Adult Learning Theory 1 Skill Building Eight

Purpose  To raise our awareness of the variety of new teachers that we support  To examine assumptions about adult learners  To understand the ways in which adult learners engage in learning  To more effectively support participating teachers, based on Adult Learning Theory 2

Outcomes  Participants will have insight into assumptions about adult learners  Participants will increase their skills in supporting participating teachers as adult learners  Participating teachers will have a greater degree of engagement and learning through the Induction process 3

“Adults carry with them a different time perspective and set of experiences from that of children, which in turn produces a difference in the way adults approach learning.” Hal Porter Mentoring New Teachers (2003) 4

Adult Learner Assumptions  Read each assumption about adult learners and determine if it is true or false.  Share your responses with a partner.  Be prepared to discuss whole group. 5

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Ten Variables of Adult Learning Theory  Table groups will “jigsaw” the article “New Teachers as Adult Learners”.  Using the note-taking pages, group members will share the key ideas from each of the ten variables, at their table. 8

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Adult Learning Theory  Adults need to be validated for what they already know and do. 10

Adult Learning Theory  Adults experience a dip in their sense of self-efficacy when new skills, with new language, are introduced. 11

Adult Learning Theory  Adults are social beings and need opportunities to make personal adult connections and have congenial interactions with colleagues. 12

Adult Learning Theory  Adults value choice, freedom, and power. 13

Adult Learning Theory  Adults internalize and use strategies which they experience far better than they internalize strategies that they only hear about or read about. 14

Adult Learning Theory  Adults engage when they are asked what they would like to know about a topic. 15

Adult Learning Theory  Adults need to see and hear examples from classrooms similar to the ones in which they work. 16

Adult Learning Theory  Adults want to know why and how the mentor is qualified to lead their learning, and whether or not the leader has “walked the walk.” 17

Adult Learning Theory  Adults respond to humor! 18

Adult Learning Theory  Adults expect feedback on the work that they do. 19

Reflection As a result of your learning in this module, record personal implications, connections, insights, etc. 20

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23 Learning to Teach System Skill Building Three

24 Purpose To inform teachers about the current teacher credentialing structure for Multiple and Single Subject teachers

25 Outcomes Understand the Learning to Teach Continuum established by SB 2042 Familiarize participants with learning goals and assessment tools used for teachers working toward a preliminary credential Familiarize participants with learning goals and assessment tools used for teachers working toward a professional credential

26 California’s Learning to Teach System

27 Think, WRITE... What have you noticed about new teachers recently? In what ways may the Learning to Teach System impact the level of teacher quality? Pair, Share...

28 Teaching Performance Expectations Definition: Criteria by which Multiple Subject and Single Subject credential candidates are evaluated for recommendation for a preliminary teaching credential.

29 Teaching Performance Expectations Domain A Making Subject Matter Comprehensible Domain B Assessing Student Learning Domain C Engaging and Supporting Students in Learning Domain D Planning Instruction and Designing Learning Experiences for Students Domain E Creating and maintaining Effective Environments for Student Learning Domain F Developing as a Professional Educator

30 Domain A: MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments

31 Domain B: ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

32 Domain C: ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices Developmentally Appropriate Practices in Grades K-3 Developmentally Appropriate Practices in Grades 4-8 Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners

33 Domain D: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

34 Domain E: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

35 Domain F: DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

36 Teaching Performance Assessments (TPA) are directly linked to the Teaching Performance Expectations (TPE)

37 Teaching Performance Assessment Background 1998 Passage of SB Revision of teacher credentialing standards Development work on the TPA models present Implementation delayed due to state budget crisis and requests from the legislature and others 2006Implementation required by SB 1209 as of July 1, 2008 (Chap. 517, Stats. 2006)

38 Teaching Performance Assessment An assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).

39 Teaching Performance Assessment Measures aspects of the Teaching Performance Expectations (TPE) Used to provide formative feedback as well as a summative measure of teaching performance Embedded in teacher preparation experience

40 What are the Purposes of the Teaching Performance Assessment? To help teacher candidates grow as professionals To assure the education profession and the public that teachers meet high professional standards

41 Teaching Performance Assessment Models  Three approved models: CalTPA, PACT and FAST  All TPA models require Commission approval  Programs must implement an approved TPA model  All models contain tasks that candidates complete to demonstrate mastery of the Teaching Performance Expectations

42 Think, Write, Table Talk How could the information regarding participating teacher’s Teaching Performance Assessments provide a frame for a discussion with their Support Provider? Choose one idea to share out in the room after Table Talk time.

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Skill Building Four Guiding Standards for Teacher Preparation and Teacher Induction 45

46 PURPOSE To provide support providers a deeper examination of the Teacher Preparation Expectations (TPE), California Standards for the Teaching Profession (CSTP), and the Induction Standards and how they interconnect in the preparation of new teachers

47 OUTCOMES   Support providers will gain a deeper understanding of the interconnectedness between the teaching standards from pre- service to Induction   Support providers will understand how to facilitate new teacher growth through the lens of the TPE, CSTP, and the Induction Standards

Academic Content Standards  Teacher Preparation Teacher Performance Expectations Teacher Performance Expectations Standards of Quality and Effectiveness for Professional Teacher Preparation Programs Standards of Quality and Effectiveness for Professional Teacher Preparation Programs  Teacher Induction California Standards for the Teaching Profession Standards of Quality and Effectiveness for Professional Teacher Induction Programs 48

49 Continuum of Teaching Practice for California Teachers

Comparing Teaching Criteria  Teacher Preparation: Teaching Performance Expectations Teaching Performance Expectations(TPE)  Post-Teacher Preparation: California Standards for the Teaching Profession California Standards for the Teaching Profession(CSTP) 50

Comparing Teaching Criteria TPE Domain A: Making Subject Matter Comprehensible To Students TPE 1 Specific Pedagogical Skills for Subject Matter Instruction a) a) Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments b) b) Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments CSTP 3: Understanding and Organizing Subject Matter For Student Learning 3.1Demonstrating knowledge of subject matter and student development 3.2Organizing curriculum to support student understanding of subject matter 3.3Interrelating ideas and information within and across subject matter areas and... 51

Comparing Teaching Criteria TPE Domain B: Assessing Student Learning TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and Use of Assessments CSTP 5: Assessing Student Learning 5.1Establishing and communicating learning goals for all students 5.2Collecting and using multiple sources of information to assess student learning 5.3Involving and guiding all students in assessing their own learning and... 52

A Closer Look at the California Standards for the Teaching Profession (CSTP) 53

CSTP Definition: Definition: What teachers should know and be able to do What teachers should know and be able to do 54

The Six CSTP 1.Engaging and supporting all students in learning (TPE Domain C) 2.Creating and maintaining effective environments for student learning (TPE Domain E) 3.Understanding and organizing subject matter for student learning (TPE Domain A) 55

The Six CSTP 4.Planning instruction and designing learning experiences for all students (TPE Domain D) 5.Assessing students for learning (TPE Domain B) 6.Developing as a professional educator (TPE Domain F) 56

Four Ways to Use CSTP  To provide a common language to talk about classroom practice  To help identify areas of strength and areas for professional growth  To guide the design and implementation of professional development experiences  To link teacher preparation with induction and ongoing professional development 57

Induction Standards 5 & 6

Implications for Support Academic Content Standards  Support Providers need to be aware of Participating Teacher’s Content Standards (Grade Level/Content Area) 59

Implications for Support California Standards for the Teaching Profession (CSTP) Support Providers assist and observe teachers using the CSTP as the measure of their practice. 60

[from the User’s Guide]

Understanding Evidence vs. Opinion Skill Building 14

Purposes Differentiate between evidence and opinion Align evidence collection to the California Standards for the Teaching Profession and Induction Standards Demonstrate the value and power of observing the practice of a classroom teacher

Outcomes Participants will gain an understanding about the importance of evidence during an observation Participants will deepen their understanding of the California Standards for the Teaching Profession and the Induction Standards Support provider will develop skills in collecting observation evidence

Evidence vs. Opinion Observable Not influenced by observer’s perspective Free of evaluative words No conclusions drawn Makes inferences Depends on observer’s perspective Includes evaluative words Draws conclusions

Types of Observation Evidence Verbatim scripting - teacher or student Observed behavior - teacher or student Numeric information Observed aspect of the environment Teacher movement in the room Seating chart Start/stop times for activities and transition

In what ways will gathering evidence enhance PT/SP relationships and provide PTs with information that will guide their teaching practice? Think … write … share…

Sources of Evidence Lesson Plans Observations Student Work Reflection - Written and Conversation

Practice Collect evidence of the PT’s teaching practice for: CSTP 1 – 5 Induction Standards 5 and 6

Induction Standards Standard 5: Pedagogy Standard 6: Universal Access: Equity for All Students a. Teaching English Learners b. Teaching Special Populations

Self Assessment Toolkit [from the User’s Guide]

UNDERSTANDING NEW TEACHER ASSESSMENT FORMATIVE VS. SUMMATIVE Skill Building 7 102

Purpose  To identify the essential characteristics of formative assessment  To understand the role of formative assessment within BTSA Induction. 103

Outcome  Clarify the BTSA approach to formative assessment and its essential characteristics.  Invite participants to consider the role of formative assessment within a comprehensive system of support and assessment.  Invite participants to reflect upon what they already know about assessment strategies and the role of assessment within the context of good classroom teaching. 104

Formative Assessment The performance of a learner collected over time and compared to set criteria. 105

Summative Assessment The performance of a learner summarized at one point in time, usually with a final conclusion drawn. 106

Formative Assessment for Teachers  Focuses new teacher professional growth  Guides support provider work  Generates evidence for credentialing requirements (Induction Standards) 107

Formative Assessment in BTSA Involves new teachers and support providers in continuous reflection and discussion of evidence in order to make professional judgments about their professional practice. 108

Formative Assessment in BTSA Includes all elements of thoughtful practice:  Inquiry  Reflection  Observation  Goal-setting 109

Why Formative Assessment?  To focus and direct the participating teacher’s growth  To guide the work of the support provider  To establish professional norms of inquiry into, and reflection upon, practice  To reinforce the key role of assessment in developing effective instructional practices 110

Site Administrator & Participating Teacher Interactions As a group generate types of interactions Site Administrators might have with their participating teachers…. Discuss the difference between evaluation and credentialing…. 111

Support Provider/Participating Teacher Trust Communication between the Participating Teacher and the Support Provider is strictly confidential. 112

Read Article  “The Role of Formative Assessment in Induction Programs” by Kendyll Stansbury  Highlight key points 113

Article Reflection  What new insights were generated after reading this article?  How/why is formative assessment valuable to the participating teacher?  How is evidence based support more powerful than general support?  How could site administrators foster a supportive relationship with support providers? 114

Reflection  Using the “Round the Room and Back Again” strategy have participants debrief the importance of this activity. 115

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