Continuum of Teaching Practice

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Continuum of Teaching Practice

• Commission on Teacher Credentialing
• CA Department of Education
• New Teacher Center

2
Aligning CSTP with Induction

• 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?

3
AgendaAugust 4, 2010

• Connecting Induction and CSTP
• Agenda and Purposes
• Introducing Continuum of Teaching Practice
• Developmental Levels

• Using with Participating Teachers
• Formative Assessment Break-outs
• Evidence in Practice
• Dialogue Groups

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Outcomes for Continuum of Teaching Practice
Roll-Out

• Understand context, history and purpose
• Understand the structure and organization
• Become familiar with the content of elements

5
Outcomes for Continuum of Teaching Practice
Roll-Out

• Develop, extend and refine skills for use with
  Participating Teachers
• Access and apply within BTSA Induction and
  ongoing teacher development and effectiveness
• Support program leaders in engaging varied
  stakeholders

6
Norms

• Equity of Voice
• Active Listening
• Respect for Different Perspectives
• Safety and Confidentiality
• Other Norms to add?

7
Successes, Challenges, Hopes

• 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

• Read and Highlight key phrases or sentences
• Continuum of Teaching Practice
• Introduction pages 2 4 7
• Round Robin Reflection
• (directions next slide)

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Round Robin Reflection

• Round Robin Reflection
• Start with person who traveled the shortest
• Read a highlighted phrase or sentence sharing
  thoughts or questions
• Group members listen but do not respond
• Continue with person to the right in round robin
  fashion until everyone has responded
• 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 Integrating Level 4 Innovating Level 5
CSTP 1
CSTP 2
CSTP 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 Articulates knowledge of the inter-relationships between elements Applies in depth knowledge of the CSTP to interconnect
CSTP 4
CSTP 5
CSTP 6
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Levels of Teaching Practice

• Read across the Continuum of Teaching Practice
  Developmental levels highlighting key words
  (verbs). pp 5 6
• What did you notice about the progression of
  teacher development?
• 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

• Five levels of teaching practice from novice to
  teacher leadership
• CSTP 1 and 2 descriptions of what students
  would be doing in addition to teacher
  descriptions
• CSTP 3.6 divided into two sections (English
  learner and students with special needs)
• CSTP 6.7 is represented in two ranges, all
  teachers must demonstrate professional,
  responsible and ethical conduct

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Using theContinuum 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?
• List evidence in the first column
• Assess level of practice
• Date

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Staggered Read - Jigsaw

• Participants in the room count off from 1 6
• Move to expert table groups and read the assigned
  Continuum of Teaching Practice CSTP Strand
• Table groups discuss prompt
• Use note-taking guide to record important points
  to share with home table
• 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

• What did you notice?
• What is important to know about the progression
  of teaching practice in this standard of the
  CSTP?
• In what ways are the Induction Program Standards
  evident in the descriptions?

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Home TableDiscussion Prompt

• 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

• Brainstorm possible evidence for CSTP 1.2
  Connecting learning to students prior knowledge,
  backgrounds, life experiences, and interests.
• Triad Coaching Conversation
• A Support Provider
• B Participating Teacher
• 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

• Oakland USD BTSA Induction Program
• CSTP Formative Assessment Alignment
• Yolo-Solano BTSA Induction Program
• Possible Evidence for CSTP 1 Engaging and
  Supporting
• FACT Formative Assessment System
• 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

• When and how will participating teachers assess
  their practice?
• What will you need to do to support the process
  with both support providers and participating
  teachers?
• What do you want to keep in mind as you leave
  this day?

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Open Space DialogueChoose a Facilitator for
Conversation

• Stakeholder engagement
• Preparing Support Providers
• Implementation Plan
• Connections to Ed Specialist Credential

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Professional Development Resources

• Day at a Glance
• Presenters Guide
• Packet Master
• Supplementary Materials

25
Reflecting on the Day
3 Things you learned
2 Things you are wondering about
1 Next step you are planning