Copyright © 2005 Educational Testing Service. All rights ... · Summary of Induction Activities ... • Challenging yet realistic standards—the knowledge and skills described in

Copyright © 2005 Educational Testing Service. All rights reserved. Pathwise®

Introduction to the PATHWISE® Framework Induction Program

Table of Contents

Induction into the Teaching Profession ................................................................................ 2

Introduction............................................................................................................................. 2

Induction into the Teaching Profession ................................................................................ 3

How Does the Pathwise Induction Program Work?............................................................ 4

Components of Professional Practice.................................................................................... 6

Plan, Teach, Reflect, Apply: Becoming a Reflective Practitioner ...................................... 8

The Types of Induction Activities.......................................................................................... 9

Scheduling the Induction Activities..................................................................................... 10

Summary of Induction Activities......................................................................................... 12

Copyright © 2005 Educational Testing Service. All rights reserved. Pathwise® 1


Induction into the Teaching Profession Introduction The PATHWISE® Induction Program is a reflective support and assessment process designed to assist beginning teachers’ growth in their profession. The program is both structured and flexible, and consists of a series of activities focused on the process of teaching. Intended to be used by beginning teachers with the assistance of a mentor, it is grounded in a developmental view of teaching and recognizes that this complex, demanding profession is learned over the course of a number of years of study, consultation and reflective practice beyond professional preparation. This Induction Program supports beginning teachers in their development, helping them learn to focus that development and become autonomous practitioners through a dynamic, ongoing process: planning and teaching lessons, reflecting on the results, and making informed adjustments. They become increasingly skilled at analyzing their practice, sharing ideas with other new teachers, and learning from more experienced colleagues. The process of professional growth in the Induction Program centers around: • Challenging yet realistic standards—the knowledge and skills described in Enhancing

Professional Practice: A Framework for Teaching, by Charlotte Danielson, ASCD, 1996 • Concrete, useful evidence—provided through inquiries and formative assessment of the

beginning teacher’s practice • Powerful techniques for using that evidence to help the beginning teacher improve his or

her teaching—reflective writing and conversation with knowledgeable and supportive colleagues

• This introduction explains how the induction process works, how the mentor will collaborate with the beginning teacher in both observations and inquiries, and how the resulting evidence will be used to structure conversations about professional development.



Induction into the Teaching Profession

TEACHING ENVIRONMENT

PROFILE

Class

School

District

Community

2 hours

ONE TWO INQUIRY 1

Establishing a Learning Environment

Teaching Focus

Information Gathering

Implementation of Plan

Reflection on Practice

Closure Conference

4-6 weeks @ 1 hour per week

THREE PROFILE OF PRACTICE 1/

Individual Growth Plan

Instruction Plan

Observation

Reflection on Teaching

Analysis of Learning Student Learning

2 weeks, 4 hours total

FIVE PROFILE OF PRACTICE 2/

Individual Growth Plan

Instruction

Observation

Reflection on Teaching

Analysis of Student Learning

Closure Conference


FOUR INQUIRY 2

Developing Instructional Experiences


Design of an Instructional Experience

Reflection on Student Learning

Closure Conference


SIX INQUIRY 3

Analyzing Student Work


Reflection on Student Learning

Analysis of Patterns

Closure Conference


SEVEN ASSESSMENT AND

SUMMARY OF PROFESSIONAL GROWTH AND COLLOQUIUM

Self-Assessment

Closure Conference

Preparation for Colloquium




How Does the Pathwise Induction Program Work? In the PATHWISE Framework Induction Program, formative assessment is an ongoing learning process that follows the cycle: PLAN, TEACH, REFLECT, AND APPLY. The process has three main parts: • A framework for teaching, or what teachers should know and be able to do • Evidence of how the teacher demonstrates his or her skill in the different components of

the framework • Levels of performance, which describe the quality of a teacher’s performance and growth

in relation to the framework A Framework for Teaching —Components of Professional Practice This framework for teaching is a research-based and validated set of 22 components, clustered into four domains, that are a comprehensive representation of the knowledge, skills, and abilities possessed by an accomplished teacher. The four domains of the framework are: • Domain 1: Planning and Preparation • Domain 2: The Classroom Environment • Domain 3: Instruction • Domain 4: Professional Responsibilities The components can also be mapped to other standards of practice (such as the Interstate New Teacher Assessment and Support Consortium (INTASC) principles, or state standards) that might be in use in a school or district. They provide an operational definition of the work that teachers do as they meet the demands of other standards.



Levels of Performance For each of the 22 components, the levels of performance describe four levels of accomplishment. You and your mentor will use these descriptions of performance as you examine evidence of teaching and engage in reflective conversation. You will use the levels of performance as you analyze your practice and your growth as professionals. Evidence Evidence of each of the components in the framework, selected from classroom based work, is generated as beginning teachers complete each of the induction activities. For example, Inquiry 1—Establishing a Learning Environment provides evidence of Domain 2; the Profiles of Practice provide evidence of most of the components of Domains 1, 2, and 3, and one component of Domain 4. Selecting a Focus Subject Matter For all induction activities, you will be asked to focus on selected subject matter. If you teach at the elementary level, you will concentrate on a discipline, such as reading, science or mathematics. If you teach at the secondary level, you will choose one class, such as second period biology. In making these selections, you should take into consideration your school’s or your district’s curriculum goals for the year. Students In addition, you will follow the learning progress of several students during the year. These students should represent learners in the selected class or subject matter who are typical of the range of abilities and instructional challenges presented. For example, if there are a number of English language learners in the class, one student might be a member of that group. If any of these selected students should move away during the year, you should select an additional student to focus on, one who presents the same type of instructional challenge as the student who moved.



A Framework for Teaching: Enhancing Professional Practice Components of Professional Practice

DOMAIN 1: PLANNING AND PREPARATION

1a: Demonstrating Knowledge of Content and Pedagogy Knowledge of content Knowledge of prerequisite relationships Knowledge of content-related pedagogy

1b: Demonstrating Knowledge of Students Knowledge of characteristics of age group Knowledge of students’ varied approaches to learning Knowledge of students’ skills and knowledge Knowledge of students’ interests and cultural heritage

1c: Selecting Instructional Goals Value Clarity Suitability for diverse students Balance

1d: Demonstrating Knowledge of Resources Resources for teaching Resources for students

1e: Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure

1f: Assessing Student Learning Congruence with instructional goals Criteria and standards Use for planning

2a: Creating an Environment of Respect and Rapport Teacher interaction with students Student interaction

2b: Establishing a Culture for Learning Importance of content Student pride in work Expectations for learning and achievement

2c: Managing Classroom Procedures Management of instructional groups Management of transitions Management of materials and supplies Performance of noninstructional duties Supervision of volunteers and paraprofessionals

2d: Managing Student Behavior Expectations Monitoring of student behavior Response to student misbehavior

2e: Organizing Physical Space Safety and arrangement of furniture Accessibility to learning, and use of physical resources

DOMAIN 2: THE CLASSROOM ENVIRONMENT



3a: Communicating Clearly and Accurately Directions and procedures Oral and written language

3b: Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation

3c: Engaging Students in Learning Representation of content Activities and assignments Grouping of students Instructional materials and resources Structure and pacing

3d: Providing Feedback to Students Quality: accurate, substantive, constructive and specific Timeliness

3e: Demonstrating Flexibility and Responsiveness Lesson adjustment Response to students Persistence

DOMAIN 3: INSTRUCTION

4a: Reflecting on Teaching Accuracy Use in future teaching

4b: Maintaining Accurate Records Student completion of assignments Student progress in learning Noninstructional records

4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program

4d: Contributing to the School and District Relationships with colleagues Service to the school Participation in school and district projects

4e: Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Service to the profession

4f: Showing Professionalism Service to students Advocacy Decision making

DOMAIN 4: PROFESSIONAL RESPONSIBILITIES



Plan, Teach, Reflect, Apply: Becoming a Reflective Practitioner The induction process is based on a developmental cycle of PLAN, TEACH, REFLECT, AND APPLY, which is used in each of the inquiries and observations. The process provides a way for your mentor to work with you to identify your teaching strengths and areas for growth, based on the components of professional practice. The induction activities enable you to better meet the learning needs of your students, to grow as a professional, and to attain greater confidence in your skill.

Plan

What are my goals?

What do I know about my students?

Information gathering

Developing a plan

Apply

How will I apply what I learned in my classroom to enhance student learning?

Teach

Implementation in the classroom

Reflect

What have I learned?

- about my students? - about my teaching? - about the community

of learners at my school?

Adapted from W.E. Deming, Out of Crisis, Massachusetts Institute of Technology Center for Advanced Engineering, (1986).

The induction process provides you and your mentor opportunities for close collaboration as you examine your practice and complete the induction activities. The activities themselves encourage thoughtful reflection on professional practice.



The Types of Induction Activities The induction process (shown on page 3) contains several distinct types of activities designed to support you in somewhat different ways as you enter the profession and become more highly skilled. Each activity is designed to enable you to explore different aspects of your practice and to become increasingly proficient in the different components of professional practice. Teaching Environment Profile In this initial activity (Event ONE), beginning teachers examine the context of their teaching, and collect information regarding their students, the school, the district and the surrounding community. Inquiries The induction inquiries (Event TWO, FOUR, and SIX) consist of a structured series of activities in which you explore a certain aspect of your practice. With the assistance of a mentor, you will gather information from your colleagues, plan an action to try in the classroom, carry out the plan and reflect on the experience. In addition, you will participate in a closure conference with your mentor in which you will reflect on your teaching and assesses it against the levels of performance for the relevant components of the framework. Profiles of Practice—Observation of Classroom Practice During the Profiles of Practice (Events THREE and FIVE), you will be observed by your mentor as you lead an instructional experience. Feedback provided by the mentor will combine the information gathered during the observation with other evidence of your practice: the Instruction Plan and Reflection form, and evidence of student learning that you have collected. Individual Growth Plans (IGP) For the two Individual Growth Plan activities (included in Events THREE AND FIVE), you will consider your practice, your school or district initiatives, and other challenges you face (such as a teaching assignment outside your principle area of expertise, or in a difficult physical setting), and prepare a plan for professional learning. These IGP activities can help you, with the assistance of your mentors, determine how best to focus your efforts in the entire induction process. Closure Activities The final induction activities (Event SEVEN) brings closure to the year by engaging you in self assessment, final evaluation of professional learning and sharing your growth with other beginning teachers.



Scheduling the Induction Activities You and your mentor will need to work together to schedule time to meet with each other. Managing time in a busy teaching day is always a challenge, so it will be especially important to plan for time to talk as you go through the induction process together. Another challenge is that of managing your workload of completing the induction activities around an already full teaching load. The directions for activities provide some general suggestions for pacing the various induction activities. However, it is possible that you and your mentor will need to adjust the schedule and timeline to meet your scheduling needs. Your mentor will be working closely with you to coordinate your induction program activities with daily teaching and other school-related responsibilities. The induction program is designed to support and enrich your first year of teaching. A planned schedule of activities will be an important tool for staying on track with the induction requirements. While the induction activities require a commitment of both time and energy, most of the time spent will be devoted to activities that are valuable in and of themselves. The activities guide you to becoming more skilled in your practice, and also represent what good teachers do. Below is a sample schedule and activity sequence for the induction activities: One-Year Schedule

Induction Event Sample Schedule

Actual Schedule

Estimated Time Needed

1. Teaching Environment Profile

Month 1 2 hours

2. Inquiry 1—Establishing a Learning Environment

Months 2-3 4-6 weeks 1 hour per week

3. Profile of Practice 1/ Individual Growth Plan

Month 4 2 weeks 4 hours total

4. Inquiry 2—Developing Instructional Experiences




6. Inquiry 3—Analyzing Student Work Month 8 4-6 weeks 1 hour per week

7. Assessment and Summary of Professional Growth and Colloquium

Month 9 3-5 hours



Two-Year Schedule

Induction Event Sample Schedule

Actual Schedule

Estimated Time Needed

First Year 1. Teaching Environment Profile

Month 1 2 hours

2. Inquiry 1—Establishing a Learning Environment



Months 4 or 5 2 weeks 4 hours total

4. Inquiry 2—Developing Instructional Experiences



Month 9 3-5 hours

Second Year 1. Teaching Environment Profile

Month 1 2 hours

Revisit Professional Growth Plan Month 1 1 hours 2. Inquiry 1—Establishing a Learning

Environment Months 2-3 4-6 weeks

1 hour per week Review concepts contained in Event 3. Developing Instructional Experiences

Month 4 Minimum 1 hour



5. Inquiry 3—Analyzing Student Work Months 6-7 4-6 weeks 1 hour per week


Month 9 3-5 hours



Summary of Induction Activities Each of the induction Events is described briefly below. Complete directions for each event are found in the electronic folder for each event. ONE Teaching Environment Profile The Teaching Environment Profile consists of a focused examination of the context of the teaching, and asks you to investigate certain characteristics your classroom, school, district and community that affect how you prepare for daily teaching. TWO Inquiry 1−Establishing a Learning Environment In this four- to six-week inquiry, you will focus on a selected aspect of the classroom environment to implement a new approach, keep track of what happens, and reflect on its implications for your teaching. THREE Profile of Practice 1/Individual Growth Plan The Profile of Practice consists of a structured observation of teaching by your mentor, with feedback based on the Components of Professional Practice. In addition, you prepare an Instruction Plan, collect examples of student learning, and reflect on the lesson. Following the reflection, you will confer with your mentor in developing an Individual Growth Plan (IGP) to determine how to move forward in the induction process and what professional development to engage in. You may elect to move to another inquiry related to the classroom environment, the inquiry on designating instructional experiences, or some other aspect of your practice as identified in the Profile of Practice or through other school or district initiatives. This plan will be revised during the school year. FOUR Inquiry 2−Developing Instructional Experiences In this inquiry, you will reflect on an instructional experience recently done with the class, and will use these insights to design another experience, focusing on engaging students intellectually in their learning.



FIVE Profile of Practice 2/Individual Growth Plan This activity is a repeat of THREE, and includes an observation of practice, supplemented by an instruction plan, examples of student work, and a reflection on the lesson. This activity also provides you with an opportunity to reconsider the IGP and make any revisions that appear to be warranted by what has been learned during the induction experiences since then. SIX Inquiry 3−Analyzing Student Work In this inquiry, you will explore an approach to assessment, its effectiveness in relation to the subject matter and the information it provides about student learning SEVEN Assessment and Summary of Professional Growth and Colloquium This activity provides an opportunity to reflect on the first year of teaching and to summarize major areas of growth. At the Colloquium, you will share your most significant work with colleagues from the school or district. The Colloquium will provide an opportunity to showcase newly acquired professional insights and skills, and to learn from the work of others. The event will illustrate and celebrate first-year work as a teaching professional.


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Copyright © 2005 Educational Testing Service. All rights ... · Summary of Induction Activities ... • Challenging yet realistic standards—the knowledge and skills described in