Continuum of Teaching Practice

1
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
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Levels of Teaching Practice
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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?

14
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
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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

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Reflecting on the Day