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Context for Teaching

Context for Teaching

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Context for Teaching

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  1. Context for Teaching Module A

  2. Reconnecting to Skill Building Reflect on the knowledge and skills learned in “Skill Building” Write: 3 new concepts learned in the training 2 questions you still have 1 concern Share at your table

  3. 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) Assessment Toolbox / Reflective Conversation • INQUIRY • Inquiry Focus • Action Plan • Essential Component for Instruction • Observation • Analysis of Student Work • Summative Assessment • Reflection I I P 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

  4. Context for Teaching Initial Assessment of Teaching Practice Inquiry Summary ofTeaching Practice You Are Here! You are here You are here

  5. PTRA Cycle

  6. Module A: Context for Teaching Purpose: This training will provide support providers with an understanding of the scope and sequence of the Context for Teaching module, as well as providing them the skills necessary to guide their participating teachers effectively through the process. Outcomes: Support providers will be able to explain to participating teachers the purpose and sequence of the Context for Teaching module, and will be able to effectively guide their teachers through the process. Support providers will also have a clear understanding of the depth and complexity of the activities and will have the ability to help participating teachers make meaning of the module as it pertains to the participating teachers’ classroom practice.

  7. Key Concepts What Teachers will gain a greater understanding of the context for their teaching by analyzing their class, school, district, and community. How Through information gathering, discussions, and reflections, the teacher will gain a greater understanding of his/her local context. 11

  8. Key Concepts Why Context for Teaching connects to Induction Standards in various locations, providing the participating teachers with a greater understanding of how the Induction Standards are part of their everyday classroom practice.

  9. Context for Teaching: Purpose Read and highlight key points in the purpose paragraph of Context for Teaching. Share insights

  10. Teaching Without Context View video clip Table discussion Generate a list of critical information teachers need to know regarding their class, school, district, and community as they begin teaching.

  11. Collecting and Reviewing Information Conversation Guide: CSDC (A-7) Contextualizing and Extending Conversation Guide: Induction Standards (A-7) Contextualizing and Extending Understanding the Big Picture: Three Steps

  12. Connecting Big Picture to Documents Step One: Collecting and Reviewing Information Step Two: Conversation Guide: CSDC (A-7) Contextualizing and Extending Step Three: Conversation Guide: Induction Standards (A-7) Contextualizing and Extending

  13. Checking for Understanding Using Post-it notes, write 1 or 2 questions regarding Context for Teaching. Place the Post-its on the designated chart

  14. Initial Assessment of Teaching Practice Flowchart

  15. Initial Assessment of Teaching Practice What To make an Initial Assessment of their current teaching practice, participating teachers will consider prior experiences in their teaching preparation program. Why The Initial Assessment will help guide the PT’s work in the first Inquiry and will serve as to measure growth over time.

  16. Initial Assessment of Teaching Practice How PTs will gather information about their Context for Teaching in Module A and complete an Initial Assessment of Teaching Practice in Module B. Both will be used as sources of information to determine focus areas for the first Inquiry.

  17. Initial Assessment of Teaching Practice:Purpose Paragraph Read and highlight key points in the purpose paragraph of the Initial Assessment of Teaching Practice Directions Share Insights

  18. Initial Assessment of Teaching Practice Concepts Participating Teachers bring documentation (TPA/Portfolio, etc.) from their teacher preparation. Information gathered during this module will be used to develop the Individual Induction Plan (IIP) for the Inquiry module. This module wil be completed concurrently with the Context for Teaching module.

  19. Understanding the Big Picture Step One: Teacher Preparation & Induction Comparison Step Two: Informal Observation and Discussion Step Three: Initial Self-Assessment Step Four: Reflective Conversation

  20. Connecting Big Picture to Documents Step One: Teacher Preparation & Induction Comparison Teacher Preparation & Induction Alignment Chart B-1.1 Alignment Chart Discussion Guide B-1.2

  21. Connecting Big Picture to Documentation Tools Step Two: Know-Want to Know-Observe Chart (B-2) Informal Classroom Observation Tools (B-3.1) Post-Observation Reflection Tool (B-4)

  22. Connecting Big Picture to Documentation Step Three: Preparation for Initial Assessment Description of Practice (E-1) Self-Assessment CSTP and Induction (E-2.1)

  23. Connecting Big Picture to Documents Step Four: Self-Assessment Reflective Conversation Record (E-3)

  24. Checking for Understanding Using Post-its, write 1-2 questions you have regarding the Initial Assessment of Teaching Practice Module. Place the Post-its on the designated chart.

  25. Context for TeachingStep One:Collecting and Reviewing Information

  26. Collecting & Reviewing Information Conversation Guide: CSDC (A-7) Contextualizing and Extending Conversation Guide: Induction Standards (A-7) Contextualizing and Extending Reconnecting to the Big Picture You Are Here

  27. Collecting and Reviewing Information Step One: Collecting and Reviewing Information A-1: Class Profile A-2: Classroom Layout A-3: School and District Information/Resource A-4: Home-School Communication A-5: Site Orientation Checklist A-6: Community Map

  28. Collecting and Reviewing Information“Information Gathering Quiz” Getting to Know the Information on the Forms: At tables number off 1-6 1’s begin at A-1, 2’s begin at A-2, etc. Read and discuss the content and structure of the form Using the Information Gathering Quiz match the forms from Column A with the type of information listed in Column B Have a table group discussion regarding the forms

  29. Collecting and Reviewing Information: Information Gathering FORMS:ITEMS: 1. A-1. Class Profile a) GATE b) Seating Chart Information 2. A-2. Classroom Layout c) Evaluations d) Medical Conditions 3. A-3. School and District Info/Res. e) AVID f) API Scores 4. A-4. Home-School Communication g) EL Information h) Counselor Contact Info 5. A-5. Site Orientation Checklist i) Teacher Internet Use Agreement 6. A-6 Community Map j) Contracted work hours …etc.

  30. Collecting and Reviewing Information: Information Gathering Answer Key A-1. Class Profile a, d, g, k, m, A-2. Classroom Layout b A-3. School and District Info/Resources e, f, g, h, l, p A-4. Home-School Communication n A-5. SiteOrientation Checklist c, i, j, m, o A-6. Community Map q

  31. Collecting & Reviewing Sources of Information

  32. Collecting & Reviewing Information: Understanding Resources “It’s All in the Cards!” Locate Question Cards on table Answer Cards have been distributed randomly around the room One volunteer reads the first Question Card aloud Participant with answer card stands and reads the answer Participant with the answer then reads a Question Card from their table…

  33. Collecting and Reviewing Information Partner Prompt: What do you anticipate will be the most challenging aspect of collecting information? How can support providers help make collecting information a meaningful experience?

  34. UNDERSTANDING NEW TEACHER ASSESSMENTFORMATIVE VS. SUMMATIVE Skill Building 7

  35. Purpose To identify the essential characteristics of formative assessment To understand the role of formative assessment within the BTSA Induction Process.

  36. Outcomes 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.

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

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

  39. Formative Assessmentfor Teachers Generates evidence for credentialing requirements (Induction Standards) Focuses new teacher professional growth Guides support provider work

  40. 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.

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

  42. 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

  43. Summative Assessment for Teachers Formal evaluations made by site administrator

  44. Communication between the Participating Teacher and the Support Provider is strictly confidential.

  45. Scenarios Triad groups role play scenarios involving confidentiality: Principal approaches SP and asks what is going on in the PTs classroom SP/PT/SA meet to discuss current progress in classroom management strategies

  46. Read Article “The Role of Formative Assessment in Induction Programs” by Kendall Stansbury Highlight key points

  47. Article Reflection What new insights regarding formative assessment do you have from reading this article? How/why is formative assessment valuable to the participating teacher? Why would evidence-based support given to the participating teacher be more powerful than general support? How could site administrators, foster a supportive relationship with support providers at sites?

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

  49. Initial Assessment of Teaching PracticeTeacher Preparation & Induction Comparison Step One Compare Teacher Preparation to Induction Standards