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Support Provider Workshop #3 2008-09

Support Provider Workshop #3 2008-09. East Bay BTSA Induction Consortium. Session Outcomes. Overview of Inquiry Module Developing the IIP Steps in the Inquiry Process Updating the IIP and Inquiry Question Revisiting the Assessment Toolbox Demonstration Sample Schedule. INQUIRY

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Support Provider Workshop #3 2008-09

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  1. Support Provider Workshop #32008-09 East Bay BTSA Induction Consortium

  2. Session Outcomes Overview of Inquiry Module Developing the IIP Steps in the Inquiry Process Updating the IIP and Inquiry Question Revisiting the Assessment Toolbox Demonstration Sample Schedule

  3. INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P  Inquiry Focus and Number /Year Program Level Decision • 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 FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)  Selection of Focus for Induction Standards Program Level Decision Assessment Toolbox / Reflective Conversation Return to Context for Teaching and Initial Assessment Assessment Toolbox / Reflective Conversation  • SUMMARY OF TEACHING PRACTICE • Reflection on Teaching, Student and Personal Growth • Future Considerations for Study Use of Summary of Teaching Practice In Year 1 Program Level Decision 3 3

  4. Inquiry What: An inquiry is a structured series of teaching activities in which a teacher explores a specific aspect of teaching practice.

  5. Inquiry Why: • Can serve as an analysis of current practice, investigation of new strategies, and application of new learning, to ultimately improve classroom practice and student achievement. • Lead to autonomous, self-reflective practitioners who continue to grow and improve throughout their career.

  6. Inquiry How • An Inquiry provides the participating teacher with an opportunity to: • Gather information about their 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

  7. Importance of the IIP • Significant in guiding the work in semester 2 • Identifies professional development • Revisited frequently and adjusted as learning occurs • Used as a recording tool to document results • Used to reflect on learning

  8. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Step Two: Action Plan Step Two Documents: IIP Cells 5-8 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template 9

  9. Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 5-8 Step Four: Observation • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment I I P Step Six Documents: E-2.1 CSTP Self Assessment E-2.2 Std. 5/6 Self-Assessment E-3 Reflective Conversation IIP Cells 1-10 Step Six: Reflection and Application

  10. Handout Pg. 5 Blank Practice IIP on Pg. 17 Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P

  11. Connecting Big Picture to IIP (C-1) • 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. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P • Year One Focus Area: Pedagogy and Equity • Year Two Focus Area: Pedagogy and Special Populations • Early Completion: Two Inquiries to complete • New Year Two: Specific to their needs ELL and Special Populations Pedagogy and Equity

  13. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Context for Teaching Initial Assessment Preparing to Complete Cell 1: Review evidence collected during Modules A and B:

  14. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Cell 1 • What might a participating teacher identify as an area of focus in Cell-1 on the IIP (C-1)? • Write a focus area on your practice IIP • Share out group examples

  15. With a partner, review sample focus questions → 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 Area in Cell 1 Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Cell 2

  16. The CSTP questions may be used to help write a strong focus question for Inquiry. Refer to the questions located on pages 24-29 in the CSTP booklet. Discuss: How might these questions be used to assist in the development of an Inquiry focus question? Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Cell 2

  17. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Cell 2 • With a partner: • Read the sample focus questions • Use a (+) for a strong focus question. • Use a (–) for a weak focus question. • Discuss how the weak questions could be rewritten as stronger focus questions.

  18. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 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.

  19. Individual Induction PlanCells 1-4 Samples Cell 1: Students constantly ask me, “How can I get an A?”, “How am I doing?” (Focus Area, Assessment) Cell 2: How do I help all students to understand and monitor their own learning goals? (Focus Question) Cell 3: CSTP 5.2- Involving and guiding all students in assessing their own learning (CSTP element) Cell 4: Students will have rubrics and documentation of their progress in the class. Students will be able to establish learning goals for improvement. (Measurable Student Outcomes)

  20. Individual Induction PlanCells 2-4Practice Using the practice IIP, review your Area of Focus (Cell1) 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. Using your practice IIP, review cells 1 - 3, and identify appropriate Outcomes for Student Learning (Cell 4). Review team/individual IIPs. Verify a connection between Cells 1-4. Identify anything you might change.

  21. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Step Two: Action Plan Step Two Documents: IIP Cells 5-8 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P 22

  22. 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. Step Two: Action Plan Step Two Documents: IIP Cells 5-8

  23. (Cell 5) Dates Action 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). Step Two: Action Plan Step Two Documents: IIP Cells 5-8

  24. Professional Development Handout Pg. 8-9 • Review the criteria for PD and suggested options • Review the PD Rationale • PTs will need to complete a PD Rationale and submit it as part of their Inquiry folder in May

  25. Review IIP Cell 8 Continue using the practice IIP to record specific examples of (possible) classroom changes, as a result of implementation of new knowledge 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.” Step Two: Action Plan Step Two Documents: IIP Cells 5-8

  26. 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 Step Two: Action Plan Step Two Documents: IIP Cells 5-8

  27. Step One: Inquiry Focus Step One Documents: IIP Cells 1-4 Step Two: Action Plan Step Two Documents: IIP Cells 5-8 • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template 28

  28. Review Essential Components for Instruction (C-2) Discusswhich components (boxes 1-14) may be connected with the Induction Standards and/or focus questions documented on the IIP? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  29. Review Lorey’s Artifact – Essential Components for Instruction (C-2) What clarifying questions would you ask Lorey? What connections are you able to make between the IIP (C-1) and Essential Components for Instruction (C-2)? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  30. What is the purpose of an Entry-Level Assessment? How is an Entry-Level Assessment diagnostic? What can be most challenging about an Entry-Level Assessment? Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  31. • Sort student work into 2 levels of performance: 1. basic / proficient or advanced 2. below basic / far below basic • Divide the 2 levels of performance into: 1. far below basic 2. below basic 3. basic 4. proficient or advanced Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template

  32. Based on the results of this assessment, describe the conversation you would have with Lorey before she begins her lesson series. Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  33. Note: Select 1 English Learner Select 1 Special Population student (IEP, RSP, 504, GATE, . . .) Select 1 Focus Student of Choice (Should complete the range of abilities in the classroom not represented by EL or Special Populations) Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  34. “How has focus student selection (C-4) helped Lorey to shift from a focus on teaching to a focus on learning?” Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  35. The Lesson Plan Template (C-5) includes these essential components: Introduction Direct Instruction Modeled Instruction Guided Practice / Checking For Understanding Independent Practice Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  36. Criteria for Lesson Series • Same content area for all lessons • Cover 6-8 week timeframe Beginning, middle, end • Allow for application of learning from professional development in Action Plan

  37. What questions or clarifications would you want to discuss with Lorey, based on her plan? Why are Guided Practice and Checking for Understanding such critical components? Discuss examples of various techniques to check for understanding (monitoring assessments). Step Three: Preparing for Instruction Step Three Documents: C-2 Essential Components C-3 Entry Level Assessment C-4 Focus Students C-5 Lesson Plan Template Artifact Pkt.

  38. Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 5-8 Step Four: Observation • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Step Six Documents: E-2.1 CSTP Self Assessment E-2.2 Std. 5/6 Self-Assessment E-3 Reflective Conversation IIP Cells 1-10 Step Six: Reflection and Application

  39. Review(C-6, Parts 1 & 2) Identify the information to be completed prior to the observation, including: Participating Teacher Name Date of Observation Support Provider Name Content Standard to be Observed Focus Question and related CSTP Induction Standard and Focus Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation Artifact Pkt.

  40. Handout Pg.11-16 Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation • Additional Observation Records • Review and discuss: • C-6a – Equity Observation Record* • C-6b – ELL Observation Record* • C-6c – Special Populations Observation Record* • *Available on eastbaybtsa.org

  41. Following the observation, PTs review student work (monitoring assessment) collected during the lesson (attach copies of the 3 focus students’ work) PTs will analyze results, and describe achievements in relation to standards and learning goals, usingC-7 Analysis of Student Work for the: Class English Learner (Focus Student 1) Special Populations (Focus Student 2) Choice (Focus Student 3) Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation

  42. At your table discuss the following: Based on Lorey’s responses on C-7, part 2, what clarifying questions would you want to ask her? Based on Lorey’s IIP (C-1), her student work, and your observation, would she have evidence to update Cell 8? Would Lorey have any additional actions that might be appropriate to add to Cells 5-7 at this time? Step Four Documents: Review: C2, C4, C5 C6: Observation Record Standard 5/6 Observation C7: Student Work Analysis IIP: Cells 508 Step Four: Observation Artifact Pkt.

  43. INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment I I P

  44. Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Part 1 C8: Summative Assessment Part 2 C-2: Boxes 2 ,6, 9, 10 • At the conclusion of the lesson series, a summative assessment is given to all students. Participating teachers and support providers analyze the work of the three focus students, and the whole class, in order to document how effectively the students met their learning goals.

  45. Feedback to Students on Summative Assessment Timely– students should receive timely feedback on all assessments to impact future learning Specific– student assessment criteria should be used to identify strengths and weaknesses Corrective– students should know how to correct what is incorrect Students should be encouraged to self-assess and monitor their own progress

  46. Read and highlight the key points in the Step 5 directions for Summative Assessment. Talk to your partner about the purpose of Step 5. Partners share out key points, questions, or concerns, to the group. Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Part 1 C8: Summative Assessment Part 2 C-2: Boxes 2 ,6, 9, 10 User’s Guide

  47. Refer to the Summative Assessment (C-8 part 1) Note: This process is the same as at the entry level. Sort student work into 2 levels of performance: 1. basic / proficient or advanced 2. below basic / far below basic Divide the 2 levels of performance into: 1. far below basic 2. below basic 3. basic 4. proficient or advanced Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Part 1 C8: Summative Assessment Part 2 C-2: Boxes 2 ,6, 9, 10 Artifact Pkt.

  48. Review the questions found on the Summative Assessment Reflection C-8, Part 2. Turn to your neighbor and discuss the purpose for answering these questions. Be prepared to share out results. Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Part 1 C8: Summative Assessment Part 2 C-2: Boxes 2 ,6, 9, 10 Artifact Pkt.

  49. DISCUSS the connection between: What Lorey said she was going to do(Essential Components(C-2) Boxes 2, 6, 9, and 10) What she actually did (C-8 Part 2, Question 2) Student outcomes (C-8 Part 2, Question 3) Step Five: Summative Assessment Step Five Documents: C8: Summative Assessment Part 1 C8: Summative Assessment Part 2 C-2: Boxes 2 ,6, 9, 10 Artifact Pkt.

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