Year One
BTSA Collaboration Workshop
October 7, 2013
Michelle Geis
Jamie Shippee
Quynh Wagoner
CONNECTIONS
How does the work you have done/are doing in
Module A connect to Induction Standard 5
(Pedagogy) and Standard 6 (Universal
Access)?
 Individually read Standard 5.
 Choose one statement that connects to
specific work that you did for Module A.
 Share that statement and evidence with your
table.
 SPs will chart the connections.
CONNECTIONS
How does the work you have done/are doing in
Module A connect to Induction Standard 5
(Pedagogy) and Standard 6 (Universal
Access)?
 Individually read Standard 6.
 Choose one statement that connects to
specific work that you did for Module A.
 Share that statement and evidence with your
table.
 SPs will chart the connections.
Objectives
 To make connections between prior
experience and work in BTSA
Induction
 To understand the Initial
Assessment of Teaching Practice
(Module B)
Initial Assessment of
Teaching Practice
Module B
5
Initial Assessment of Teaching
Practice
What
 To make an Initial Assessment of current
teaching practice, participating teachers will
consider prior experiences in their teaching
preparation program or recent classroom
experience.
Why
 The Initial Assessment will help guide the
PT’s work in the first Inquiry and will serve as
a baseline to measure growth over time.
6
Teacher Preparation & Induction
Comparison
Step One
Compare Teacher Preparation to
Induction Standards
9
Reconnecting to the Big Picture
Step One: Teacher Preparation &
Induction Comparison
Step Two:
You are here!
Informal Observation and
Discussion
Step Three: Initial Self-Assessment
Step Four: Reflective Conversation
10
10
B-1.3 Alignment Chart Discussion
Guide
1. What are some of the Teaching
Performance Expectations that have had the
greatest impact on your teaching?



Refer to the Teacher Preparation and
Induction Alignment Chart (B-1.1)
Write out answer on B-1.3
Share out with group (3-4 PTs)
B-1.3 (Cont’d)
2. Which artifact(s) from your teacher prep or
recent classroom experience might you be
able to share with your SP that could
illustrate effective skills you learned that are
implemented in your practice today?


Write your answer on B-1.3.
Share with your group.
Comparing Teaching CriteriaColor Coded Alignment Chart
TPE Domain 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
b) Subject-Specific
Pedagogical Skills for
Single Subject Teaching
Assignments
CSTP 3:
Understanding and
Organizing Subject
Matter For Student
Learning
3.1 Demonstrating knowledge of
subject matter and student
development
3.2 Organizing curriculum to
support student understanding
of subject matter
3.3 Interrelating ideas and
information within and across
subject matter areas
and . . .
B-1.3 (Cont’d)
3. Choose one of the TPEs discussed in #1.
4. Using the TPE you chose from #1 and
referring to the sample chart in box #3,
complete the second chart.
PURPOSE: to show the comparison between
the TPEs (pre-service) and CSTP/Induction
Standards.
Think about it this way…..
 TPA (Teacher Performance Assessment)
 Gives the beginning teacher a structure for teaching
 Tasks related to segments of a teaching job
 First stages of the learning to teach system
 Induction
 Habit of Mind
 Life Long Learning
 Putting it all together
 Refining practice in a professional context
Step 2
Informal Classroom Observation
17
Reconnecting to the Big Picture
Step One: Teacher Preparation &
Induction Comparison
Step Two:
Informal Observation and
Discussion
You are here!
Step Three: Initial Self-Assessment
Step Four: Reflective Conversation
18
18
Informal Classroom Observation
K-W-O Chart (B-2)
 Review the K-W-O Chart
 Quickwrite:




What I already Know about my classroom
practice:
Share with group.
What I Want to know about my classroom
practice
Share with group
19
Connections to CSTPs
 Using your California Standards for the
Teaching Profession (blue):

With small group, identify the CSTPs that
correlate to the areas that you “want to know.”
K-W-O Chart (B-2)
 Individually complete “What I Want You To
Observe”
 Note: Write in question form.
 Discuss with Support Provider during one-on-
one conversation.
Informal Classroom Observation
1.Set a time for the observation and share
how evidence will be used
2.Review Context for Teaching student
information forms
3.Revisit the KWO chart (B-2)
22
Informal Classroom Observation
.
4. Discuss where your SP should sit during
the observation.
5. Discuss how/if SP will be introduced to
students.
23
Types of evidence collected
 “Rules and consequences are posted in front
of room.”
 “Teacher asked question and asked for
student volunteers. Two students were called
on.”
 “Transition from Act. 1 to Act. 2 took 30
seconds.”
 “Students chorally read the daily objective.”
 “Students completed Ticket Out the Door.”
 “Students used White Boards to review.”
Post-Observation Reflection
 Using evidence, you will reflect on the
observation “immediately” following the
lesson (prior to meeting with your SP) .
 After meeting with SP, you will record any key
evidence shared
 Based on your initial reflection and the key
evidence shared by your SP, record your
insights (strengths/areas of growth, a-ha’s,
realizations, additional questions, etc)
BTSA Bits
 Workshop Evaluation
 Don’t forget to register for BTSA Induction
https://info.ctc.ca.gov/fmp/BTSA_PT_Consent_2013_14
/home.php
 Please bring portfolio to all BTSA Collab
Workshops
 All BTSA PowerPoints will be available on the
GGUSD BTSA website under Year One
Questions?