FACT OVERVIEW
FORMATIVE ASSESSMENT FOR CALIFORNIA TEACHERS (FACT)
CONTEXT FOR
TEACHING
INITIAL ASSESSMENT
OF TEACHING PRACTICE
Return to Context for Teaching and Initial Assessment
• Class, School,
District, and
Community
• Conversation Guides
• Teacher Preparation Information
• CA Standards for the Teaching
Profession and Induction
Standards-Based
• Informal Classroom Observation

Selection of Focus
for Induction
Standards Program
Level Decision
Assessment Toolbox / Reflective Conversation
I
I
P
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INQUIRY
Inquiry Focus
Action Plan
Essential Component for
Instruction
Observation
Analysis of Student Work
Summative Assessment
Reflection

Inquiry Focus and
Number /Year
Program Level Decision
Assessment Toolbox / Reflective Conversation
SUMMARY OF TEACHING
PRACTICE
• Reflection on Teaching, Student
and Personal Growth
• Future Considerations for Study

Use of Summary of Teaching Practice
In Year 1 Program Level Decision
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Inquiry
MODULE C
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Inquiry
What:
An inquiry is a structured series of
teaching activities in which a teacher
explores a specific aspect of teaching
practice.
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Inquiry
EXPLORE:
• Scope and sequence o fthe Inquiry into Teaching
and Learning Module
• Skills necessary to effectively guide participating
teachers
• Inquiry documents that guide participating
teachers’ research into their practice
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Inquiry
Outcomes
• An Inquiry provides the participating teacher
with an opportunity to:
– Understand the purpose, sequence and
significance of inquiry, as the basis for professional
learning
– Recognize the importance of making the inquiry
process contextually appropriate
– Use the Continuum of Teaching Practice and SelfAssessments of Induction Program Standards for
further exploration
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You Are Here
A. Context for Teaching
B. Initial Assessment of Teaching
Practice
You are here!
C. Inquiry
D. Summary of Teaching Practice
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The Six Steps of Inquiry
Step One:
Determining the Focus of
the Inquiry
Step Two:
Developing the Action Plan
Step Three: Preparing for Instruction
Step Four:
Work
Observation and Analysis of
Step Five:
Summative Assessment
Step Six:
Reflection and Application
Student
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Inquiry Concepts
• The information gathered in Context for
Teaching (Module A), combined with the
Initial Assessment of Teaching Practice
(Module B), informs the design of the
Inquiry Focus Question.
• The Individual Induction Plan (IIP, C-1) is
the foundation for the Inquiry, and is updated
regularly throughout the Inquiry process.
• The Inquiry is individualized and relevant to
each participating teacher’s classroom.
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Step One:
Determine the Focus
of the Inquiry
Determine Focus of Inquiry
• Read and highlight the key points in “Step One:
Determine the Focus of the Inquiry” directions.
• Talk to your partner about the purpose of an Inquiry.
• Partners share out key points, questions, or
concerns, to the group.
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PTRA Cycle
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Why Inquiry Matters
“Simply stated, teacher inquiry is defined as
systematic, intentional study of one’s own
professional practice.”
Cochran-Smith and Lytle (1993)
How has inquiry supported your own practice?
What is the relationship between teacher inquiry
and professional growth?
IIP (C-1) Plan Phase
• Cells 1 – 4: “Plan” phase
– Determine a Focus question
– Identify CSTP elements to be addressed
– Anticipate outcomes for student learning
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Inquiry Questions
• Personally engaging for participating
teachers
• Grounded in specific teaching context
• Standards-based
• Open-ended
• Focused on improvement of teaching
practice
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Sample Inquiry Questions
How do I …
-modify instructional strategies to increase the
English Language proficiency of my EL students?
-vary my instructional strategies to meet individual
needs so that my students can successfully write a
one-paragraph essay?
-know if my differentiation of instruction is effective?
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Inquiry Question Practice
• Use a (+) to indicate a strong inquiry question
• Use a (-)to indicate a weak inquiry question
• Partners compare results
Developing a Focus Question Cell-2
• With a partner, review sample focus questions
→ What are the characteristics of a well written focus
question?
Possible Answers:
– Question is narrow enough to measure results
– Question is broad enough to last at least 2 months
– Question is directly related to the Focus Area in Cell 1
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Constructing an Inquiry Question
• Refer to Standard 2 in the California Standards for
the Teaching Profession booklet
• Partners construct a compelling inquiry question
focused on classroom management (IIP, cells 1
and 2)
• Note: Focus questions need to be deep enough
to sustain a 6-8 week investigation. Questions
with a “yes” or “no” answer will not work.
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Developing a Focus Question Cell-2
• The CSTP questions may be used to help
write a strong focus question for
Inquiry.
• Refer to the questions located on pages
22-27 in the CSTP booklet.
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Standard Alignment
• Identify and record the CSTP elements that
could align with the focus question (IIP, Cell 3)
Measurable Outcomes
• Expressed in a quantifiable manner
• Linked directly to the inquiry focus
• Sample outcome:
“95% of my students will maintain a ‘B’ average
on written tests, speaking assessments, and
essays”
Standing Conversation
Some things I need to be aware of, to effectively
guide the participating teacher, include…