 9) Application (Individual Induction Plan, C-1, Cell 10) TRAINER NOTES: Step Six: The final step in the Inquiry process provides the opportunity to reflect on learning throughout the Module. Participating teachers will be asked to apply their learning to future teaching opportunities. Remind participants this continues the Reflect stage and moves to the Application stage of the PTRA Cycle We will now look at each step of the Inquiry in a more in-depth manner (Micro-view).

Read and highlight the key points in the Reflection directions. Talk to your partner about the purpose of the Reflection Activity, parts 1-4. Partners share out key points, questions, or concerns, to the 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

Partner Practice: Walk-Through Sequence for Step 6
? II. III. IV. TRAINER NOTES:. This slide and the next slide provide a blank template and the answer key. Partners decide who will go first. Partners practice walking through the sequence for Step 6. One partner should be looking at the answer key and prompt their partner through each step of the sequence when necessary. After a few minutes signal for partners to change roles. The purpose of this activity is to ensure that participants understand the sequence for Step 6. The more participants internalize these steps, the more likely they will be able to articulate the purpose and outcomes to participating teachers.

Answer Key: Walk-Through Sequence for Step 6
I. End of Inquiry Self-Assessment Review all evidence collected during the Inquiry Use the Description of Practice to mark placement on E-2 Mark E-2 for all CSTP elements for which there is evidence Update E-2 Induction Standards II. Self-Assessment Reflective Conversation E-3 Update Reflective Conversation E-3 III. 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 IV. Application IIP (C-1), Cell 10 Describe how new learning is applied to future practice, on Individual Induction Plan (C-1), Cell 10 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.

End of Inquiry Self-Assessment: Review the Descriptions of Practice (E1) that will be used as criteria for marking the Self-Assessment (E-2) TRAINER NOTES: This will be the second look at the Descriptions of Practice (DOP). Remind participants of the DOP organization. The DOP: is arranged into the six standards at the element level. provides descriptions of four categories of practice, ranging from practice not consistent with standards through experienced practice that exemplifies the standards. Note the descriptors on the End of Inquiry Assessment E-2 (CSTP section), match the descriptors on the DOP. The DOP will be used as a criteria for assessing and marking their CSTP current practice on E-2, for purposes of this training. (Note: Alternative assessment tools may be used in actual practice. This is a program choice point.) Remind participants that they are NOT marking the Description of Practice, but rather using it as a resource to determine placement on the Self-Assessment for the End of Inquiry column.

Self Assessment (E-2) Refer to Initial Assessment column in Self-Assessment E-2 Participating teachers will: mark their current practice in the End of Inquiry #1 column (E-2) write about their strengths and challenges in the bottom box update Induction Standard Self-Assessment (E-2) if appropriate at this time TRAINER NOTES: Explain that as we begin to bring closure to the Inquiry, Participating Teachers refer back to their Self-Assessment E-2 for both CSTP and Induction Standards In addition to marking their placement, they will also discuss strengths and challenges related to each standard. Participating teachers will review Induction Standards and update E-2 as appropriate.

Refer back to your Reflective Conversation Record E-3 (Assessment Toolbox) Participating teachers will again record the date and their response to each of the three prompts TRAINER NOTES: Explain that as we bring closure to the Inquiry, Participating Teachers refer back to their Reflective Conversation (E-3) from the Assessment Toolbox A response is written again for each of the three prompts, and each response is dated. This information will assist in the completion of Cells 9 and 10 on the IIP.

Review Cells 9 and 10, using Lorey’s Individual Induction Plan, C-1 Discuss: How are Cells 9 and 10 connected to Cells 1-8? What types of evidence did Lorey use to document outcomes in Cell 9? Discuss the application to future practice that Lorey identified in Cell 10. What challenges do you anticipate for your PTs as they complete Cells 9 and 10? TRAINER 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

Discuss how the Reflection and Application component of this module can be a powerful tool for bringing closure to the Inquiry. TRAINER NOTES: Participants find a new partner across the room and discuss the prompt. Share out key ideas.

Checking for Understanding
Questions? TRAINER NOTES: Review Post-it notes on the wall chart to ensure all questions posted have been answered. INQUIRY

Reconnecting to the Big Picture
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: Trainer reminds SPs of the six steps in the Inquiry. INQUIRY

Mind Map Locate your Mind Map Write key concepts/ideas for Inquiry
Add circles as necessary Walk to another table (at the signal), and share your mind map with someone Continue sharing by moving around the room 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.

You are Here! Context for Teaching
Initial Assessment of Teaching Practice Inquiry Summary of Teaching Practice TRAINER NOTES: Reconnect the big picture of FACT by briefly walking participants through the intent of the module: Context for Teaching: Gain a greater understanding of the context for their teaching by analyzing their students, school, district and community. 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 Context for Teaching and the results of their Self-Assessment for Teaching Practice, participating teachers 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. You are here!

Summary of Teaching Practice
Module D TRAINER NOTES: This is Module D, the fourth module in the FACT System. This may be completed both at the end of Year 1 and again at the end of Year 2 OR just at the end of Year 2. The Director of the program will make the decision regarding design PRIOR to the training.

You Are Here Context for Teaching
86 Context for Teaching Initial Assessment of Teaching Practice Inquiry Summary of Teaching Practice Trainer Notes: Reconnect back to the big picture of FACT by briefly walking them through the intent of the modules: Context for Teaching: 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 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 engage in Action Research. They 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, the Initial Assessment of Teaching Practice, the Self Assessment, and all completed Inquiries. Based on these results, teachers develop a plan for continued growth. You are here!

Return to Context Teaching in Year 2
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) INITIAL ASSESSMENT OF TEACHING PRACTICE Teacher Preparation Information CA Standards for the Teaching Profession & Induction Standards Informal Classroom Observation CONTEXT FOR TEACHING Class Profiles School Information District Support Community Links Conversation Guides Assessment Toolbox / Reflective Conversation INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection Return to Context Teaching in Year 2 IIP Embedded Across Inquiry TRAINER NOTES: Remind participants of what they learned in Skill Building regarding the flowchart of the FACT system Explain that the system is designed in modules Each module is inter-connected The foundations of the program include : --The California Standards for the Teaching Profession --The Induction Standards --Teacher Performance Expectations --Formative Assessment The FACT system is designed to be completed during the first two years of a participating teacher’s career or after completion of an Intern program lead to a clear credential build productive habits of mind Assessment Toolbox / Reflective Conversation Year 1 Cycle SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study

Reconnecting to Modules A-C
Reflect on the knowledge and skills learned in “Modules A-C” Write: 3 new concepts learned in the training 2 questions you still have 1 concern Share at your table TRAINER NOTES: Participants recall the knowledge and skills from the three prior module trainings Participants independently write : 3 new concepts learned in the trainings 2 questions they still have 1 concern Share with a partner Popcorn share the responses from table groups 88

Module D: Overview TRAINER NOTES: Begin with stating the Purpose and Outcomes of this training module: Purpose: This training will provide support providers with an understanding of the scope and sequence of the Summary of Teaching Practice module, as well as providing them the skills necessary to guide their participating teachers effectively through the process. Outcomes: Support providers will be able to explain to participating teachers the purpose and sequence of the Summary of Teaching Practice module, and will be able to effectively guide their teachers through the process. Support Providers will also have a clear understanding of the depth and complexity of the activities and will have the ability to help participating teachers make meaning of the module as it pertains to their own classroom practice.

PTRA Cycle TRAINER’S NOTES:
Remind participants of the connection to the Skill Building Activity “PTRA”. The Plan-Teach-Reflect-Apply cycle is threaded throughout the FACT system. It guides both the Support Providers and the Participating Teacher as they move through the cycle. This module will be in the Reflection portion of the cycle, guiding the participating teacher toward future application of knowledge gained in the first and second years of teaching.

Summary of Teaching Practice: Purpose Paragraph
Read and highlight key points in the introductory paragraph of the Summary of Teaching Practice Share insights TRAINER NOTES: Participants read the ”Summary of Teaching Practice” Purpose paragraph, underlining key points, and/or phrases or words. The “Purpose” paragraph is located in the Form Section of Module D on the Directions page. Participants share new insights with the group. Listen for: Core standards on which FACT is based The key to the “Summary of Teaching Practice” Module is: A culmination of the yearlong learning which took place for the Participating Teacher. It is based on the foundational standards which serve as the basis for the FACT System. 91

Key Concepts What Teachers will apply the knowledge and skills gained throughout the Year 1/Year 2 teaching experiences, towards future teaching experiences. Why/How Future teaching will be enhanced through application of the learnings from the initial years of teaching. Teachers will reflect in writing on their journey throughout their first years of teaching. TRAINER NOTES: Participants will have read the purpose paragraph for the Summary of Teaching Practice Module D. The Key Concepts are the big ideas they may have gleaned from their reading and highlighting. It is important to lay the foundation for this Module as participants begin to explore the components within it. This continues to the next slide.

Understanding the Big Picture
Use the Questions Guide for reflection Create a written reflection Share key insights TRAINER'S NOTES: It is critical to introduce the “Big Picture” of the Summary of Teaching Practice. Participants need to know that to make FACT a discussion based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Without this connection, it risks being perceived as a form-based system! Slides that reconnect back to the scope and sequence of the activities within the Summary of Teaching Practice will occur throughout the training. There are three distinct steps for the Summary of Teaching Practice culminating activity. Step One: Questions guide reflection Step Two: Create a written reflection Step Three: Share key insights. The purpose of discussing the steps is to give participants the big picture. This would not be the point in the training to go over each individual form. Forms will be reviewed for content and purpose during each in-depth review of Steps 1-3. 93

Step One: Use Question Guide for reflection Step Two: Create a written reflection Step Three: Share key insights TRAINER NOTES: Explain this will be a brief walk-through of the forms; detailed activities will follow. This completes the overview of the module. Participants will have a clear picture of scope and sequence and the forms are structure of the forms. Guide participants to refer to their participant’s materials to locate and review the format of: Step One: Questions guide reflection Step Two: Create a written reflection Step Three: Share key insights. Hold up Forms D-1 and D-2 Allow participants to get familiar with the form structure by looking through the items above. This should be a time for them to discuss their thoughts with a partner or as a table group as they are looking through the forms. Circulate around the room, but avoid getting pulled into specific questions, as we will go over the forms more thoroughly in the next activities.

Checking for Understanding
Using Post-its, write 1-2 questions regarding the Summary of Teaching Practice, Module Place the Post-its on the chart in the room TRAINER NOTES: Place a chart in the room which is titled: Summary of Teaching Practice. Participants will jot questions or concerns on Post-its and place them on the chart. Explain that questions will be addressed during the training as we move through each step of the Inquiry. Summary of Teaching Practice

Steps to Summary of Teaching Practice

Step One: Use Question Guide for reflection(D-1) Step Two: Create a written reflection (D-2) Step Three: Share key insights You Are Here TRAINER NOTES: It is critical to review the “Big Picture” of the Summary of Teaching Practice. Participants need to know that to make FACT a discussion-based program, they need to continually share the big picture, including scope and sequence, with their participating teacher. Without this connection, it risks being perceived as a form-based system! Slides that reconnect back to the scope and sequence of the activities within the Summary of Teaching Practice will occur throughout the training. Let participants know that we will now be providing a more detailed look at the steps and forms in this module. You Are Here: Step One: Questions Guide Reflection

Questions Guide Reflection
Step One: Reflect Use Question Guide for reflection Form: D-1 The questions are divided into 4 categories: Participating Teachers Students Collection of Evidence Next Steps TRAINER NOTES: Purpose: To walk participants through the process of using the Summary of Teaching Practice, Step One Step One: Questions Guide Reflection (D-1) Participating teachers will walk through the Question Guide with their Support Provider in an effort to begin the process of reflecting on their teaching experiences while using the FACT System. Depending on the program, this may be one or two years. The questions are categorized in 4 chunks: Questions about the Participating Teacher Questions regarding the Participating Teacher’s students Questions regarding the Participating Teacher’s collection of evidence Questions regarding having the Participating Teacher project next steps These questions are used in a reflective conversation. The conversation will be used in capturing conclusions on the next form (D-2), Reflective Summary of Teaching Practice in Step Two

Step One: Use Question Guide for reflection(D-1) Step Two: Create a written reflection (D-2) Step Three: Share key insights You Are Here TRAINER NOTES: You are Here: Reconnect participants to where we are in the process of Module D. Step Two: Reflective Summary of Teaching Practice We will now take a closer look at the written reflection that will be documented on form D-2. This documentation is a critical step to reflect on all that was learned throughout Modules A-C. Step 2 takes the conversation from D-1 to a written documentation on D-2.

Reflective Summary of Teaching Practice
Step Two: Reflective Summary of Teaching Practice D-2 Participating teachers will use evidence from: Context for Teaching Self Assessment E-3 Inquiry TRAINER NOTES: Step Two: Reflective Summary of Teaching Practice Participating teachers will need to use results from all 3 modules: Context for Teaching, Initial Assessment of Teaching Practice, and Inquiry to complete this activity. Student work, focus student information, and entry level, progress monitoring, summative assessment results will be the evidence used for decision making in each of the four areas, questions 1-4. Remind participants this is still the Reflection stage of the PTRA Cycle. Step Three: Sharing Key Insights Discuss specific examples that illustrate the ways the results will be shared in your own program.

Integration of Knowledge “Thumbs Up, Thumbs Down”
Question #1: What have you learned about yourself? Observations and subsequent conversations with my support provider indicate that the new routines and procedures I have implemented are having effective results in overall student behavior. I feel very confident that I have created a climate that promotes fairness and respect. I believe my students feel very comfortable when they work together and I have a strong sense that group responsibility is also greatly improved on a daily basis. Thumbs Up: Good Example Thumbs Down: Bad Example TRAINER NOTES: Purpose: Participants will now apply what they have learned in this final module while designing appropriate responses to Self-Assessment (D-2). Show 2 examples of responses for each box. One will be inappropriate, one will be appropriate. Participants will show they agree it is appropriate with a display of “thumbs up” and that it is inappropriate with a display of “thumbs down.” Have a brief discussion as to the “why” of the decisions. Sample one = good Sample two = bad (no evidence “feelings” only)

Question #2: “What I learned about my students . . . My classroom is filled with a variety of instructional strategies and resources that respond to students’ diverse needs. Facilitating learning experiences that promote autonomy, interaction, and choice have become an important part of my planning. Consistently analyzing student assessments has provided me with the insight to understand that my English Learners are struggling with academic language. Reviewing these results and making immediate changes to better assist these students has shown me the power behind consistently using assessments to monitor throughout the lesson. Thumbs Up: Good Example Thumbs Down: Bad Example TRAINER NOTES: Purpose: Participants will now apply what they have learned in this final module while designing appropriate responses to Self-Assessment (D-2). Show 2 examples of responses for each box. One will be inappropriate, one will be appropriate. Participants will show they agree it is appropriate with a display of “thumbs up” and that it is inappropriate with a display of “thumbs down.” Have a brief discussion as to the “why” of the decisions. Sample one = good Sample two = bad (no evidence “feelings” only)

Question #3: Evidence illustrating change in teaching . . . The rubrics I created to assist students in their ability to self-assess have resulted in much higher scores when they complete a project turned in to me for a grade. They now understand what I am looking for and the grades for all students, including English Learners and those with an IEP, have increased by an average of 20 %. I now have confidence that my students are working at their highest ability level and that the grades they are receiving are indicative of their very best work. Students are putting much more effort into their daily assignments, their homework, and their test preparation. Thumbs Up: Good Example Thumbs Down: Bad Example TRAINER NOTES: Purpose: Participants will now apply what they have learned in this final module while designing appropriate responses to Self-Assessment (D-2). Show 2 examples of responses for each box. One will be inappropriate, one will be appropriate. Participants will show they agree it is appropriate with a display of “thumbs up” and that it is inappropriate with a display of “thumbs down.” Have a brief discussion as to the “why” of the decisions. Sample one = good Sample two = bad (no evidence “feelings” only)

Question #4: Focus for next year . . . Next year I plan to look for strategies that will engage my students in problem-solving, critical thinking, and other activities that will make the subject matter more meaningful to them. I plan to talk with colleagues regarding more ideas for group work that will involve high-level thinking projects. Next year I plan to talk to colleagues about new ideas, observe other teachers’ classrooms, and attend several conferences that have been highly recommended. I also plan to speak to our administration about the possibility of taking students on two very high-level field trips next year that were recommended by a colleague. Thumbs Up: Good Example Thumbs Down: Bad Example TRAINER’S NOTES: Purpose: Participants will now apply what they have learned in this final module while designing appropriate responses to Self-Assessment (D-2). Show 2 examples of responses for each box. One will be inappropriate, one will be appropriate. Participants will show they agree it is appropriate with a display of “thumbs up” and that it is inappropriate with a display of “thumbs down.” Have a brief discussion as to the “why” of the decisions. Sample one = good Sample two = bad (no evidence “feelings” only) Assign each table to write 2-3 additional “Appropriate” examples for one of the questions on D-2. (Table 1 will work with Question #1 “What have you learned about yourself as a teacher?” Table 2 will work with Question #2 “What have you learned about your students?”, etc.) Allow 5-10 minutes Have each table share at least one of their examples. Guide a discussion regarding if example is appropriate and if not, how to make it appropriate. This activity will bring closure to the module. The next slide will bring closure to the entire training.

Step One: Use Question Guide for reflection(D-1) Step Two: Create a written reflection (D-2) Step Three: Share key insights TRAINER NOTES: You Are Here: Step Three: Sharing key Insights You Are Here

Sharing Key Insights Step Three: Reflective Summary of Teaching Practice (D-2) Reconnect to Steps 1-3: Share examples of possible practices Table discussion Share whole group

Closure Trainer Notes: This is the conclusion for the fourth module: Summary of Teaching Practice

Mind Map Summary of Teaching Practice TRAINER NOTES:
Purpose: Provide participants with a visual representation of the training, with key terms, important learning points, and the connections between the two. Procedure: Participants will review the content of this module, list key concepts and make connections between the components and key ideas. The participants add key points and ideas from the module just completed and repeat this process after each subsequent module. Have participants locate their Mind Map in the participants manual. Model the use of the Mind Map by drawing the basic configuration and entering information in one or two bubbles. To avoid “stealing” potential answers , trainers may wish to model using a different topic (e.g. skills a support provider needs) . Participants complete their own Mind Map for Context for Teaching. After 5 minutes, ask participants to share their Mind Map with another person.

Partial Mind Map Model “mapping key concepts”
Participants continue individually Participants share with a person at another table Add new thoughts/ideas TRAINER NOTES: Purpose: The purpose is to have participants review content of this module, list key concepts, and make connections between the components and key ideas. The Partial Mind Map is given out at the end of the first Module. The participants add the key points and ideas from the Module that was just completed and repeat this after each ensuing Module. This provides participants with a visual representation of the training, with key terms, and important learning points and their connections. Have participants locate their Mind Map in their Participants Manual. This Mind Map will be used at the end of each Module Training. Model the use of the Mind Map. Using a Flip Chart, write Summary of Teaching Profession in one of the circles on the chart. Draw lines branching out from this core and draw a circle at the end of each line. (This will look like a wheel ) Within each circle write key concepts/ideas from Summary of Teaching Practice. Additional spokes/circles can then be connected to each of these key components/ideas. Participants will continue on their own. 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.

Reconnecting to FACT Context for Teaching
Initial Assessment of Teaching Practice Inquiry Summary of Teaching Practice Trainer Notes: Reconnect back to the big picture of FACT by briefly walking them through the intent of the modules: Context for teaching: 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 Teaching, 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 engage in Action Research. They 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, the Initial Assessment of Teaching Practice, the Self Assessment, and all completed Inquiries. Based on these results, teachers develop a plan for continued growth.

Completed Mind Map Review “Mind Map” for connections
Share map with a partner Share ideas with whole group TRAINER’S NOTES: Using the “Say Something” strategy from Structured Engagement Exercises in FACT Training Participants get into partners. Partners read their mind maps silently looking for connectedness When both are ready, they take turns “saying something” about what they noticed (The something may be a key point, insight, or a connection they made.) Partners repeat this process until they have shared all insights. Once all partners have finished, facilitate a group discussion.

Inquiry Step 1: Determine the Focus of Individual Induction Plan.

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Inquiry Step 1: Determine the Focus of Individual Induction Plan.

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