1.  What do we want in the field?  Support – how much additional support do we have to provide at the district level in order for the new teacher to be successful in the profession (program completion vs. certification)  Performance = Credibility (of assessment instrument); bottom line is student learning – how has the instrument shown increases in student learning  Can whatever you do be sustained?  What do you need from the district for your assessment selection to work? What is the expectation of the supervising teacher? How do video samples impact district policy?

2.  How can what is done with selected assessment be translated into ongoing assessment of new teachers (e.g, the district evaluation process for new teachers)? Help with district evaluation and reflective process – what pieces can be translated to district processes?  How does the assessment selected help transform an educational systems that has inherent flaws? Are we perpetuating a broken system?  How does the underlying vision of teaching align with districts’ vision of teaching? Warrants conversation with district on assessment components and rubrics.

3.  Data provided (context for learning, planning instruction & assessment, instructing students and supporting learning, assessing student learning, reflection on teaching & learning) which attests to what we believe is important to teaching and learning;  How do we work with pre-service teachers to have them prepared to work with students in the information age and the flattened world? How does the assessment show this to be an important aspect?

4.  Cluster placement leads to collaboration  Cultural Context - Urban experience  UTP or other screening instruments in use by districts  Common language and making meaning makes common sense  It’s a trust relationship  Let’s just talk