Participating Teacher Year Two Orientation

SAN JOSE UNIFIED SCHOOL DISTRICTINSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY

Welcome to

Participating TeacherYear 2 OrientationSeptember 25 & 27, 2012

Agenda

• Goals

• Logistics

• Timeline

• Break

• Data Analysis

• CTP

• Closure

Yearlong Goals

• Work toward meeting Induction Standard

• Engage with issues of Equity & Culturally Responsive Teaching

Meeting Goals

• Review Responsibilities

• Refresh understanding of FACT

• Analyze data to provide feedback on program

• Prepare to grow professionally on the Induction Standards using the Continuum of Teaching Practice (CTP)

• Move safely around the room, if tagged freeze arms held out, un-freeze by answering a question, continue moving

Unfreeze a colleague by asking them:• What is your favorite dish?• What are some of your strengths

as a teacher? • What makes a good teacher?

Everyone’s It

Program Logistics

• Review Calendar

• Attend one session of each Year 2 PT meeting

Program Logistics

University of San Diego$450 per courseEmail reminders and registration linkRegister and pay on-line (USD)

Six Semester Units Available

Program Logistics

BTSA Web site

Program Logistics

eFACT Portfolio

http://profdevonline.sjusd.org/FACT/pages/login.php

Program Advisor: Darren x 14311

Elementary

• Almaden

• Anne Darling

• Bachrodt

• Booksin

• Canoas

• Empire Gardens

• Hacienda

• Reed

• Schallenberger

Middle

• Hoover

• John Muir

• Willow Glen

High

• Broadway

• Lincoln

• Pioneer

• San Jose High

• Willow Glen

• Willow Glen Plus

Program Advisor: Kelly x 14329

Elementary

• Allen at Steinbeck

• Carson

• Galarza

• Gardner

• Grant

• Graystone

• Hammer

• Horace Mann

• Los Alamitos

• Lowell

• Olinder

• Simonds

• Terrell

• Trace

• Washington

• Willliams

• Willow Glen

Program Advisor: Kelly x 14329

Middle

• Bret Harte

• Burnett

• Castillero

• River Glen

High

• Gunderson

• Leland

Communication Loop

Information and Guidance

Support Provider

BTSA Website

Complaint Process• Support Provider• BTSA Contact • Manager

(Linda)

Assessment of Teaching and Learning

Context for Teaching and Learning

Inquiry into Teaching and Learning (IIP Embedded Across)

Summary of Teaching and Learning

Formative Assessment for California Teachers (FACT)

In what

ways can

you use

these tools

to enhance

your

teaching

and your

students’

learning ?

In this module,

what are some types of

support you would

like from your SP?

Assessment of Teach.

& Learning


One Inquiry into Teaching and

Learning

Summary of Teaching & Learning

Induction Timeline: FACT

CSTP 1&2 Conversations

Assessment of Teach.

& Learning


Two Inquiries into Teaching and

Learning

Summary of Teaching & Learning

TraditionalYear 1 Year 2

Continuum of Teaching Practice

SJUSD State Survey Results

BTSA Terms:1. FACT2. CTP3. IIP4. InductionThink, Write, Pair-Share, Post


On average, how frequently did you meet?

Slightly more than weekly


How much impact did the following FACT components have on your

classroom practice ?• Support Provider

observation/feedback: 3.39• Analysis of my students’ work: 3.33• Collaboration with colleagues: 3.41• Examination of teaching practice with

Continuum of Teaching Practice: 2.51

How do these results compare with your experience?


When asked if you wished to continue teaching next year…

93% said “Yes”

The following examples of support from your SP had a strong impact on your classroom practice: Coaching/observing &

providing feedback Sharing SP experiences of

teaching Providing emotional support


Break

Daily; 5%

2-3 times

a week; 30%

Weekly, 43%

Twice per

month;

14%

Once per

month; 2%

Less than once per

month; 5%I never com-municated

with my SP in this way; 1%

Here’s What! So What? Now What? SPs, PTs & ProgramOn average, how

frequently did you communicate with your BTSA SP in ways OTHER THAN IN PERSON (email, phone, or other)?

Daily; 5%

2-3 times

a week; 30%

Weekly, 43%

Twice per

month;

14%

Once per

month; 2%

Less than once per





• Over 75% of SPs communicate with their PTs, other than in person, quite frequently.

• What frequency of communication is both supportive and reasonable?



Daily; 5%

2-3 times

a week; 30%

Weekly, 43%

Twice per

month;

14%

Once per

month; 2%

Less than once per



• Over 75% of SPs communicate with their PTs, other than in person, quite frequently.

• What frequency of communication is both supportive and reasonable?

SP & PTs:Check in about how often, and best way to communicate. Set communication goals.

Program:Practice/model communication with SPs and PTs in multiple ways, i.e., share cell phone #s.

Your Turn

With your table group:• Look over the data• Discuss the So What? & Now

What• Write ideas• Have a speaker prepared to

share• Chime signals sharing in about

10 minutes

Continuum of Teaching Practice

•Self - Assessment

Continuum of TeachingPractice

•Initially self-assess

• Set & implement goals for growth

•Assess & document

•Reflect


9/24/11

LP: Adapted Explicit

ELD lessons based on

student interest and

ability

LP: Chose lessons

based on CELDT levels

12/4/11R: 3rd -5th grade boys

did better when

movement/TPR was

included into the lesson

SW: Interactive journals

were differentiated and

used as formative

assessment/reflections

on student learning


Your turn:

• Choose a CSTP to focus on

• Consider depth, language, and evidence of categories

• What next steps may lead to growth?

•Think/Write/Pair-Share (at the chime)

Meeting Goals

• Analyze data to provide feedback on program

• Refresh understanding of FACT

• Prepare to grow professionally on the Induction Standards using the Continuum of Teaching Practice (CTP)

Closure

• Write one – two sentences about how you can use Continuum of Teaching Practice to grow on a sticky note.

• Get up, share with three non-table group partners, place on the white board, return to your seat to complete the feedback form, etc.

Thank you!

• Remaining questions

• Feedback – Complete Form

• October 22, 23, & 25 (with SP) Deepening Understanding of Inquiry

• Please remain if you are a transfer

• Bus your table

Documents

Participating Teacher Year Two Orientation