Revisiting PACT as US:
Supporting our
Student Teachers and
Field Partners
Spring 2012 STE University Workshop
Cathy Zozakiewicz, PhD
COE PACT Coordinator, SDSU
Stanford Center for Assessment, Learning
and Equity
PACT Goals/outcomeS
PACT TE DUE DATE: FRIDAY, APRIL 20, 2012
• To review our roles and resources as US to be able to
support our STs with Technical and Organizational
issues of the PACT TE as US, and support our Field
Partners as they assist our STs with developing and
implementing the PACT TE
• To reflect upon areas of the PACT TE where STs
struggle, in order to better prepare our students as
effective teachers who can demonstrate competency on
all areas of the TE: Planning, Assessment, Instruction,
Reflection and Academic Language.
Stanford Center for Assessment, Learning
and Equity
Technical &
Organizational Support
• Forms Handed in on TaskStream:
• TE/ESA Permission Form – Form STs sign to give us
permission to use their ESAs, CATs and TEs for
instructional and research purposes
• Authenticity Form – PACT Form ST and US/Block
Leader signs at end of semester verifying that TE is the
original work of ST.
Forms Handed into Team Leader in Hard Copy:
SDSU PACT Permission Slips – form for students to be
videotaped and to use assessment samples for PACT TE
STs MUST USE SDSU PERMISSION FORMS –
DISTRICT FORMS CANNOT REPLACE SDSU
FORMS HERE
Stanford Center for Assessment, Learning
and Equity
US, CT and ST Roles
• Refer to Resources “PACT Teaching Event Tasks for
University Supervisors, Cooperating Teachers &
Stud. Teachers”
• Key – Attend to Block Timeline for Implementation
and Videotaping of TE
• Do Not Observe during TE with intention of giving
observational feedback to ST
• Refer STs to COE PACT Website to resources to
support the PACT process:
http://coe.sdsu.edu/students/pact/
Stanford Center for Assessment, Learning
and Equity
Guidelines for
Support Revisited
• Acceptable forms of support for constructing the TE include:
• Explaining the general design of curriculum materials or
instructional and assessment strategies, leaving it to candidates to
make selections
• Making referrals to curriculum materials, professional and
research articles on issues the candidate is thinking about. Many
candidates will use or adapt curriculum materials developed by
others; they should just cite the source, including materials from
experienced teachers. It is up to each candidate to explain how
the materials are appropriate for their students.
• Asking probing or clarifying questions that encourage candidates
to deepen their analysis of and reflection on the artifacts,
commentary prompts, and/or their responses and to
communicate these analyses and reflections more clearly.
Stanford Center for Assessment, Learning
and Equity
Unacceptable support
for Te includes:
• Making choices of curriculum materials or instructional strategies
(other than those required by the CT/school/district) for ST
• Providing your own analysis of the candidate’s students or
artifacts or offering alternative responses to commentary prompts
• Suggesting specific changes to be made in a draft Teaching Event
rather than asking questions aimed at helping candidates reflect
on a draft and reach their own conclusions about needed changes
• Providing intensive coaching for candidates perceived to be weak
that is aimed at helping them pass the Teaching Event rather than
at improving their teaching competence, e.g., extensive focused
feedback on repeated drafts leading to the final submission
• Editing the Teaching Event.
Stanford Center for Assessment, Learning
and Equity
Support from You as Supervisors
Working with Cooperating Teachers
1. Educate CTs about the PACT TE emphasizing
that what candidates do in PACT is authentic
and about becoming effective teachers.
2. Communicate to CTs how important they are in
supporting student teachers through the PACT
process and what support/guidance is allowed.
3. Keep lines of communication open with Team
Leaders about placement issues that may be
detrimental to STs’ abilities to successfully
complete their PACT TEs in their placements.
Areas where our STs
Struggle on TE
• Data Shots – See Data Results on COE
PACT Webpage under Faculty Support – get
access form Nina Potter
• http://coe.sdsu.edu/students/pact/
• Areas of Struggle: Assessment, Instruction,
Reflection, Academic Language, Next Steps
Stanford Center for Assessment, Learning
and Equity
Effective teacHING and
TE elements aligned
Effective Teachers Show Competency on TE by:
• Demonstrating Alignment and Making
Connections: Tasks 1-5
• Intellectual Engagement of Students According
to Subject-Specific Requirements: Tasks 2-3
• Focusing on Student Learning and Learner
Outcomes: Tasks 2-4
• Using Academic Language and Knowledge of
Student to Develop and Differentiate
Instruction/Assessment -- Teaching
Contextually to Students: Tasks 1-5
Stanford Center for Assessment, Learning
and Equity
Demonstrating alignment &
Making Connections
• Tasks 1-2: Context and Planning/Assessment
• Tips - TE/Teaching Effectiveness Mantras:
• Alignment and Connections
• Developing Detailed Plans
• Manageable Standards/Objectives
Fatal Flaws:
Misalignment and Disconnections between
standards/objectives, tasks and assessments,
and/or between plans and commentaries
Stanford Center for Assessment, Learning
and Equity
Intellectually
Engaging Students
• Engage Students Intellectually – Beyond
Participation, with Subject Matter
• Review Planning Rubrics 1 for Engagement
according to Subject Specific
Requirements/Variations – Reflect and attend to
Pedagogical Content Knowledge
• Tips and Fatal Flaws in Instruction
• Wrong Choice of Video Clips by interaction structure
or context expectation
• Classroom Management Chaos or Safety in Science
• Significant Content Inaccuracies
Stanford Center for Assessment, Learning
and Equity
Focus on Student
Learning
• Focus on Student Learning and Learning
Outcomes instead of Teacher/Teaching only
• Tips and Fatal Flaws on Assessment
• Misalignment of assessment rubric/evaluation
criteria, assessment itself and/or
standards/objectives measured
• Next steps vague or too brief, or do not align to
analysis – to learning outcomes
Stanford Center for Assessment, Learning
and Equity
reviewing Academic
Language & Its Importance
• What is academic language?
• Do we believe it is important as a teacher
educators? Why or why not?
• Why do we think AL is included as a central
task you must demonstrate competency in as
a new teacher within the PACT TE – your
State TPA?
Stanford Center for Assessment, Learning
and Equity
WHY include Academic
Language?
• Academic language is different from everyday
language. Some students are not exposed to this
language outside of school.
• Much of academic language is discipline-specific and
deepens subject matter THINKING.
• Unless we make academic language explicit for
learning, some students will be excluded from
classroom discourse and future opportunities that
depend on having acquired this language.
Stanford Center for Assessment, Learning
and Equity
Academic Language
• Academic language is the oral and written
language used in school necessary for
learning content.
• This includes the “language of the
discipline” (vocabulary and forms/functions
of language associated with learning
outcomes) and the “instructional language”
used to engage students’ in learning content.
Stanford Center for Assessment, Learning
and Equity
Vocabulary
• Technical vocabulary: triangle, metaphor,
metabolize
• Words whose technical meaning is different than
everyday language: “balance” in chemistry,
“plane” in mathematics, “ruler” in
history/social science, “force” in science
• Connector words: and, but, because, therefore,
however
Stanford Center for Assessment, Learning
and Equity
Three F Words
The FUNCTIONS of Academic Language are to
clearly and explicitly define, classify, analyze,
explain, argue, interpret and evaluate ideas for
distant audiences.
Every language function has FORMS or structures that are
common and often discipline specific (text, sentence or
graphic/symbolic)
Developing students’ FLUENCY in academic language
forms and functions provides access to the “language of
school” and academic success
Stanford Center for Assessment, Learning
and Equity
Academic Language
Competencies Measured IN PACT
• Understanding students’ language development
and identifying language demands – Rubric 11
• Supporting language demands (vocabulary, form
and function) to deepen content learning – Rubric
12
Stanford Center for Assessment, Learning and Equity 2011
Using AL & knowledge of sts
to Develop Instruction
• Focus on Academic Language across Tasks
• Emphasize this is What Effective Teachers Do –
• Use Content and Language Objectives
• Tips and Fatal Flaws
• Deficiency view of students – My Sts cannot…
• Identify AL as Vocabulary Only
• Provide only Generic Support without considering Lang.
Demands of learning tasks – (vocab., forms and functions)
• STs perform Forms and Functions for Sts versus facilitating
the developing of these for their Sts
•
Stanford Center for Assessment, Learning
and Equity
Academic language
resources
• On PACT Website – There are Acad. Language
Appendixes for Each Content Area that share
examples of:
• Functions
• Genres – Forms
• Instructional Language
• URL: www.pacttpa.org/
• Under: Supporting Documents for Candidates
Stanford Center for Assessment, Learning
and Equity
PACT Resources for US
COE PACT Website – Resources Below Will Be
Available Under Faculty Support Next Week:
http://coe.sdsu.edu/students/pact/
• Acceptable Support for TE
• PACT Support Tasks for US, CT and ST
• Academic Language Appendixes by Subject
• Subject Specific Variations
• PACT US Spring 2012 PowerPoint
Final
Questions/Sharings
• Thanks and remember to email or call me with
questions:
• czozakie@mail.sdsu.edu
• 594-1152
Stanford Center for Assessment, Learning
and Equity