1. A teacher affects eternity; he can never tell where his influence stops. - Henry Adams A teacher affects eternity; he can never tell where his influence stops. - Henry Adams 2 Local District 7 BTSA Year 1 Collegial Support Seminar WELCOME!

3. Agenda Support Provider/PT Joint Seminar Group Norms Individual Learning Plan (IIP) Lesson Essential Elements Engaging Students Using Cooperative Learning SP/PT Work Time Things To Do Don’t forget to get your attendance verification form before you leave.

4. Group norms Listen as others speak Be an active participant Respect others ideas Leave negative emotions at the door Behave in a professional manner No side conversations

5. F.A.C.T. Formative Assessment for California Teachers Inquiry

6. CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guides ASSESSMENT OF TEACHING PRACTICE Teacher Preparation Information CA Standards for the Teaching Profession and Induction Standards-Based Informal Classroom Observation Reflective Conversation SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Assessment IIPIIP INQUIRY—Pedagogy Inquiry Focus Action Plan Essential Component for Instruction Entry Level Assessment Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Year 1

7. Inquiry What: An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice. How: Use the IIP to: –Guide you through the steps of the inquiry –Provide a framework for documenting your work as you complete each step

8. Inquiry Documents Individual Induction Plan (3.2) Essential Components for Instruction (3.3) Entry Level Assessment (3.4) Focus Student Selection (3.5) Lesson Plan Template (3.6) Observations (3.7) Post-Observation Reflection (3.8) Summative Assessment Parts 1 & 2 (3.9) Analysis of Student Work (3.10) Reflective Conversation Record (3.11) 8

9. Determining the Focus of the Inquiry (IIP Cells 1-4) The Induction Standard is predetermined for the Inquiry-Pedagogy Based on evidence gathered in CFT/ATP, what is an authentic question that you have about your teaching practice as it relates to the Induction Standard under consideration? What area of the CSTP does this connect to?

11. “ ” is the center of Inquiry I explore my teaching as the subject & object of the research. I am asking a real question about a real issue and I am hoping to move towards an increased understanding of my teaching practice and possible solution of the issue. I am starting from where I am.

12. Compelling Inquiry Questions Are… Grounded in a specific teaching context Are open-ended rather than yes/no Ask a question that you don’t know (do not research to confirm a strategy that you already think is good or bad) Are specific and tangible (4-6 week lesson series) Focused on improvement of practice

13. A teacher may think… My students are very talkative. They seem to have a need to be very sociable. I need to keep them focused on what we are learning. “How can I use my children’s social skills to enhance their learning and instruction at the same time?”

14. The Question is Too Broad… Evolution of an Inquiry “How can I use conferencing to improve the English speaking, reading, listening and writing skills of my ESL students? Led to 2 nd try: “How can conferencing improve reading and writing skills of my ESL students?” 3 rd try: “How can conferencing improve the writing skills of my ESL students?”

15. A Compelling Question Read and review the inquiry questions Mark the compelling questions

16. Compelling Questions 1. What instructional strategies can I use to engage quiet or verbally non-participatory students? 4. How can I structure partner and group interaction to improve my students’ mathematical academic language and understanding? 5. How can I use technology to increase science interest and academic achievement in my female students? 6. What is the impact of explicitly teaching questioning strategies to improve reading comprehension? 8. Using a collaborative learning environment, how do I facilitate academic talk during shared reading? 9. What literacy strategies can I teach to achieve the appropriate grade-level results of successful writers in my EL class?

17. Choosing a Focus Question In your binder, read pg. 1.5 Pedagogy Look over your DOP behind Tab 2 In which CSTP element(s) do you need to improve (focus pedagogy)? Discuss with you SP or elbow partner

18. CSTP Questions Take out your CSTP booklet or handout Look at the CSTP questions to help you frame your question –Note: some of the questions listed will need to be narrowed Use the blank form to brainstorm and draft 2-3 questions

19. Are your questions compelling? Grounded in a specific teaching context Are open-ended rather than yes/no Ask a question that you don’t know (do not research to confirm a strategy that you already think is good or bad) Are specific and tangible (4-6 week lesson series) Focused on improvement of practice

20. Sample IIP Look at Annie Wonderful’s IIP  Focus of Inquiry Cells 1-4  Action Plan Cells 5-7 Describe research Tell how research was implemented  Reflection/Application Cells 8-9 Include data results

21. Essential Components for Instruction  Read your assigned section of the Essential Components for Instruction (3.3) –Assessment & Application of Research –Accommodations/Modifications –Learning Environment –Materials and Resources  Highlight the key instructional elements on the left  Does Annie Wonderful fulfill the required elements?  Each group share requirements and answer to the question. 21

22. Preparing for Instruction Entry Level Assessment Resource/Reflection (3.4) What is an Entry-Level Assessment? –How ready is a student to access the content you’ll be teaching? With your elbow partner: –Brainstorm ideas about pre-assessments you might use –Discuss what the pre-assessment must do and how is it connected to the focus question and summative assessment? 22

23. 23 Preparing for Instruction Locate the Focus Student Selection (3.5) 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)

24. Next Steps For the next 4-6 weeks continue to work on your Inquiry (lesson series- all of Tab 3) with your support provider Cells 1-4 will need to be submitted before the end of February to get approval Go to the BTSA website to take the Local Survey

25. Cooperative Learning Engaging Students Take a look at the cooperative learning handout Put a check next to the ones that you have used in your instruction Put a star next to the one that you will try this month

26. Cooperative Learning Think-Pair-Share Jigsaw Standup-Handup-Pairup Inside-Outside Circle

27. Think-Pair-Share Students think about a question or idea then select another student with whom to share –Elbow partner –Face partner

28. Jigsaw Each student on the team is given a different poem or section to read and analyze, then use roundrobin to teacher others in the group what they have learned Each team is given a different number (1- 4); move to numbered group to become an expert; returns to the team to teach their team members

29. Standup-Handup-Pairup  Students stand up, put their hands up, and quickly find a partner with whom to share or discuss

30. Inside-Outside Circle Students form two circles, one inside the other Teacher reads a prompt or question Students standing across discuss with partner Teacher tells students in the inside circle to move one person to the right Teacher reads a prompt or question Students move to the right and the process continues

31. SP/PT Partner Time 19 1.Work with your support provider to develop your IIP and Essential Components for your Inquiry 2.Come back to the large room during the final 10 minutes of the support seminar

32. Things I Need To Do: Upload IIP cells 1-4 on the BTSA website Take the LAUSD survey this week Take the State Survey on March 15 th - www.btsa.ca.govwww.btsa.ca.gov With your support provider, complete the IIP/Inquiry (all activities behind tab 3) and bring it to the 3 rd Support Seminar for review – ECO Tab 3 due end of February Sign-up and attend Year 1 Advisement Session (BTSA Website) Check the BTSA website and your LAUSD email weekly for updates. Upload IIP cells 1-4 on the BTSA website Take the LAUSD survey this week Take the State Survey on March 15 th - www.btsa.ca.govwww.btsa.ca.gov With your support provider, complete the IIP/Inquiry (all activities behind tab 3) and bring it to the 3 rd Support Seminar for review – ECO Tab 3 due end of February Sign-up and attend Year 1 Advisement Session (BTSA Website) Check the BTSA website and your LAUSD email weekly for updates. 22

33. Don’t forget to pick up your verification of attendance The next FACT Work Time is Feb. 25, 2010 Register for the Advisement Session Go on-line and take the LAUSD survey today and on the State website in March