Continuum of
Teaching Practice
Commission on Teacher Credentialing
CA Department of Education
New Teacher Center
S
Aligning CSTP with Induction
S TABLE GROUPS DISCUSS
In what ways are the Induction Standards for Pedagogy (5)
and Universal Access: Equity for All Students (6) integrated
into the 2009 CSTP?
What opportunities does that provide for our programs?
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Agenda
August 4, 2010
S Connecting Induction and
CSTP
S Agenda and Purposes
S Introducing Continuum of
Teaching Practice
S Developmental Levels
S Using with Participating
Teachers
S Formative Assessment
Break-outs
S Evidence in Practice
S Dialogue Groups
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Outcomes for
Continuum of Teaching Practice
Roll-Out
S Understand context, history and purpose
S Understand the structure and organization
S Become familiar with the content of elements
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Outcomes for
Continuum of Teaching Practice
Roll-Out
S Develop, extend and refine skills for use with
Participating Teachers
S Access and apply within BTSA Induction and
ongoing teacher development and effectiveness
S Support program leaders in engaging varied
stakeholders
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Norms
S Equity of Voice
S Active Listening
S Respect for Different Perspectives
S Safety and Confidentiality
S Other Norms to add?
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Successes, Challenges, Hopes
S Partner Discussion Prompt
What successes and challenges have you had in using the
Descriptions of Practice (DOP), Continuum of Teacher
Development (NTC) or other standards based assessment
tool?
What are your hopes for using the new Continuum of Teaching
Practice?
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Read and Highlight
Round Robin Reflection
S Read and Highlight key phrases or sentences
S Continuum of Teaching Practice
S Introduction pages 2 – 4 & 7
S Round Robin Reflection
(directions next slide)
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Round Robin Reflection
S Round Robin Reflection
S Start with person who traveled the shortest
S Read a highlighted phrase or sentence sharing
thoughts or questions
S Group members listen but do not respond
S Continue with person to the right in round robin
fashion until everyone has responded
S Each group identify 2-3 salient points to report out
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Going on a Trip
Research, Plan
PLANNING
No Plan, Wind Blows
Pack Early
PACKING
Pack 2 hours Before
2 Hours Early
AIRPORT
Will I make it?
Variety of Destinations
IN PARADISE
One Area with Depth
Unpack and Laundry
HOME AGAIN
Later, Much Later
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Levels of Teaching Practice
Emerging
Level 1
Exploring
Level 2
Applying
Level 3
Demonstrates
knowledge of
teaching as discrete
skills as described
Expands knowledge
of related elements
of effective
instruction
Utilizes knowledge
of CSTP to make
connections
between elements
Integrating
Level 4
Innovating
Level 5
CSTP 1
CSTP 2
CSTP 3
Articulates
knowledge of the
inter-relationships
between elements
Applies in depth
knowledge of the
CSTP to
interconnect
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CSTP 4
CSTP 5
CSTP 6
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Levels of Teaching Practice
S Read across the Continuum of Teaching
Practice Developmental levels highlighting key
words (verbs). pp 5 & 6
S What did you notice about the progression of
teacher development?
S Elbow partner share
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Developmental Levels
Tables assigned a Continuum of Teaching Practice level of
practice description. Choose a speaker to share out:
Create a poster of your assigned Continuum Level to
illustrate to colleagues:
• Include an Icon
• Summarizing Statement
What might you see, hear or notice in a classroom
demonstrating the Emerging Level of development?
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Continuum of Teaching Practice –
Highlights
S Five levels of teaching practice from novice to teacher leadership
S CSTP 1 and 2 – descriptions of what students would be doing in
addition to teacher descriptions
S CSTP 3.6 – divided into two sections (English learner and
students with special needs)
S CSTP 6.7 – is represented in two ranges, all teachers must
demonstrate professional, responsible and ethical conduct
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Using the
Continuum of Teaching Practice
Understanding that the levels become increasingly complex
and sophisticated while integrating the skills of previous
levels, what examples from your teaching practice and
students’ performance inform your self-assessment?
1.
2.
3.
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List evidence in the first column
Assess level of practice
Date
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Staggered Read - Jigsaw
S Participants in the room count off from 1 – 6
S Move to expert table groups and read the assigned
Continuum of Teaching Practice CSTP Strand
S Table groups discuss prompt
S Use note-taking guide to record important points to share with
home table
S Return to home table and share reports from CSTP 1 - 6
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Reading/Expert Group
Assignments
1 – Engaging and Supporting All Students in Learning
Pages 8-13
2 – Creating and Maintaining Effective Environments for Student
Learning
Pages 14-20
3 – Understanding and Organizing Subject Matter for Student
Learning
Pages 21-27
4 – Planning Instruction and Designing Learning Experiences for
All Students
Pages 28-32
5 – Assessing Students for Learning
Pages 33-39
6 – Developing as a Professional Educator
Pages 40-46
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Expert Table
Discussion Prompts
S What did you notice?
S What is important to know about the progression of
teaching practice in this standard of the CSTP?
S In what ways are the Induction Program Standards evident
in the descriptions?
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Home Table
Discussion Prompt
S In what ways might the Continuum of Teaching Practice
advance teaching and impact student Learning?
Be prepared to share out one or two ideas from your
thinking/discussion . . .
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Coaching Practice
S Brainstorm possible evidence for CSTP 1.2 Connecting
learning to students’ prior knowledge, backgrounds, life
experiences, and interests.
S Triad Coaching Conversation
S A – Support Provider
S B – Participating Teacher
S C – Observer: In what ways did the SP/MT help the PT make
connections between evidence and self-assessment/placement on the
Continuum?
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Evidence of CSTP in Practice
S
Oakland USD BTSA Induction Program
S
S
Yolo-Solano BTSA Induction Program
S
S
CSTP – Formative Assessment Alignment
Possible Evidence for CSTP 1 – Engaging and Supporting
FACT Formative Assessment System
S
Sources of Evidence Assessment Toolbox
Considering your Formative Assessment System, how might you
assist in aligning possible evidence sources with the CSTP and the
Continuum of Teaching Practice?
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Implementation Planning
S When and how will participating teachers assess their
practice?
S What will you need to do to support the process with both
support providers and participating teachers?
S What do you want to keep in mind as you leave this day?
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Open Space Dialogue
Choose a Facilitator for Conversation
S Stakeholder engagement
S Preparing Support Providers
S Implementation Plan
S Connections to Ed Specialist Credential
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Professional Development
Resources
S Day at a Glance
S Presenters Guide
S Packet Master
S Supplementary Materials
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Reflecting on the Day
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3
Things you learned
2
Things you are wondering about
1
Next step you are planning
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