Formative Assessment for California Teachers FACT Karen Evans kevans@sandi.net Eileen Davis edavis@sandi.net Rich Redmond rredmond@sandi.net 1.

Formative Assessment for California Teachers FACT Karen Evans Eileen Davis Rich Redmond 1

Skill Building for Support Providers

Skill Building Resources
SB-A: TPE and CSTP Information SB-B: Generational Characteristics SB-C: CSTP Placemat SB-D: Induction Program Standards SB-E: Evidence vs Opinion Quiz SB-F: Note-Taking Page for Observations (2) SB-G: Seating Chart Sample

Outcome Participants will have an understanding of … the skills necessary to be an effective Support Provider 4

Plan Teach Apply Reflect 4/15/2009

Foundations of FACT The CA Standards for the Teaching Profession
State Academic Content Standards The Induction (Credential) Standards Formative Assessment Action Research Analysis of Student Work 6

FACT Modules A. Context for Teaching B. Initial Assessment of Teaching
C. Inquiry D. Summary of Teaching Practice 4/15/2009 FACT Pilot Training: Commission on Teacher Credentialing and California Department of Education 7

Learning to Teach System
Skill Building 3 – May 1, 2009 Learning to Teach System TRAINER’S NOTES 8 Copyright © Commission on Teacher Credentialing and the California Department of Education 8 8

Skill Building 3 – May 1, 2009 Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS Credentials) Preliminary Credential Preparation Clear Credential Preparation Clear Credential Renewal Credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every five years. Ongoing professional growth is the responsibility of the credential holder and based on any requirements the employing school district may have. PRELIMINARY CREDENTIAL CLEAR CREDENTIAL Blended Program Induction Program Advanced Curriculum Demonstration Formative Assessment and Support Frequent Reflection on Practice Individual Induction Plan Application of Prior Knowledge Post-Baccalaureate 5th Year Program TRAINER’S NOTES: In 1998, the California Commission on Teacher Credentialing sponsored and the Governor signed legislation that restructured teacher credentialing in California. The highlights of this reform were: The creation of multiple, standards-based routes into teaching, including blended programs of undergraduate teacher preparation; Alignment of teacher preparation standards with State-adopted academic contact and performance standards for students; A new requirement that teachers pass a teaching performance assessment embedded in their preparation program prior to earning a preliminary teaching credential; A new requirement that teachers complete a two-year induction program of support and formative assessment during the first two years of teaching as a requirement for earning a clear teaching credential. Internship Program * Teaching Performance Assessment (TPA) 9 Copyright © Commission on Teacher Credentialing and the California Department of Education 9 9

Table Group Discussion . . .
Skill Building 3 – May 1, 2009 Application Discuss your insights about the “Learning to Teach Continuum” and how this system might impact new teachers in our profession. TRAINER’S NOTES: Ask support providers to think about what they have noticed with new teachers as they come out of teacher preparation programs Allow them time to think quietly and then share with a table partner - 5 minutes Then have all support providers share with the whole group - 5 minutes Table Group Discussion . . . 10 Copyright © Commission on Teacher Credentialing and the California Department of Education 10

Implications for Universities: Teacher Preparation Programs …

Teaching Performance Expectations (TPEs)
Skill Building 3 – May 1, 2009 Teaching Performance Expectations (TPEs) Criteria by which Multiple Subject and Single Subject credential candidates are evaluated for recommendation for a preliminary teaching credential. TRAINER’S NOTES: The Teaching Performance Expectations (TPEs) were developed, through rigorous research and consultation with California educators, by the California Commission on Teacher Credentialing (CCTC) to describe the set of knowledge, skills, and abilities beginning teachers should be able to demonstrate. Teaching performance expectations describe teaching tasks that fall into six broad domains (see next slide). 12 Copyright © Commission on Teacher Credentialing and the California Department of Education 12 12

Teaching Performance Expectations (TPEs)
Skill Building 3 – May 1, 2009 Teaching Performance Expectations (TPEs) A: Making Subject Matter Comprehensible to Students B: Assessing Student Learning C: Engaging & Supporting Students in Learning D: Planning Instruction & Designing Learning Experiences for Students E: Creating and Maintaining Effective Environments for Student Learning F: Developing as a Professional Educator TRAINER’S NOTES: Review Teaching Performance Expectations (TPEs) on the slide. The guiding philosophy of SB 2042 credentialing legislation is the belief that effective teacher preparation takes several, if not many years. With this in mind, the developers of 2042 program standards derived a set of outcomes specifically for pre-service candidates, known as the Teaching Performance Expectations (TPEs). Much like the widely known California Standards for the Teaching Profession that were previously used for both teacher development and pre-service preparation, Teaching Performance Expectations address multiple and overlapping knowledge and skill domains and provide the basis for course design and assessment for candidates. Teaching performance expectations describe teaching tasks that fall into six broad domains. These domains are in different order, but the content is the same. California Standards for the Teaching Profession (CSTP). 13 Copyright © Commission on Teacher Credentialing and the California Department of Education 13

CA Standards for the Teaching Profession (CSTPs)
1: Engaging and Supporting all Students in Learning 2: Creating and Maintaining Effective Environments for Student Learning 3: Understanding and organizing Subject Matter for 4: Planning Instruction and designing Learning Experiences for all Students 5: Assessing Student Learning 6: Developing as a Professional Educator

Partner Activity “A” Review the TPE information
Skill Building 3 – May 1, 2009 Partner Activity “A” Review the TPE information Review the CSTP information Compare & Contrast TPEs & CSTPs (SB-A) TRAINER’S NOTES: We need to get in the verbage of TPE and CSTp’s, criteria for getting a prelim cred and using the TPE’s, does look like the CSTP’s so by having a better understanding of how both match up will help validate induciiton. Take a look at both, validate wok before and guide them toward more aggressive work in the CSTP’s. Under each of the 6 domains live the Teacher Performance Expectations (TPE’s) See hand out 15 Copyright © Commission on Teacher Credentialing and the California Department of Education 15 15

SB-A California Teaching Performance Expectations TPEs At-A-Glance with Salient Features A. Making Subject Matter Comprehensible to Students TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction a. Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments ▪ Understanding the state-adopted academic content standards ▪ Understanding how to teach the subject matter in the standards ▪ Planning instruction that addresses the standards ▪ Demonstrating the ability to teach to the standards b. Subject-Specific Pedagogical Skills for Single Subject B. Assessing Student Learning TPE 2 – Monitoring Student Learning During Instruction ▪ Determining student progress toward achieving the state-adopted academic content standards ▪ Using instructional strategies and techniques to support students’ learning TPE 3 – Interpretation and Use of Assessments ▪ Understanding a range of assessments ▪ Using and interpreting a range of assessments ▪ Giving feedback on assessment results C. Engaging and Supporting Students in Learning TPE 4 – Making Content Accessible ▪ Addressing state-adopted academic content standards ▪ Prioritizing and sequencing content ▪ Selecting and using various instructional strategies, activities, and resources to facilitate student learning TPE 5 – Student Engagement ▪ Understanding of academic learning goals ▪ Ensuring active and equitable participation ▪ Monitoring student progress and extending student thinking D. Planning Instruction and Designing Learning Experiences for Student Learning TPE 8 – Learning About Students ▪ Understanding child and adolescent development ▪ Understanding how to learn about students ▪ Using methods to learn about students connecting student information to learning TPE 9 – Instructional Planning ▪ Establishing academic learning goals ▪ Connecting academic content to the students backgrounds, needs, and abilities ▪ Selecting strategies/ activities/ materials/ resources

California Standards for the Teaching Profession 2009
SB-A California Standards for the Teaching Profession 2009 STANDARD ONE: Engaging and Supporting All Students in Learning 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching STANDARD TWO: Creating and Maintaining Effective Environments for Student Learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing & maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual & group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning

Teaching Performance Assessment (TPAs)
Skill Building 3 – May 1, 2009 Teaching Performance Assessment (TPAs) Assessment that requires candidates to demonstrate (through their performance with K-12 students) that they have mastered the knowledge, skills & abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs). TRAINER’S NOTES: Know and be able to do before they can get their prelim cred. Way they show competence is through the TPA Goes on 4 their entire student teaching 4 sections Gives us more more prepared and more reflective teachers. Have had to already had to TPA = an assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs). 18 Copyright © Commission on Teacher Credentialing and the California Department of Education 18

Teaching Performance Assessment Models
Skill Building 3 – May 1, 2009 Teaching Performance Assessment Models Three approved models: CalTPA, PACT and FAST All TPA models require Commission approval Programs must implement an approved TPA model All models contain tasks that candidates complete to demonstrate mastery of the Teaching Performance Expectations TRAINER’S NOTES: CalTPA - California Teaching Performance Assessment by the CTC (most comonin SD) There are four inter-related yet separate tasks that are sequenced and increase in complexity as teacher candidates move through them. Task 1 – Principles of Content-Specific and Developmentally Appropriate Pedagogy Task 2 - Connecting Instructional Planning to Student Characteristics for Academic Learning Task 3 - Classroom Assessment of Academic Learning Goals Task 4 – Academic Design, Implementation, and Reflection after Instruction PACT - Performance Assessment for California Teachers by Stanford University Many institutions using this model have signature assignments done as embedded components of their coursework. They all take part in the Teaching Event below which serves as the capstone TPA. The Teaching Event is a portfolio-like assessment by which candidates demonstrate TPE competencies grouped in five categories: Planning Instruction, Assessment , Reflection and Academic Language, or PIARL for short. FAST - Fresno Assessment of Student Teachers Programs must implement an approved TPA model All models contain tasks that candidates complete to demonstrate mastery of the Teaching Performance Expectations 19 Copyright © Commission on Teacher Credentialing and the California Department of Education 19 19

Find someone with the same color shoes as you and discuss…
Skill Building 3 – May 1, 2009 Find someone with the same color shoes as you and discuss… How do the TPEs and TPAs impact new teachers today? How will the TPAs and TPEs impact the way you work with your new teachers? TRAINER’S NOTES: How are they different than they were before. Our teachers are much more prepared and ready for reflection. Being VY and look at themselves on VT critique themself and then decide what they would do differently. Validate wo4rk that they are doing. They have done much reflection, but we must push them forward.so that they can do even better. Provide 2-3 Minutes writing time Provide 5 minutes table talk time Ask for one idea from each table 20 Copyright © Commission on Teacher Credentialing and the California Department of Education 20

Skill Building 3 – May 1, 2009 Learning to Teach Continuum (SB 2042 Credential Structure for MS/SS Credentials) Preliminary Credential Preparation Clear Credential Preparation Clear Credential Renewal Credential is valid for the life of the holder as long as renewal fee and evidence of meeting professional fitness are submitted every five years. Ongoing professional growth is the responsibility of the credential holder and based on any requirements the employing school district may have. PRELIMINARY CREDENTIAL CLEAR CREDENTIAL Blended Program Induction Program Advanced Curriculum Demonstration Formative Assessment and Support Frequent Reflection on Practice Individual Induction Plan Application of Prior Knowledge Post-Baccalaureate 5th Year Program TRAINER’S NOTES: In 1998, the California Commission on Teacher Credentialing sponsored and the Governor signed legislation that restructured teacher credentialing in California. The highlights of this reform were: The creation of multiple, standards-based routes into teaching, including blended programs of undergraduate teacher preparation; Alignment of teacher preparation standards with State-adopted academic contact and performance standards for students; A new requirement that teachers pass a teaching performance assessment embedded in their preparation program prior to earning a preliminary teaching credential; A new requirement that teachers complete a two-year induction program of support and formative assessment during the first two years of teaching as a requirement for earning a clear teaching credential. Internship Program * Teaching Performance Assessment (TPA) 21 21 Copyright © Commission on Teacher Credentialing and the California Department of Education 21 21 21

FACT Modules: A. Context for Teaching
B. Initial Assessment of Teaching C. Inquiry D. Summary of Teaching Practice Getting you ready to work with eachers on the formative assessment, FACT This is what you’re getting ready for today. A=Looking at class,kids, school ,community-getting grounded in who they are in this setting B= where they are in their practice and where they might like to go=leads into inquiry C=ID one area they want to grow in really get good at the area they perceive they need work in D-Closure to the FACT program 22

Connecting to New Teacher Needs

Table Discussion: What I wished I’d known that first year was…
TRAINER NOTES: Have participants locate the “T-Chart” in their Participant’s Manual (located after page 20 in the trainer manual). Ask participants to individually reflect on their first year of teaching and list things they wish they had known that first year, on the left side of the chart. Allow 5 minutes Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Skill Building Twelve 24

Attitudinal Phases of New Teachers
TRAINER NOTES: Explain to participants that the graph illustrates the sequence and most likely timing for the attitudes novice teachers hold and often exhibit as they move through their first year of teaching. Experienced teachers may feel similar phases, but at a much less intense level. This work is derived from “Attitudinal Phases” of beginning teachers as documented in Univ. of CA Santa Cruz’ New Teacher Project under the direction of Ellen Moir Distribute Attitudinal Phases First Year Teacher Quote Card packets to each table (1 set for every 3-4 people) Have participants locate their Attitudinal Phase Chart and the article,” Recognizing and Meeting the Needs of Beginning Teacher” by Laura Lipton and Bruce Wellman. in their Participant’s manual In pairs, use the “Say Something Strategy” described in the Structured Engagement Activities in FACT Resources. Participants process through the article, ” Recognizing and Meeting the Needs of Beginning Teacher” by Laura Lipton and Bruce Wellman , highlighting key points, stopping and sharing thoughts with their partner. **You may wish to point out; Spring tends to be more stressful than in the past. (CASHEE, etc.) Ask for any thoughts/ideas from participants. As a check for understanding: In partners/table groups, participants will match Attitudinal Phases First Year Teacher Quotes Cards to the phases on their chart. Allow 10 minutes Have participants place cards back into baggies. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Skill Building Twelve 25

Find a partner who is smiling at you and discuss…
Describe some effective strategies for supporting a new teacher through each of the attitudinal phases? TRAINER NOTES: Participants consider the characteristics of and events taking place during each of the phases in the first year while brainstorming effective support strategies One for each stage. Id what they are going through and try to help them. Allow 5-10 minutes Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Skill Building Twelve 26

Additional Resources Rutherford, Paula, 21st Century Mentor’s Handbook, © 2005, Just ASK Publications, Attitudes, Skills, and knowledge, (ASK) Inc. Lipton, Laura, and Bruce Wellman, Mentoring Matters: A Practical Guide to Learning-Focused Relationships. Sherman, CT, © MiraVia, 2001 Moir, Ellen, Phases of First-Year Teaching-Attitudes Toward Teaching, © 1992, New Teacher Center, University of California, Santa Cruz. TRAINER NOTES: The resources listed here on the main ones referred to throughout this Skill Building Activity. As a trainer, you may wish to share additional resources which would serve to enhance the support provider role. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / Skill Building Twelve 27

Formative vs Summative Assessment
In depth ways to work with PT. Brain wrapped around some of the common language within the prorgam Really gets you ready for he FACT program, Give you some ideas and foundation pieces that the program is based upon

Find Someone who Looks Intelligent and…
Discuss the difference between formative and summative assessments… Gut reaction to the differences.

Formative Assessment The performance of a learner collected over time and compared to set criteria. TRAINER NOTES: Elements of student assessment and teacher assessment are similar. Participants at table groups will be comparing and contrasting the uses of student assessment and teacher assessment. Not just gut reaction to something, Set against criterion,really is evidence based set over time set to something very distinct Have participants locate T-chart in Participant’s manual Read definition* Ask participants to work with a partner to generate a list of formative assessments typically used by classroom teachers to know about student learning. Partners should write their ideas on the left side of the handout “Formative and Summative Assessments” Allow about 5 minutes for partner work. Ask participants to share their ideas. List responses on chart paper (T-chart) Summative Formative Reread definition of formative assessment and participant responses, stressing that the purpose of these strategies is to provide on-going student progress data that informs instructional planning * formative, adj. helping to shape, develop, or mold Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building Seven 30

Summative Assessment The performance of a learner summarized at one point in time, usually with a final conclusion drawn. TRAINER NOTES: Read definition*, pointing out the difference between summative and formative assessment. Ask participants to return to the T-chart on their handout and generate a list of assessments classroom teachers typically use to summarize student learning. Allow about 5 minutes for partner work. Ask participants to share their ideas with the whole group. List responses on chart paper (T-chart). Reread definition of summative assessment and participant responses. Ask participants what they notice about the list (tools/strategies may show up on both lists). Circle on the chart those items that can be used as either formative or summative. Discuss that the difference is in the purpose of the assessment, i.e. the USE of the data being collected The T chart should include the following conceptual differences. Formative assessment is: ongoing, non-evaluative, evidence-driven, a collaborative process, focused on growth over time. Summative assessment is: evaluative, judgmental, conclusive, connected to employment, episodic. It may be important to point out that summative assessment may be formative at certain stages. For instance, the administrator may share evidence with a participating teacher and give suggestions. Eventually, however, an employment decision must be made. So the process becomes summative. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building Seven 31

Formative Assessment in Induction:
Focuses new teacher professional growth (over time) Guides support provider work (constant feedback) Generates evidence for credentialing requirements (Induction Standards) TRAINER NOTES: Part of what were doing in formative, collect evidence so that we can confirm that they have indeed met the requirements. It is so important to clearly state/discuss that the teaching world is so filled with Summative examples that to switch support provider focus to the formative world of BTSA Induction is to truly re-train our perspective. This is critical so that our support providers clearly understand their role. Just as formative assessment data guides the classroom teacher in planning appropriate instruction and assists each student in focusing their learning, formative assessment also: Documents IS 5, 6, 6a, 6b for credentialing Focuses PT professional growth Helps the SP provide support tailored to the PT’s individual needs Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building Seven 32

Formative Assessment in Induction:
Involves new teachers and support providers in continuous reflection and discussion of evidence in order to make professional judgments about their professional practice. TRAINER NOTES: Continuously ask them to look at a type of rubric that places them on a standard of performance, where do I fall? Constantly looking at my practice so I can see where I fall according to a set of criterion Have participants read the definition and briefly discuss any thoughts they may have. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building Seven 33

Support Provider / Participating Teacher Trust
Communication between the Participating Teacher and the Support Provider is CONFIDENTIAL. TRAINER NOTES: Very safe to tell them what but not how. TY 4 asking we are currently working on…. Ask RT if you are unsure of what to say. Ask participant’s why this confidentiality might be so. Tell participants: Confidentiality is a basic underlying principle of BTSA/Induction PTs must have a clear understanding that the SP IS NOT an evaluator, but IS a trusted colleague whose goal is to assist the PT in applying best practices while working towards earning the Professional Teaching Credential. Ask table groups to brainstorm appropriate reasons for conversations between the support provider and the site administrator. Chart their responses and discuss. Further note: BTSA evidence is the property of the PT Administrator cannot use BTSA evidence for hiring decisions SP cannot share evidence/information about BTSA work with administrator SPs should encourage PTs to share BTSA evidence with administrator SP can/should assist PT with areas for growth/concerns documented in the formal evaluation Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building Seven 34

California Standards for the Teaching Profession
Induction Standards Basic foundational piece of being and SP How you look at their practice according to 2 standards,

Standard: The dictionary defines “standards” as: “An acknowledged measure of comparison for quantitative” or “qualitative value; criterion; norm” 4/15/08 Think about some of the things you believe teachers should know and be able to do . . . List each skill on a separate post-it TRAINER NOTES: Share: Educational reforms have standards at their core Standards provide guidance/evidence SB2042 Induction Program Standards Academic content standards California Standards for the teaching profession (CSTP) Explain that the participants will be looking at standards and the way they are used in Induction This supports Skill Building #4. Ask teachers to think about some of the things they believe teachers should know or be able to do Participants should capture three or four of their ideas– one on each post-it. Have teachers hold on to post its while presenter goes over the six CSTPs. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building #15 36

California Standards for the Teaching Profession
4/15/08 California Standards for the Teaching Profession For our purposes, we further define the CSTP as: “Describing what a teacher should know and be able to do” Use the copy of the CSTP (SB-C) to place your post-its on an appropriate standard TRAINER NOTES: Since the CSTP are central to the Induction/BTSA process it is important that participants become very familiar with each standard and its elements. This activity will help them better understand the standards Introduce the CSTP mat. Partners discuss and place their previously made post-its on what teachers should know and be able to do on the CSTP standard that it represents. Group shares their insights. Debrief: The CSTP are broad standards that describe effective classroom practice regardless of the grade level or subject area, and regardless of the amount of experience or level of professional development. Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building #15 37

California Standards for the Teaching Profession 2009
SB-C California Standards for the Teaching Profession 2009 STANDARD ONE: Engaging and Supporting All Students in Learning 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching STANDARD TWO: Creating and Maintaining Effective Environments for Student Learning 2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing & maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual & group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning Put them on placement on the CSTP’s. Look at standard and element. Put on the correct standard Challenge: Can go in more than one standard.Standards are overlaping Purpose, what a teacher knows and should be able to do , fits right into these standards Designed by teachers, who asked what should teachers know and be able to do. Agreed upon and designed by teachers in the professin. Huge part of the reflective conversations you will have in this program.

Induction Program Standards
4/15/08 Induction Program Standards Read & Highlight the Key Phrases: (SB-D) Standard 5: Pedagogy Standard 6: Universal Access: Equity for All Students a. Teaching English Learners b. Teaching Special Populations TRAINER NOTES: State says that a new teacher must be able to do before they can get level 2 cred. 2 different types of standards. 5=Pedagogy-delivery of instruction, what kinds of activities students are doing method of lesson delivery, Technology, how are they accessing information and how are they learning 6-Competency around ELL and SP.sub categories Show application to practice using ELL and SP This activity will summarize and highlight key points within each of the Induction Program Standards and will prepare participants to generate examples of evidence for each standard in the carousel activity. Briefly review each standard, highlighting critical components of each. Encourage participants to highlight key words/phrases as you review. Standard 5: Pedagogy Improves on what was demonstrated in preliminary preparation Ability to teach to content standards Addresses specific needs of students Standard 6: Universal Access: Equity for All Students Builds on k,s,a acquired in preliminary prep to support diverse students Designs and implements equitable learning opportunities for all students Eliminates personal and institutional bias from the learning environment Standard 6a: Teaching English Learners Builds on the k,s,a acquired in preliminary prep Delivers comprehensive, specialized instruction for English learners – English language development, development of academic language, comprehension and knowledge of core curriculum Uses data from state-adopted assessment, student background, for planning and supporting student learning Standard 6b: Special Populations Knows provisions of IDEA as well as local provisions for teaching gifted/talented students Creates positive, inclusive climate and uses appropriate instructional strategies Cooperates and collaborates with families, school and community professionals Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment of California Teachers (FACT) - Pilot Documents / Skill Building #15 39

Induction Standards for the Teaching Profession
SB-D Induction Standards for the Teaching Profession Program Standard 5: Pedagogy Participating teacher demonstrates the ability to: ▪ Reflect upon and apply the CSTP’s & specific pedagogical skills ▪ Utilize adopted academic content standards, performance levels for students & curriculum frameworks and materials ▪ Use and interpret assessment data from multiple measures to inform instruction ▪ Plan and differentiate instruction for diverse learning needs of the full range of learners ▪ Create and maintain a well-managed classroom ▪ Develop safe, inclusive and healthy learning environments ▪ Become fluent, critical users of technological resources to assess, plan and deliver instruction ▪ Enable students to use technological resources to advance their learning ▪ Implement strategies to maximize student awareness around privacy, security and safety following local district technology policy Program Standard 6: Universal Access – Equity for All Students Participating teacher demonstrates the ability to: ▪ Protect and support all students by designing and implementing equitable and inclusive learning environments ▪ Maximize academic achievement for all students regardless of their ethnic, racial, socio-economic, cultural, academic, linguistic, family backgrounds, gender, gender identity, and sexual orientation ▪ Maximize academic achievement for all students regardless of their student’s ability, including students with disabilities and advanced learners, as well as students with a combination of special instructional needs ▪ Examine and strive to minimize bias in classrooms, schools and larger educational systems using culturally responsive pedagogical practices ▪ Use a variety of resources (including technology related tools, interpreters, etc.) to collaborate and communicate with students, colleagues, resource personnel and families to provide the full range of learners’ equitable access to the state-adopted academic content standards Program Standard 6a: Teaching English Learners Participating teacher demonstrates the ability to: ▪ Ensure academic achievement and language proficiency for English Learners ▪ Adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation processes ▪ Implement district policies regarding primary language support services for students ▪ Plan instruction for English Learners based on the student’s levels of proficiency and literacy in English and primary language as assessed by multiple measures such as the California English Language Development Test (CELDT), the California Standards Test (CST) and local assessments ▪ Implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELC by proficiency level, and/or content-based ELD ▪ Instruct English learners using adopted standards-aligned instructional materials ▪ Differentiate instruction based upon their students’ primary language and proficiency levels in English considering the student’s culture, level of acculturation and prior schooling Program Standard 6b: Teaching Special Populations Participating teacher demonstrates the ability to: ▪ Ensure academic achievement for special populations ▪ Adhere to the legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services ▪ Implement district policies regarding support services for special populations ▪ Communicate and collaborate with special services personnel to ensure that instruction &support services for special populations are provided according to students’ assessed levels of academic, behavioral & social needs ▪ Provide accommodations and implement modifications ▪ Recognize student strengths and needs, use positive behavioral support strategies and employ a strengths-based approach to meet the needs of all students including the full range of special populations ▪ Instruct special populations using adopted standards-aligned instructional materials/resources (e.g., varying curriculum depth/complexity, managing paraeducators, using assistive & other technologies) Read through 4 categories, highlight key phrase. Each person take a diff standards, what are the highlights of the standard you chose. Verbage behind induction standards. Both are foundation pieces for the Induction program. Sometimes you are looking at their practice according to CSTP’s and sometimes through Induction. Again both are nece4ssaryinorder f PT to receive a level 2 clear cred.

Closure & Reflection: Write: 3 important concepts learned
FACT Pilot Training 2009 4/17/09 Closure & Reflection: Write: 3 important concepts learned 2 questions you still have 1 concern you have Share at your table TRAINER NOTES: Overview Purpose is to have participants recall the knowledge and skills from FACT System Foundations Participants --independently write : 3 important concepts learned 2 questions they still have 1 potential positive for teachers share with a partner Have participants popcorn share the responses from table groups 41 41 Copyright © Commission on Teacher Credentialing and California Department of Education 41 41

FACT Modules A. Context for Teaching B. Initial Assessment of Teaching
C. Inquiry D. Summary of Teaching Practice 4/15/2009 FACT Pilot Training: Commission on Teacher Credentialing and California Department of Education 42

Formative Assessment for California Teachers FACT Karen Evans kevans@sandi.net Eileen Davis edavis@sandi.net Rich Redmond rredmond@sandi.net 1.

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