Cycle of Inquiry - Planning around Content Standards

San Jose Unified School District

Inquiry Meeting 2January 12 & 18, 2011

Presented by:Shirley Bell, Manager

Darren Battaglia & Amy Shumway, IC

Inquiry Meeting 2January 12 & 18, 2011

Presented by:Shirley Bell, Manager

Darren Battaglia & Amy Shumway, IC

San Jose Unified School District

Welcome

Welcome!Place a dot on the histogram indicating where you are in the Inquiry process with your PT(s).

Welcome!Place a dot on the histogram indicating where you are in the Inquiry process with your PT(s).

Meeting Objectives

SP will know how to guide an Inquiry, around 1 or 2 content standards, that results in student and PT learning

SP will know how to guide an Inquiry, around 1 or 2 content standards, that results in student and PT learning

SP will gain an increased understanding of Culturally Responsive Teaching

SP will gain an increased understanding of Culturally Responsive Teaching

State Survey Results

Over the course of your service as a SP, what impact have the following BTSA program PD activities had on your ABILITY TO SUPPORT your PT(s)?

Program Priority

Induction Standard 6

Yellow Tab: Assessment of Teaching and Learning

Equity

Culturally Responsive Teaching

Culturally Responsive Teaching

CTP, FACT, Induction Standards

CTP, FACT, Induction Standards

Equity

“Although it might be useful to simply have a checklist of culturally responsive practices, in reality we know that learning to be culturally responsive cannot come fromreading a book or attending one workshop” Northwest Regional Educational

Laboratory 2005

“Although it might be useful to simply have a checklist of culturally responsive practices, in reality we know that learning to be culturally responsive cannot come fromreading a book or attending one workshop” Northwest Regional Educational

Laboratory 2005

Culturally Responsive

Teaching

CRT Roadmap

• Global discussion of CRT principles

• Equity Observation Tool for Inquiry

• Global discussion of CRT principles

• Equity Observation Tool for Inquiry• Specific strategies we anticipate observing

• Evidence for Induction Standards

• Specific strategies we anticipate observing

• Evidence for Induction Standards• Summer SP Institute on CRT & Equity

• 11/12 Application of CRT to work with PT

• Summer SP Institute on CRT & Equity

• 11/12 Application of CRT to work with PT

Count Off

1’s1’s

2’s2’s

3’s3’s

Structured Conversation

Person 1 Talks for 2 minutes

Persons 2 and 3 LISTEN













Conversation

Have a conversation about Culturally Responsive Pedagogy, including what the principles might look like in a classroom.

Have a conversation about Culturally Responsive Pedagogy, including what the principles might look like in a classroom.

15 Minutes15 Minutes

Equity Observation

CRT Strategies Used

• Involving “students” more by incorporating active teaching methods

• Instructing around groups and pairs, reducing anxiety by working in small groups or pairs with time to share ideas and think critically

•Honoring individual expertise

• Involving “students” more by incorporating active teaching methods

• Instructing around groups and pairs, reducing anxiety by working in small groups or pairs with time to share ideas and think critically

•Honoring individual expertise

The Big Picture

InquiryInquiry• Teacher learning

related to CSTP• Teacher learning

related to CSTP

• Student learning related to specific content standard

• Student learning related to specific content standard

Focus Question (C-1)

Content Standard(C-2)

The Big Picture

Inquiry on standards based teaching and planning

Inquiry on standards based teaching and planningWeekly check on how students are progressing toward mastery of ONE or two connected standards content standard

Weekly check on how students are progressing toward mastery of ONE or two connected standards content standard

Inquiry Content Standard Focus





•Use the Curriculum Framework and/or Course Description to select a standard

•Plan your unit with one or two related standards that can span a 6 week inquiry

•Plan 2 three week units with different standards

•Use the Curriculum Framework and/or Course Description to select a standard

•Plan your unit with one or two related standards that can span a 6 week inquiry

•Plan 2 three week units with different standards

No Pacing Guide…No Pacing Guide…


The Big Picture

Entry Level Assessment

Summative Assessment

Progress Monitoring Assessment




• Have your PT look at pacing guides when you are selecting focus content standards.

• Identify content standard and entry level assessment

• Pacing guides should be the source from which you select your focus standards for your inquiry!

• Have your PT look at pacing guides when you are selecting focus content standards.

• Identify content standard and entry level assessment

• Pacing guides should be the source from which you select your focus standards for your inquiry!


Questions on The Big Picture

BreakBreak

Collaborative Log

ConfusionConfusion

Inquiry: Week One

Guides conversation and reflection of PT self-assessment

• Identify strengths and growth

• Develop inquiry focus question

Guides conversation and reflection of PT self-assessment

• Identify strengths and growth

• Develop inquiry focus question

SP Process:SP Process:

Document conversations and thinking on•IIP (C-1) cells 1 – 4•Essential components of Instruction (C-2) cells 1 -4•PT administers Entry Level Assessment

Document conversations and thinking on•IIP (C-1) cells 1 – 4•Essential components of Instruction (C-2) cells 1 -4•PT administers Entry Level Assessment

PT Process:PT Process:

Inquiry: Week One

Inquiry: Week Two

Tool to help make process clear & transparent•Optional for Inquiry 1 or 3•Required for Inquiry 2 or 4

Tool to help make process clear & transparent•Optional for Inquiry 1 or 3•Required for Inquiry 2 or 4

Collaborative LogsCollaborative Logs

Inquiry: Week Two

Guides conversations and analysis of entry-level assessment

• Determine focus students

• Begin planning key elements for observation lesson

• Schedule observation (C-6)

Guides conversations and analysis of entry-level assessment

• Determine focus students

• Begin planning key elements for observation lesson

• Schedule observation (C-6)

SP Process:SP Process:

Inquiry: Week Two

• Lesson Plan template for observation (C-5)

• Entry Level Assessment (C-3 Part 1 & 2)

• Focus Student Selection (C-4)

• IIP (C-1) cells 5 – 8• Essential Components of

Instruction (C-2) cells 5 - 13

• Lesson Plan template for observation (C-5)

• Entry Level Assessment (C-3 Part 1 & 2)

• Focus Student Selection (C-4)

• IIP (C-1) cells 5 – 8• Essential Components of

Instruction (C-2) cells 5 - 13

PT Process:PT Process:

Inquiry: Week Two

Inquiry Observation Record Choices:

• Technology Integration (IS5)

• Equity Observation Record (IS6)

• Teaching English Learner Observation Record (IS 6a)

• Teaching Special Populations Observation Record (IS6b)

Inquiry Observation Record Choices:

• Technology Integration (IS5)

• Equity Observation Record (IS6)

• Teaching English Learner Observation Record (IS 6a)

• Teaching Special Populations Observation Record (IS6b)

Observation Tools

1 – Teaching Special Population

2 – Equity Observation

3 – Teaching English Learners

4 – Technology Integration

1 – Teaching Special Population

2 – Equity Observation

3 – Teaching English Learners

4 – Technology Integration

Expert JigsawExpert Jigsaw

Observation Tools

Observation Tools

• Distribute your Observation Tool

• Share key pieces from observation tool.

• Which Conditions best support which CSTP?

• Distribute your Observation Tool

• Share key pieces from observation tool.

• Which Conditions best support which CSTP?

Inquiry: Weeks 3 & 4

• SP & PT analyze student work from lesson (focus-students learning related to content standards)

• SP & PT plan for Focus Students in next lesson

• PT reflects & recalibrates action plan which is documented on IIP [Cells 5-8]

• SP & PT analyze student work from lesson (focus-students learning related to content standards)

• SP & PT plan for Focus Students in next lesson

• PT reflects & recalibrates action plan which is documented on IIP [Cells 5-8]

Inquiry: Week Five

• Same as Weeks ¾• PT administers the


• Same as Weeks ¾• PT administers the


SP & PT analyze: • Summative assessment

(C-8 pt.2)• Self-reflection on

induction standards• Measurable outcomes

SP & PT analyze: • Summative assessment

(C-8 pt.2)• Self-reflection on

induction standards• Measurable outcomes

Inquiry: Week Six

Inquiry: Week Seven

• PT & SP review evidence for self-assessment on Continuum of Teaching Practice

• PT & SP review evidence for self-assessment on Continuum of Teaching Practice

Next Meeting & Questions

• Advice & Assistance• Inquiry Meeting 3: Feb 7

or 10, Lenzen 129. SP’s only.

• Evaluation

• Advice & Assistance• Inquiry Meeting 3: Feb 7

or 10, Lenzen 129. SP’s only.

• Evaluation

What are 2-3 ideas about Culturally Responsive Teaching you now have?

Summarize the major steps of an Inquiry around 1 or 2 content standards.

What are 2-3 ideas about Culturally Responsive Teaching you now have?

Summarize the major steps of an Inquiry around 1 or 2 content standards.

Evaluation

Closure & Evaluation