1. LAUSD BTSA Induction FACT Day 1 Training Part B

2. FACT K-W-L Think about what you KNOW so far about FACT What do you WANT to know about FACT? Keep a list of what you have learned…

3. 3 Disneyland Partners Make “appointments” with four people who are not sitting near you Find a partner for each of the following: Main Street USA Partner Frontierland Partner Adventureland Partner Tomorrowland Partner Exchange (and write down!) names for each appointment

4. 4 Informal Classroom Observation

5. 5 Pre-Observation Conversation Work with your “Adventureland Partner” to list the items a Support Provider might discuss with a Participating Teacher during the pre-observation conference.

6. 6 Informal Classroom Observation Observation Tools Continue with your “Adventureland Partner” Compare Informal Classroom Observation Tools 2.7 and 2.8 Identify the types of information documented on each tool.

7. 7 Informal Classroom Observation #1 Observation Practice Using Informal Classroom Observation Tool 2.7 or 2.8, prepare to observe a lesson Remember to record all “evidence” observed during the lesson using the CSTPs

8. 8 Informal Classroom Observation #1 Practice Observation Debrief Find your “Main Street USA Partner”. Share samples of evidence collected for the CSTP Did you have anything written that might be an opinion? If so, how could it be written as evidence? What if there is no evidence for a standard?

9. 9 Post-Observation Reflection (2.9) The Post Observation Reflection (2.9) guides support providers to: Help PT make connections to the needs they identified on the K-W-O Discuss evidence and insights related to student learning Identify participants’ areas of strength and growth related to the CSTP and Induction Standards in preparation for completing the Description of Practice (DOP)

10. Informal Classroom Observation #1 Post-Observation Model Continue with your “Main Street USA Partner” Decide who will be “A” and who will be “B” “A” will listen for how the SP uses evidence to move the conversation “B” will listen for how the SP uses language (paraphrasing, pausing, etc.) to guide the PT’s thinking Jot down notes while you observe and discuss

11. Induction T-Chart Each group will be assigned a different Induction Standard Create a T-Chart to show: Gallery Walk What should Teachers say/do to demonstrate how they meet this standard? What should students say/do to demonstrate that the instruction is meeting the standard?

12. 12 Observation Practice Using Informal Classroom Observation Tool 2.7 or 2.8, prepare to observe a lesson Remember to record all “evidence” observed during the lesson using: Induction Standards Informal Classroom Observation #2

13. 13 Post-Observation Role Play Prep Individually, review your notes from your observation of Michael’s lesson Generate some questions and prompts that would help Michael think more deeply about his practice, student learning, and/or next steps in his classroom. Informal Classroom Observation #2

14. 14 Post-Observation Role Play Find your “Frontierland Partner” Role play a conversation where one partner is the Support Provider and the other partner is Michael Share the evidence collected for the Induction Standards Use the questions/prompts you generated to guide the role play conversation Informal Classroom Observation #2

15. 15 Informal Classroom Observation #2 DEBRIEF: How will you prepare for the Post- Observation conversation? How would preparation for this conversation help to make it a richer conversation that will result in learning? What types of questions promoted thinking as you role played this discussion?

16. 16 Marking the DOP Review the Description of Practice (2.10—DOP) Review the wording in each of the categories How are they different from one column to the next? Highlight key descriptors in each column that define the level of practice

17. 17 Marking the DOP Look at CSTP #1 Underline the words on each element that you believe describe Michael’s level of practice in that area, based on your observation notes Note that for this example, your evidence is based solely on the Observation (CO), however in “real life”, you might cite several sources of evidence Refer to the bottom of the DOP for abbreviations of various sources of evidence Find your “Tomorrowland Partner” and compare your markings on the DOP

18. 18 Marking the DOP How do you work with your PT to identify their level of practice? What is the value of citing that evidence?

19. 19 Conversation Guide: CSDC and Pedagogy Read the discussion prompts on the Conversation Guide: CSDC & Pedagogy (2.11) Highlight the key words from each prompt Discuss one prompt that you believe will lead to a powerful conversation with participating teachers

20. 20 Using the Conversation Guides Review assigned document School and District Information/Resources (2.12) Home/School Communication (2.13) Site Orientation Checklist (2.14) Community Map (2.15) Discuss and record what to do in advance Share out responses

21. Steps to Completion As a group, help your colleagues to plan the steps to completing the CFT/ATP

22. What’s Next? FACT Day 2 Training, which will cover: Pedagogy Inquiry Self-Selected Inquiries Summary of Teaching Practice You should have all components covered in the Day 1 training completed by the end of Fall semester! 22

23. Questions?