FACT OVERVIEW. 22 Inquiry Focus and Number /Year Program Level Decision  CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guides

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  • FACT OVERVIEW

  • **Assessment Toolbox / Reflective Conversation

    Assessment Toolbox / Reflective Conversation

    INQUIRYInquiry FocusAction PlanEssential Component for InstructionObservationAnalysis of Student WorkSummative AssessmentReflection Selection of Focus for Induction Standards Program Level Decision

    Use of Summary of Teaching Practice In Year 1 Program Level Decision

    SUMMARY OF TEACHING PRACTICEReflection on Teaching, Student and Personal GrowthFuture Considerations for StudyFORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)Return to Context for Teaching and Initial AssessmentIIP

  • MODULE CInquiry *

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

  • *InquiryEXPLORE:Scope and sequence o fthe Inquiry into Teaching and Learning ModuleSkills necessary to effectively guide participating teachersInquiry documents that guide participating teachers research into their practice**

  • *InquiryOutcomesAn Inquiry provides the participating teacher with an opportunity to:Understand the purpose, sequence and significance of inquiry, as the basis for professional learningRecognize the importance of making the inquiry process contextually appropriateUse the Continuum of Teaching Practice and Self-Assessments of Induction Program Standards for further exploration

  • *You Are HereContext for TeachingInitial Assessment of Teaching PracticeInquiry Summary of Teaching PracticeYou are here!

  • *The Six Steps of InquiryStep One: Determining the Focus of the Inquiry

    Step Two: Developing the Action Plan

    Step Three: Preparing for Instruction

    Step Four: Observation and Analysis of Student Work

    Step Five: Summative Assessment

    Step Six: Reflection and Application

  • **

    Inquiry Concepts

    The information gathered in Context for Teaching (Module A), combined with the Initial Assessment of Teaching Practice (Module B), informs the design of the Inquiry Focus Question.The Individual Induction Plan (IIP, C-1) is the foundation for the Inquiry, and is updated regularly throughout the Inquiry process.The Inquiry is individualized and relevant to each participating teachers classroom.

  • Step One: Determine the Focus of the Inquiry

  • *Determine Focus of InquiryRead and highlight the key points in Step One: Determine the Focus of the Inquiry directions.

    Talk to your partner about the purpose of an Inquiry.

    Partners share out key points, questions, or concerns, to the group.

  • *PTRA Cycle*

  • Why Inquiry MattersSimply stated, teacher inquiry is defined as systematic, intentional study of ones own professional practice.Cochran-Smith and Lytle (1993)How has inquiry supported your own practice?What is the relationship between teacher inquiry and professional growth?

  • IIP (C-1) Plan Phase

    Cells 1 4: Plan phaseDetermine a Focus questionIdentify CSTP elements to be addressedAnticipate outcomes for student learning

    15

  • *Inquiry QuestionsPersonally engaging for participating teachersGrounded in specific teaching contextStandards-basedOpen-endedFocused on improvement of teaching practice

  • *Sample Inquiry Questions

    How do I -modify instructional strategies to increase the English Language proficiency of my EL students?-vary my instructional strategies to meet individual needs so that my students can successfully write a one-paragraph essay?-know if my differentiation of instruction is effective?

  • Inquiry Question PracticeUse a (+) to indicate a strong inquiry question

    Use a (-)to indicate a weak inquiry question

    Partners compare results

  • Developing a Focus Question Cell-2With a partner, review sample focus questions

    What are the characteristics of a well written focus question?Possible Answers:

    Question is narrow enough to measure resultsQuestion is broad enough to last at least 2 monthsQuestion is directly related to the Focus Area in Cell 121

  • Constructing an Inquiry Question

    Refer to Standard 2 in the California Standards for the Teaching Profession booklet

    Partners construct a compelling inquiry question focused on classroom management (IIP, cells 1 and 2)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.

    *

  • Developing a Focus Question Cell-2The CSTP questions may be used to help write a strong focus question for Inquiry.Refer to the questions located on pages 22-27 in the CSTP booklet. 22

  • Standard AlignmentIdentify and record the CSTP elements that could align with the focus question (IIP, Cell 3)

  • Measurable OutcomesExpressed in a quantifiable manner

    Linked directly to the inquiry focusSample outcome: 95% of my students will maintain a B average on written tests, speaking assessments, and essays

  • Standing ConversationSome things I need to be aware of, to effectively guide the participating teacher, include

    *Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) Pilot Documents / 2008-09 Summary of Teaching Practice -Module DTRAINER NOTES:Remind participants of what they learned in Skill Building regarding the flowchart of the FACT systemExplain that the system is designed in modulesEach module is inter-connectedThe foundations of the program include :--The California Standards for the Teaching Profession--The Induction Standards--Teacher Performance Expectations--Formative Assessment

    The FACT system is designed to be completed during the first two years of a participating teachers career or after completion of an Intern programlead to a clear credentialbuild productive habits of mindThis graphic can be found in the Users Guide on Page 6

    ** Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) Pilot Documents / 2008-09 Inquiry Module C**TRAINER NOTES:

    This slide presents the definition of an Inquiry. FACT Inquiries consist of a structured series of teaching activities in which participating teachers explore aspects of their teaching over 6-8 weeks. With the assistance of a support provider, participating teachers gather information from professional readings, colleagues, and research, and plan their implementation of something new in the classroom. Using evidence gathered from teaching, observations, reflections, and student work, participating teachers analyze their practice in relation to the California Standards for the Teaching Profession and determine next steps.

    Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) Pilot Documents / 2008-09 Inquiry Module C**TRAINER NOTES:

    The Inquiry process requires the participating teacher to examine their current practice and then explore areas to develop as a professional. Throughout the two-year Induction program, the participating teacher is provided opportunities to develop their reflective skills as they continue the path of life-long learning.

    If a teachers Inquiry addresses an issue that is of significant, personal, or professional importance, the time spent conducting the research will be considered well spent.

    Continual reminders of the purpose for the Inquiry helps Support Providers to be prepared to articulate the rationale for the work being done during Induction.

    Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) Pilot Documents / 2008-09 Inquiry Module C**TRAINER NOTES:

    It is important that support providers understand the steps in an Inquiry and the intended outcomes. During the following activities, they will have an opportunity to explore the components of an inquiry and its powerful impact on the participating teachers daily practice. You will take the training to a more in-depth level (micro-view) with each of the tools (forms) used to guide and document learning throughout the Inquiry Process. Remind participants that there are many times when educators find themselves concerned about something occurring in the classroom, with students, or in the school. They know they want to do something about the problem, but are not sure what to do. During the Inquiry Module they will:

    Assess their practice Clarify the target (focus area)Identify the key question (focus question) Identify the California Standards for the Teaching Profession that will be addressed during the module.Set performance targets (Student outcomes: What students are expected to gain from our actions.) A measurable target helps the participating teacher to focus on what students will know and be able to do as a result of this Inquiry.

    Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) Pilot Documents / 2008-09 Inquiry Module C**Activity OneTRAINER NOTES:Reconnect back to the big picture of FACT by briefly walking them through the intent of the module: Context for teaching: Participating Teachers will gain a greater understanding of the context for their teaching by gathering and analyzing information related to their students, school, district and community. The information gained will influence how they will teach and be used as a basis for Inquiry.

    Initial Assessment of Teaching Practice: Based on the knowledge and skills learned in their teacher preparation prog