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MODULE C

Inquiry . MODULE C. You Are Here. Context for Teaching Initial Assessment of Teaching Practice Inquiry Summary of Teaching Practice (April BTSA Meeting). You are here!. Inquiry. What:

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MODULE C

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  1. Inquiry MODULE C

  2. You Are Here • Context for Teaching • Initial Assessment of Teaching Practice • Inquiry • Summary of Teaching Practice (April BTSA Meeting) You are here!

  3. Inquiry What: An inquiry is a structured series of teaching activities over the course of 6 to 8 weeks in which a teacher explores a specific aspect of teaching practice. 3

  4. Inquiry • Why: • An inquiry can serve as the analysis of current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement. • BTSA’s goal is to promote an Inquiry process that addresses an issue that is of significant, personal, or professional importance to the participating teacher. 4 4 4

  5. Inquiry • How • Gather information about your practice • Identify an area of focus/goal • Research information related to the goal • Develop and implement an action plan • Reflect on collected evidence • Apply new learning to future practice

  6. Plan Teach Apply Reflect 6 6

  7. Inquiry: Purpose Statement • Read and highlight key points in the purpose statement for the Inquiry • Share insights at table 7 7

  8. Understanding the Big Picture PT/SP-Jan. 12th Step One: Determine the Focus of the Inquiry Step Two:Develop theAction Plan Step Three:Prepare forInstruction Step Four:ObservationandAnalysis of Student Work Step Five:SummativeAssessment Step Six:ReflectionandApplication SP Only Feb. 2nd SP Only March 2nd PT/SP-April 6th

  9. Inquiry Concepts • The Individual Induction Plan (IIP, C-1) is the foundation for your Inquiry, and is updated regularly throughout the Inquiry process. • The Inquiry is individualized and relevant to your classroom. The information gathered in Context for Teaching (Module A), combined with the Initial Assessment of Teaching Practice (Module B), along with your principal’s evaluation informs the design of your Inquiry Area of Focus & Focus Question. 9 9

  10. Revisiting the Big Picture You are here! Step One: Determine the Focus of the Inquiry Step Two:Develop theAction Plan Step Three:Prepare forInstruction Step Four:ObservationandAnalysis of Student Work Step Five:SummativeAssessment Step Six:ReflectionandApplication 10

  11. Step 1: Determine the Focus of the Inquiry Step 1: Determining the Focus of the Inquiry Individual Induction Plan (C-1, Cells 1 – 4) Blank “Draft” IIP and Sample IIP forms are on the tables

  12. Connecting Big Picture to IIP (C-1) • Select Induction Standards to be addressed • Cells 1 – 4: “Plan” phase • Determine a Focus question • Identify CSTP elements to be addressed • Anticipate outcomes for student learning • Cells 5 – 8: “Plan/Teach” phase • Document research and create an action plan • Apply the learning to classroom practice • Determine results • Cell 9: “Reflect” phase • Reflect on the teaching plan, student work, and observation results • Examine the impact on student achievement • Cell 10: “Apply” phase • Describe the application to future practice • Consider implications for a future focus question 12

  13. Determine Focus of Inquiry • Read and highlight the key points in “Step One: “Determine the Focus of the Inquiry” directions. • PT/SP teams talk about the key points of “Step One.” • Share out key points of step 1, questions, or concerns, to the table group.

  14. Induction Standard Identification • Jigsaw: • Number off from 5, 6, 6a, and 6b at each table and independently read: • IIP - Induction Standard box….. • Which Induction Standard(s) will be addressed? (Identify the specific • focus within the standard) • Induction Standard corresponding to your number (ie: #5 reads Standard 5) Determine Focus of Inquiry

  15. Table Talk: • Starting with Standard 5, share the primary focus of your standard • Referring to the Induction Standard box, share an example of what you (PT) might write based on your self-assessment data • Standard 6a, “Understanding how CELDT data guides instructional decisions” • Continue with all Induction Standards • Refer to Focus Area Chart as a guide Determine Focus of Inquiry

  16. Draft IIP - Induction Standard Box With your Support Provider: • Using your own specific context and the sample as a guide, begin to formulate a focus sentence for each Induction Standard. You may find that you can blend more than one standard into a focus sentence. • Refer to the IIP sample. 16

  17. Sample Induction Standards

  18. Preparing to Complete Cell 1: • Review your evidence : • A-Context for Teaching • B-Initial Assessment of Teaching Practice • Principal Evaluation • Reflective Conversation Record (E-3) - Identify strengths/focus areas Determine Area of Focus

  19. Individual Induction Plan, Form A • Talk with your SP about what you might identify as an area of focus in Cell-1 on the IIP (C-1)? • Write the focus area for the Induction Standards on your draft IIP • Share out at table • Questions? Determine Focus of Inquiry

  20. Determine Focus of Inquiry - Cell 1 Sample 20

  21. Developing a Focus Question Cell-2 • With a partner, review the sample focus questions in Module C, Step 1 → 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 at least 2 months • Question is directly related to the Focus Areas in Cell 1 21

  22. Developing a Focus Question Cell-2 The CSTP questions may be used to help write a strong focus question for Inquiry. The Induction Standards and CSTP are very closely aligned. Refer to the questions located on pages 24-29 in the CSTP booklet in your “Other” tab. Discuss: How might these questions be used to assist in the development of an Inquiry focus question? 22

  23. Determine Focus of Inquiry - Cell 2 Sample 23

  24. Note: Focus questions need to be deep enough to sustain a 6-8 week investigation. Questions with a “yes” or “no” answer will not work. • With a partner: Read the sample focus questions in your participant’s packet. • Use a (+) to indicate a strong focus question. • Use a (–) to indicate a weak focus question. • Discuss how the weak questions could be rewritten as stronger focus questions. Determine a Focus Question Quiz 24

  25. Individual Induction Plan, Cells 2-4 Practice • Using your draft IIP, review your Area of Focus (Cell-1) and write a strong Focus Question (Cell-2). • Using your Focus Question, identify all CSTP Elements (Cell-3) that will be addressed during the course of the Inquiry. For now, you can put the element numbers. On your final IIP you will write them out. • Using your draft IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell-4). • SP/PTs review individual IIPs. Verify a connection between Cells 1-4. Identify anything you might change.

  26. Determine Focus of Inquiry - Cells 3- 4 26

  27. 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!

  28. Step 2: Developing the Action Plan Step 2: Developing the Action PlanIndividual Induction Plan (C-1, Cells 5-8)

  29. 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.

  30. Developing the Action Plan – Cells 5 - 7 • With a partner, review IIP Cells 5-7 • Using the back of your draft IIP, brainstorm possible research actions you might take. As you begin your action plan: • (Cell 5) Insert dates– “When action was taken.” • (Cell 6) Research conducted– “Steps taken to gain new knowledge:”  Consulting Colleagues  Observing Classrooms  Professional Journals  Internet Research • (Cell 7) Application- Record how the new knowledge was implemented (state each action taken).

  31. Developing the Action Plan – Cell 8 • Review IIP Cell 8 • As you implement your Action Plan, you will record the results of the actions taken: • Example: (Cell 8) “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.”

  32. Developing the Action Plan Review Activity: • Stand and find a partner from another table • Using the practice IIP, C-1: • Partner X shares the purpose of Cells 1-4 • Partner Y shares the purpose of Cells 5-8

  33. Understanding the Big Picture Step One: Determine the Focus of the Inquiry Step Two:Develop theAction Plan Step Three:Prepare forInstruction Step Four:ObservationandAnalysis of Student Work Step Five:SummativeAssessment Step Six:ReflectionandApplication SP Only - Feb. 2nd SP Only - March 2nd PT/SP-April 6th Handout: Overview of the Spring Semester 33

  34. Thank You! • UOP registration forms • available after meeting: • Participating Teachers • Support Providers • SP Next Meeting: February 2nd • Step 3: Preparing For Instruction • Meet at Campbell PLC: • K - 5 meet in A5/6 (big room) • Middle School meet in A4 • PT Next Meeting: February 9th • Signature Speaker • Kim Oliver • 4:00 - 5:15 • Heritage Theater

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