1 LAUSD BTSA Induction FACT Day 1 Training

Being a Support Provider is like… 2

3 Disneyland Partners Make “appointments” with four people who are not sitting near you Find a partner for each of the following: Main Street USA Partner Frontierland Partner Adventureland Partner Tomorrowland Partner Exchange (and write down!) names for each appointment

4 Plan Your Adventure! ( ) Write: 3 things you think teachers should know 2 things they should be able to do 1 biggest challenge teachers are facing Share at your table

5 Teacher Preparation Teacher Performance Expectations (TPE) Teacher preparation standards Teacher Induction California Standards for the Teaching Profession BTSA Induction Standards

6 Induction Standards “Say Something” Locate the Induction Standards on pages 1.5 – 1.8 Read the Pedagogy Standard (1.5) Highlight important items and note any questions you have With your assigned partner, discuss your questions and notes Repeat

7 Plan Teach Reflect Apply

8 LAUSD INDUCTION FACT PORTFOLIO Combines ALL of the following:

9 CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guides ASSESSMENT OF TEACHING PRACTICE Teacher Preparation Information CA Standards for the Teaching Profession and Induction Standards-Based Informal Classroom Observation Reflective Conversation SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Assessment INQUIRY #1--Pedagogy Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Year 1

10 CONTEXT FOR TEACHING Class, School, District, and Community Conversation Guide ASSESSMENT OF TEACHING PRACTICE CA Standards for the Teaching Profession and Induction Standards-Based Reflective Conversation INQUIRY #2—Self-Selected Inquiry Focus Action Plan Essential Component for Instruction Observation Analysis of Student Work Summative Assessment Reflection SUMMARY OF TEACHING PRACTICE Reflection on Teaching, Student and Personal Growth Future Considerations for Study FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT) Return to Context for Teaching and Assessment IIPIIP INQUIRY #3—Self-Selected Inquiry Focus Action Plan Essential Component for Instruction Entry Level Assessment Observation Analysis of Student Work Summative Assessment Reflection IIPIIP Year 2

11 Induction Portfolio Tab 1: Advisement Tab 2: CFT/ATP—Year 1 Tab 3: Inquiry #1—Pedagogy Tab 4: Summary of Teaching Practice— Year 1 Tab 5: CFT/ATP—Year 2 Tab 6: Inquiry #2—Self Selected Tab 7: Inquiry #3—Self Selected Tab 8: Summary of Teaching Practice— Year 2

12 Confidentiality All documents are public record Conversations between PT and SP are confidential

13 A.Context for Teaching/Assessment of Teaching Practice B.Inquiry C.Summary of Teaching Practice FACT Components

14 Context for Teaching/ Assessment of Teaching Practice

15 Context for Teaching/Assessment of Teaching Practice Read and highlight key points on CFT/ATP (Tab 2) Cover of the Portfolio Share insights

16 Assessment of Teaching Practice Concepts Participating Teachers bring documentation (TPA/Portfolio, etc.) from their teacher preparation to connect with their current practice Information gathered in this section will be the foundation of the Individual Induction Plan (IIP) in the Inquiries that will be completed during Tabs 3, 6, & 7

17 Teacher Preparation & Induction Comparison Comparing Teacher Preparation to Induction Standards

18 Read the directions (Yellow Section, p. 2.0, 1-2) Meeting Your Support Provider Teacher Preparation & Induction Alignment Chart Discussion Guide Table talk: Discuss the intent of these two sections (Participating Teachers will be introduced to this document at their Orientation) Teacher Preparation & Induction Conversation

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20 Observing a conversation about the Alignment Chart Note the strategies used by the Support Provider as he guides the Participant through the discussion around the Alignment Chart

21 Teaching Without Context Round the Room and Back Again Jot down 1 item you need to know about your classroom, school, district, or community Set aside your materials Circulate the room, sharing your idea with each person you meet and listening to their idea Return to your seat and write down as many examples as you can remember Pool ideas at your table to make a list

22 Teaching Without Context View video clip Discuss at your table what you noticed, related to the ideas about context

23 Conversation Guide: Classroom Management Read the discussion questions on the Conversation Guide: Classroom Management (2.3) Highlight the key words from each question Select a question that you believe will lead to a powerful conversation with participating teachers Identify the Induction Standard(s) connected to the questions Share your choice, and the reasoning behind your choice, with your table group

24 Using the Conversation Guides Review the topics in the “Collecting” section—look over the documents that are referred to here (2.4 & 2.5) Refer to the questions that are provided for each topic In the “Key Ideas and Reflections” column, list what you would need to know and prepare for in advance in order to successfully guide your participant through these conversations

25 K-W-O Review the K-W-O Chart (2.6) What I already Know about my classroom practice What I Want to know about my classroom practice What I would like my support provider to Observe when (s)he visits my classroom

26 K-W-O Discuss with your “Tomorrowland Partner” the benefits of completing the K-W-O Chart for the  Participating Teacher  Support Provider

27 Filling in the Blanks… Filling in the Blanks Worksheet Work with your “Adventureland Partner” Describe the purpose of each document Explain how each connects with the Participating Teacher’s classroom Be prepared to discuss!

Next Steps Work with your “Main Street USA Partner” to assemble the strips into a roadmap for your next steps

Questions?