Collaboration Workshop December 9, 2013

Collaboration Workshop December 9, 2013
This module is designed to provide information regarding the development of the inquiry question. Participants will learn characteristics of a well developed question. They will have the opportunity to practice identifying a well developed inquiry questions and facilitating the inquiry question conversation . Michelle Geis Quynh Vu Wagoner

Procedures and Routines
Drop in Reading Think Pair Share Numbered Heads - Number off #1-4 Random calling (card/equity sticks/Name Selector)

Objective Teachers will:
Gain an overview understanding of the Inquiry process (Module C) Be able to write a compelling inquiry question Complete draft of IIP Cells #1-4

Inquiry Focus Module A *A-1 thru A-6 (CSDC Information Collection)
*Module A Conversations: A: 7.1 &7.2 Module B *Teacher Prep Alignment Chart: B 1.2 *K-W-O: B-2 *Informal Observation (Information Collection) *Module Post Observation Reflection: B-4 Assessment Toolbox CTD E- 2.5, 2.6a, 2b Conversations Inquiry Focus

Components of Inquiry (Module C)
Determine Inquiry Focus Create Action Plan and complete research Write Lesson plan (5-10 days) Must Include Essential Component for Instruction Entry Level, progress monitoring, summative assessments CELDT, Accommodations and Modifications Technology SP Observes lesson with differentiation De-brief Lesson and Analyze Student Work Reflection

I P FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guides INITIAL ASSESSMENT OF TEACHING PRACTICE Teacher Preparation Information CA Standards for the Teaching Profession and Induction Standards-Based Informal Classroom Observation Assessment Toolbox / Reflective Conversation INQUIRY Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection I P TRAINER NOTES: How many modules make up FACT Module A – TPS – Context for Teaching (next slide) Module B – TPS – Initial Assessment of Teaching practice Moving into Module C-Inquiry Assessment Toolbox / Reflective Conversation SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Summary of Teaching Practice -Module D 6

Standard 5—Pedagogy (E-5)
Use and interpret student assessment data from multiple measures for entry-level, progress-monitoring, and summative assessments to inform instruction. Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.

Standard 5—Pedagogy (cont’d)
Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver instruction. Enable students to use technology to advance their learning.

Teacher vs. Teacher Researcher
How does being a teacher researcher support growth in your teaching practice? Teacher Researcher Teacher *Intentionally asks questions about teaching and learning *Asks questions about teaching and learning *Organizes and collects information *Collects information about students *Focuses on a specific area of inquiry *Engages in reflection *Often feels overwhelmed and/or isolated *Benefits from ongoing collaboration and support of critical friends

It All Begins with a Question
Always the more beautiful answer who asks the more beautiful questions. -e.e.cummings This particular quote sums up how important the inquiry question is to the quality of the inquiry in terms of impact on the new teacher’s practice. It is a way to introduce the importance of the question and the role it plays in the inquiry.

Compelling Inquiry Questions Are…
Grounded in a specific teaching context Personally engaging for the researcher Richly generative Open-ended Specific and tangible Concerned with the student(s) Focused on improvement of practice Grounded in a specific teaching context Based on prior work (Module A and B) Explored with your students in the context of your classroom Personally engaging for the researcher Meaningful to you Serves an authentic need in the context of you own classroom Richly generative Leads to further questions (greater depth over time) Allows for possibilities that the researcher hasn’t imagined to emerge Example: Open-ended Answered by descriptors and observations Key words are: “how” or “what” Teacher researcher describes the process and changes that emerege Specific and tangible Many teachers reject or broaden first question believing they are not worthy. Go with gut Start with student need. The more specific the teacher is, the easier it is to develop research procedures Concerned with the student(s) Heart of inquiry question is student learning and Focused on improvement of the teacher’s practice

Developing A Focus Question
→ 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 six weeks 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 This is a great time to reconnect to the Skill Building activity: Skills for Formulating an Action Research Question/Inquiry. 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…) Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 12 12

Inquiry Question Quiz Individually complete quiz.
With a partner, discuss answers.

Challenges in the Development of the Inquiry Question
The question is too broad Participating teachers may have difficulty articulating what they really mean Year 1 participating teacher question may look very different than a Year 2 participating teacher question This slide sets the stage for the potential challenges that can occur during the process of developing an inquiry question. Each of these points will be explained in detail on the following three slides.

The Question is Too Broad… Evolution of An Inquiry Focus
1st “How can I use conferencing to improve the English speaking, reading, listening and writing skills of my EL students?” led to… 2nd “How can conferencing improve reading and writing skills of my EL students?” led to… 3rd “How can I use conferencing to increase writing skills among my EL students?” With an elbow partner have support providers discuss what they notice about the evolution of this particular question and any thoughts they might have regarding the progression of the question. In whole group setting discuss some of the observations brought forward from the support providers. Remind participants that a compelling question is specific and a too broad question would hinder the quality and effectiveness of th einquiry . Remind participants that many teachers reject their first questions or needlessly broaden them. They don’t always believe that their concerns are worthy of study. For too long educational research has tried to answer big questions with short-term, large-scale questions that ignore the complexity of teacher and student interactions. The more specific the teacher is, the easier to develop research procedures Explain how this particular teacher developed the first question as her question for her inquiry. She began the inquiry and realized how big her question was and revised it to the second bullet. Then she spend more time on the inquiry and realized what she really wanted to focus on was the third and final question. It was a process of discovery for this teacher. She initially thought she could do everything she wrote in her first question, but once she started the process she quickly realized her question was too broad and unmanageable.

Participating Teachers May Have Difficulty Articulating What They Really Mean
1st “How can I improve my students mathematical test scores?” led to… 2nd “How can I help my students use the resources (i.e. class notes, quizzes, text) available to them to help them better prepare for their math tests?” It can be difficult for new teachers to be able to articulate what they really want their inquiry focus to be and many times their first question does not address their true concerns and that is why the role of the support provider as the facilitator is critical in guiding the new teacher to a well-developed inquiry question. This particular teacher was an 11th grade math teacher. She had a discussion with her support provider about her first question. The new teacher knew the first question didn’t address her concerns, but was at a loss as to how to formulate the question she wanted. The support provider began by asking her questions. The support provider listened for key words that might help flesh out what the new teacher really was after. Through the facilitated discussion it was discovered that the new teacher really wanted her students to learn how to use resources available to them such as; previous tests and quizzes, class notes, text and anything else available to them. The new teacher felt that the students relied too heavily on her for test preparation and she was concerned with her students only two years away from college. It finally became clear through the discussion that the new teacher wanted to identify how she could help her students move into being more independent in their own preparation for tests. Explain that this realization for the new teacher could not have occurred if the support provider had not persisted in asking questions, listening for keys words and clarifying what the new teacher was sharing.

Year 1 Participating Teacher Question Looks Very Different Than a Year 2 Participating Teacher Question Year 1 participating teacher questions often center around organization, management and student behavior. Year 2 participating teacher questions should focus more specifically on access to content, pedagogy (UA), and assessment. Year 1 teachers are working on understanding the dynamics of their classroom. How do they organize for success? How do they put into place procedures and routines that support the learning of their students? How do they establish a climate of respect – teacher to student, student to teacher, and student to student? Whereas, year 2 teachers refine the above questions in year 2 and really begin to examine content, pedagogy, assessment and the implications for student learning. With this in mind, the questions generated from these two groups of teachers will look different and will focus on the teachers developmental understanding and needs as a new teacher.

An Inquiry Question should be Compelling…
“If you don’t know where you are going then any road will do.” An inquiry question should breathe life into the area-of-focus statement and help provide a focus for the data collection plan. The inquiry question should help validate that the teacher has a workable way to proceed with his/her action plan. Review what the statement “If you don’t know where you are going then any road will do” means to the support providers. Discuss the importance of having a clearly develop question and its relationship to the success of the inquiry. Discuss the other two bullets in regards to the development of a compelling question preparing your support providers for the next activity

How can I use assessments to help my students?
Table Talk In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question) Re-write the question and be prepared to share How can I use assessments to help my students? Measureable outcomes Progress monitoring…formal/informal prior knowledge How-purpose of assessment

Standard 5--Pedagogy Use and interpret student assessment data from multiple measures for entry-level, progress-monitoring, and summative assessments to inform instruction. Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being. Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver instruction. Enable students to use technology to advance their learning.

How can I maximize instructional time?
Table Talk In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question) Re-write the question and be prepared to share How can I maximize instructional time? Measureable outcomes Progress monitoring…formal/informal prior knowledge How-purpose of assessment

Inquiry Question Quiz Individually complete quiz.
With a partner, discuss answers. Choose two non-compelling questions and revise.

C-1 (Individual Induction Plan)
Cell #1 Determine Area of Focus (Revisit E-documents) Cell #2 Develop Focus Question Cell #3 Determine CSTP Elements (no more than 3) Cell #4 Identify Measureable Outcomes for Student Learning Identify related Induction Standard component

Revisit E-2.5 IIP-CELL #1 Groups of 3-4 PTs
Reflect on your Self-Assessment Share One area of strength One area where you would like to focus this year (Standard 5) IIP-CELL #1

Inquiry Focus Areas (Cell #1)
7-12 Classroom Management/ Routines & Procedures Checking for Understanding Gradual Release of Responsibility Thinking Maps EL Strategies Strategies to support the implementation of Common Core

Induction Standard 5 Based on your chosen area of focus, determine the specific focus within Standard 5 that will be addressed. Refer to E-2.5.

IIP-CELL #2 Guided Practice
Individually develop a possible inquiry question (based on focus area/self-assessment) Share the question with your group Group analyzes question and discusses the components of a compelling question Group works together to re-write/refine question if necessary IIP-CELL #2

Cell 3 Identify 1-2 CSTP elements that will be addressed through your Inquiry question. Use CSTPs Placemat or E-2.1 to determine CSTP element(s). Refer to Sample IIP.

How can I maximize instructional time?
Table Talk Based on your previous revision of this question, refer to E-2.1 to determine the CSTP element(s) that this question addresses. How can I maximize instructional time? Measureable outcomes Progress monitoring…formal/informal prior knowledge How-purpose of assessment

Cell 4 Identify the anticipated, measurable outcomes for student learning. Be specific (use numbers, percentages, figures, etc) Refer to Sample IIP.

Step 2: Developing the Action Plan
Step 2: Developing the Action Plan Individual Induction Plan (C-1, Cells 5-8) Activity 3 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. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 33 33

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. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 34 34

Developing the Action Plan
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 in their participant’s manual. 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. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 35 35

Developing the Action Plan – Cells 5 - 7
(Cell 5) Insert dates– “When action was taken.” (Cell 6) Research Cycle #1– “Steps taken to gain new knowledge:” Consulting Colleagues Observing Classrooms Professional Journals Internet Research Research Cycle #2– “Steps taken to gain new knowledge:” This cycle should be a shared experience with your Support Provider Co-plan/co-teach Support Provider Demo lesson PT Application of Research with SP feedback (lesson observation outside of required Inquiry observation) Classroom Observations with SP and De-Brief (lesson should target PT’s Inquiry focus) 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. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 36 36

Developing the Action Plan – Cell 7 and Cell 8
(Cell 7) Application- Record how the new knowledge was implemented (state each action taken) Be sure to include specifically how knowledge was implemented with students Must include Initial Implementation and at least one “Re-visit” for EACH Research Cycle (Cell 8) Results—Record the impact on teaching/student achievement Use numbers/percentages when possible Must include Initial Implementation and Re-visit data Example: (Cell 8) “18 of 31 students were able to produce a visual representation of story and summary with key points.” 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. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Inquiry Module C 37 37

Objective Teachers will:
Gain an overview understanding of the Inquiry process (Module C) Be able to write a compelling inquiry question Complete draft of IIP Cells #1-4

The purpose of _________ is ________.
______ is essential because __________. A question we still have regarding _____ is __________.

Ticket Out the Door Draft of IIP Cells #1-4 Workshop Evaluation
Table of Contents—to be distributed in January

Collaboration Workshop December 9, 2013

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