CFASST

1
Welcome!

• CFASST
• Event 1 Training
• for Participating Teachers
• and
• Support Providers

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Your CFASST Trainers

• Marianne Lyon, NVUSD Music Teacher
• Dee McFarland, Principal, Napa Junction
  Elementary, NVUSD

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Adult Learning Environment Needs

• Listen with the intent to understand.
• Ask questions to make the content meaningful.
• Please turn cell phones to silent mode.
• Take personal comfort breaks as needed.

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Materials Needed

• Support Providers CFASST Binder and Event 1
  folder

• Participating Teachers CFASST file folder and
  Event 1 folder

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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the content focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

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• Make a packing list for a 10-day trip,
  destination unknown. List the items you would
  take on your handout next to the suitcase ( 2
  minutes).
• Share your list with your table group (3 minutes)

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Destinations Table Groups 1-8

• Revise your lists based on your assigned
  destination
• Vietnam
• Archaeological expedition to tombs in Egypt
• Climbing Mount Everest
• Denali, Alaska National Park
• River trip up the Amazon
• Camel trek across the Sahara Desert
• Kayaking tour of the Galapagos Islands
• Cruise the Greek Islands in the Mediterranean
• How did your knowledge of the destination
  influence your planning?

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Table Talk

• How is understanding the destination for a trip
  similar to a teacher understanding the local
  school, district and/or communitys culture?

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Reflective Responses

• Be empathetic
•         That must be really frustrating . . .
•         Thats a hard decision. There are
  several points of view
  to consider.
•         I think I might feel hurt if that had
  happened to me.
• Make connections to your own experiences
•         A similar thing happened to me, and I
  noticed . . .
•         I felt the same way when . . .
•         In my experience . . .
• Make connections between ideas expressed
•         I noticed you first said . . . and then
  you said . . .
•         Oh, I see. If you . . . then . . .
•         Many of the things you mention have to
  do with . . .
•         Whats the relationship between . . .
  and . . .?
•         You seem to . . . as well as . . .

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• Summarize or paraphrase key ideas/feelings
• You seem to be . . .
• I notice that you . . .
• This also includes helping the teacher
  label what is being experienced or
  observed
•         What you seem to be experiencing is . .
  . 
•         The . . . you describe is . . .

Pose questions that promote and deepen
thinking What do you think might happen if . .
.? What do you think the students might do if. .
. Looking back over your entry (entries), what
do you see as the . . .?
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• Offer suggestions when invited
• Try to offer multiple suggestions A couple of
  things
• Ive tried in similar circumstances are . .
  .
• Use invitational language Something you
  might consider trying is .
• Invite further thinking by posing a question
  along with a suggestion
• Sometimes its helpful if How do you
  think/imagine
• that might work in your situation?
• Avoid feeling obliged to fix the situation
• If the writer expressly asks for ideas, you
  have been given permission to pose solutions.
• A good rule of thumb is to describe 2-3 different
  ideas without ownership or attachment to them.
• Trust that if an idea will work, the individual
  will recognize it and use it.

12
Silent Reflective Write

• PT Describe how an understanding of the
  setting or local context might affect your
  ability to make decisions as a teacher.

• SP How will information and knowledge about
  the local culture affect your ability to support
  a PT?

OR
Reflect on the assigned prompt write.
Exchange, read, and, using reflective responses,
reply in writing.
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Partner Share

• Describe one of the unwritten conventions from
  your current or previous school site.

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Class, School, District, and Community Cultures
Community
District
School
Class
15
Think and Share

• How might an understanding of the community,
  district and/or school culture assist a teacher
  in developing a positive classroom climate that
  promotes student learning?

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Reflective Write

• What other information might a teacher need in
  order to create a positive classroom culture?

Take 2-3 minutes to write. At the signal, share
in your table group. Select one response to
share with the whole group.
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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

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Event 1 Folder

• Please find the Event 1 CFASST folder.
• Take out the
• CSDC Understanding Your Context for Teaching
  and Student Learning booklet and
• Resources sheet

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Information Requested on the CSDC

• Class Information
• English Learner Information
• School Information
• District Community Information

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Documentation in CFASST

• SPs need to use their skills to determine
• How much time and recording is needed at a given
  time.
• Who should record. SPs are encouraged to take
  this role, but sometimes the PT needs to do it or
  it should be done collaboratively.
• Use the forms to guide reflection. Record on the
  PTs forms keep the SP forms clean for future
  use.
• The purposes of recording are to
• Capture/solidify the PTs thinking
• Writing supports processing and internalizing
  information
• Serve as a permanent record that will later be
  reviewed for evidence of progress
• Accountability

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Give-One, Get-One Directions

• Record a few possible sources for the information
  asked for by the CSDC and Resources sheet on
  Post-it Notes.
• Take your CSDC, Resources sheet, and additional
  Post-it Notes as you mingle and share one of your
  sources with another participant, and get a
  source suggestion from the participant.
• Record source ideas on Post-it Notes and attach
  the notes to the CSDC.
• Then find another participant and Give-One,
  Get-One for a different prompt on the CSDC.

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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

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Subject Matter Selection (p.1)

• Elementary Teachers select ONE content area
• Mathematics
• English/Language Arts
• History/Social Science or
• Science
• Secondary Teachers select
• ONE class period / group of students AND
• A specific course

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Subject Matter Selection

• Allows the PT to focus on a single content area
  in order to
• Avoid overwhelm by keeping the focus narrow
• Develop skills and practices that can later be
  generalized to other content areas and other
  instructional situations.

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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

34
Focus Student Selection

• Please take out your Focus Student Selection
  sheet .
• You will use this form to record your selection
  of
• One EL student
• One student with an IEP or 504 plan (or GATE
  student, if you have neither of these).
• Also select alternate focus students of each type
  in case one moves.
• Secondary Teachers You may be selecting new
  focus students in the second semester!

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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

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Involving the Site Administrators

• SPs are asked to meet with the PTs Site
  Administrator frequently in order to
• Remind the SA of all the work the SP and PT are
  doing
• Inform the SA of BTSA activities
• Encourage SA involvement in BTSA
• Align the work of the SA in evaluation with the
  formative assessment work in which the PT is
  engaged
• Is this the principal? Vice-principal?

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Agenda for SP Contactwith Site Administrators

• The content of the CFASST event
• The amount of time the Participating Teacher is
  committing to the event
• How the principal can support the Participating
  Teacher
• Please honor the confidential nature of the SP/PT
  relationship!

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Review the Reflection
Get out the Reflection sheet in your folder.
You will complete this at the end of Event 1.
Bullet key ideas!
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Reflect and Share

• As a Support Provider, what are some ways that
  you can support your Participating Teacher in
  understanding and completing the CSDC process?
  Share your thoughts with your PT.

42
Artifacts

• One thing that makes learning from experience
  terribly difficult is that experience is like dry
  ice it evaporates at room temperature. As soon
  as you have it, its gone. So, one of the big
  problems in learning from experience is that we
  need to be able to examine, to analyze and to
  reflect on experiences. . .

43
Artifacts

• My question to you is how can we be reflective
  practitioner if the experience from which were
  supposed to be learning disappears from view as
  soon as it happens. I think an answer to this
  question is contained in a word that engineers
  use all the time. The word is artifacts.

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Artifacts

• Artifacts are thingsobjects, tools,
  instrumentsthat human beings construct because
  they are needed but dont exist in nature.
  Constructing an artifact is by definition an
  unnatural act. And yet, I would argue that
  artifacts are the key to learning from
  experience.
• Lee Shulman, Forgive and Remember,
• Launching the Next Generation of Teachers,
• New Teacher Center, Santa Cruz, January 2002

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Artifacts as Examples

• Please review the Event 1 Artifacts in the SP
  Event 1 folder.
• PTs may (soon?) find Artifacts on the Napa County
  Office of Education website www.ncoe.k12.ca.us

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Induction Connection

• What did induction requirements might you address
  in conjunction with this Event?
• SPs Please get out your Credential Clearing and
  Practicums file.
• PTs Please get out your Induction Binder.

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Your Other BTSA Materials

• SUPPORT PROVIDERS
• CFASST Binder
• Training handouts
• File Folders
• Principles Orientation and Foundations
• Time Sheets, Payroll, Logistics
• Training Schedules Pacing Guide
• Activity Logs and Envelopes
• Toward Equity
• Mentoring Matters
• Credential Clearing Practicums
• More information at Credential Clearing
  SeminarsPlease bring this binder (9/27 or 28)
• CFASST Event files, books and placemats
• Artifact packet
• Event Feedback Forms packet

• PARTICIPATING TEACHERS
• Induction Binder
• More information at Credential Clearing
  SeminarsPlease bring this binder (9/27 or 28)
• File Folders
• Principles Orientation and Foundations
• Time Sheets, Payroll, Logistics
• Training Schedules Pacing Guide
• Activity Logs and Envelopes
• Toward Equity
• CFASST Event Handouts
• CFASST Event files, books and placemats
• Event Feedback Forms packet

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Induction Connection

• Standard 15 Content Pedagogy
• Activity Log
• Event Feedback Form
• Standard 16 Technology
• 1. E-mail your e-mail
• 2. Do Consent Form on-line save receipt

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Induction Connection

• Standard 18 Healthy Environment
• (all are repeated in Event 7, Year 2, so dont
  panic or try to do them all now!)
• 1. Survey for hazards fix or report.
• 2. Review crisis response plan.
• 3. Post Emergency Preparedness Guide
• 4. Post evacuation plan.
• 5. Location of emergency contacts.
• 6. Student medication location.
• 7. Emergency backpack inventoried.

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Induction Connection

• Standard 18 Healthy Environment
• (all are repeated in Event 7, Year 2, so dont
  panic or try to do them all now!)
• 8. Emergency barrel inventoried.
• 10. Accident report location.
• 11. Discipline plan in place.
• 12. Community Resource Directory located.
• 28. First Aid-trained staff listed.
• 29. CRP-trained staff listed.

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Induction Connection

• Standard 18 Healthy Environment
• (all are repeated in Event 7, Year 2, so dont
  panic or try to do them all now!)
• 32. Vision screening dates.
• 33. Hearing screening dates.
• 34. Scoliosis/diabetes screening dates.
• 35. Outside speaker form location.
• 36. Building and Promoting Asset Development. .
  . read and discussed with SP.
• 37. CPR (for CA and out-of-country Ryan
  credential holders only)

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Induction Connection

• Standard 19 English Learners
• 3.Selected EL focus student listed.
• 4.CELDT level of focus student listed.
• 5.CELDT data of focus student analyzed steps to
  use with this student listed.
• 8. Others who work with focus student listed.
• 14. Attended ELAC or DELAC, discussed with SP,
  agenda kept.

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Induction Connection

• Standard 20 Special Populations
• 8. Selected Special Pops. student listed.
• 12. Others who work with focus student listed.

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Induction Connection

• All of these are also listed on the
• Napa County BTSA Pacing Guide
• in your
• Training Schedules Pacing Guide (green)
• file folder.
• Please take a moment to check this handy
  reference sheet (Thanks, Barb!).

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Strategies We Used

• Pack for a Trip
• Reflective Write
• Partner Share
• Think and Share
• Give-One-Get-One
• Reflect, Write and Share

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PT Reminders

1. Engaging in formative assessment develops habits
   of mind that will ensure a successful teaching
   career.
2. The Induction experience is intended for deeper
   level engagement with your own students over the
   long term. It is not intended to duplicate your
   pre-service experience, and if it does, the
   candidate is not exhibiting professional
   standards.
3. BTSA Induction is a cost-free route to a
   professional clear credential.

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SP Reminders Purpose of CFASST

• CFASST is a support system.
• SPs need to use their skills to determine
• How much time and recording is needed at a given
  time.
• Who should record. SPs are encouraged to take
  this role, but sometimes the PT needs to do it or
  it should be done collaboratively.
• Use the forms to guide reflection.
• The purposes of recording are to
• Capture/solidify the PTs thinking
• Serve as a permanent record that will later be
  reviewed for evidence of progress

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Reminders

• Do your Consent Form Time Sheets, Payroll
  Logistics file folder (PTs Save receipt for
  Tech. Practicum, Item 2)
• Use the BTSA Timesheet for a BTSA sub Time
  Sheets, Payroll Logistics file folder
• Check the Pacing Guide regularly Training
  Schedules Pacing Guide file folder
• Regularly send in all Event Feedback
  Questionnaires and Activity Logs Activity Logs
  Event Feedback Forms file folder
• Help your PT use the CFASST Professional Growth
  folder to document ongoing professional growth
  beyond that needed in the Induction Binder.

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Dont Forget to. . .

• Get Commitment Form signatures (due by October 2,
  2006)
• Do Consent Form online at www.btsa.ca.gov (PTs
  Print receipt for Technology Practicum)

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Next Trainings
BTSA

• PTs with Preliminary Credentials and Their
  SPs--Credential Clearing (Induction) Seminars
• September 27, 330-630 in St. Helena
• September 28, 330-630 at NVUSD (repeat)
• SPs expected, tooor at CFASST Sats.!
• SPs and PTs for credit BTTP Module IV (PTs)or
  Mentoring Matters (SPs) and CFASST Event 2
• October 7, 900-400, NCOE
• PTs no creditBTTP Module IV
• October 7, 900-1200 or
• October 17, 330-630, NCOE

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Expect a Call?
One of your trainers may be in touch to see how
its going. Please provide honest feedback!
Thanks.
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Objectives

• Discuss the relationship of the culture and
  climate of the school, district, and community to
  classroom instruction.
• Identify possible sources for the information
  requested by the CSDC.
• Understand why a participating teacher will focus
  the work in CFASST on one content area and one
  class period, and select the focus area.
• Understand why a participating teacher will focus
  the work in CFASST on two focus students and
  select the focus students.
• Review program logistics and expectations and
  connect Event 1 with induction.

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Thank You for Your Participation!

• Please complete the workshop evaluation!
• Put it in a red basket.

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Also, Please Turn In to a Red Basket

• (Workshop Evaluation)
• Contact Card
• Your name tent so we have it for each training
  this year.
• PTs
• Initial Induction Plan (if you didnt this
  morning)
• PT Application form, credential and transcripts
  (if you havent already)