DOC

Initial Assessment of Teaching Practice Directions - Initial

By Marjorie Hernandez,2014-10-17 12:53
9 views 0
Initial Assessment of Teaching Practice Directions - Initial

    Initial Assessment of Teaching Practice

    The Initial Assessment of Teaching Practice gives participating teachers the opportunity to compare and contrast the outcomes and processes of the teacher preparation program with those of the induction program. During this module, participating teachers will consider their prior knowledge and skills gained from teacher preparation, their current context for teaching, and evidence gathered in a classroom observation of the participating teacher by a trained support provider. The initial assessment will help participating teachers identify strengths and areas for growth which will be used in subsequent inquiries of teaching practice. In addition, participating teachers and their support providers will identify resources and types of support needed to develop and implement their first Individual Induction Plan (IIP).

STEP Teacher Preparation and Induction Conversation

    Purpose: Connecting prior experience to induction ONE

    I. Teacher Preparation and Induction Alignment Chart Conversation

    1. Use the Alignment Chart Discussion Guide (B-1.2) to review the Teacher Preparation and

    Induction Alignment Chart (B-1.1) with your support provider during the first year.

    2. Discuss with your support provider how the Teaching Performance Expectations (TPEs) and

    the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs

    were part of your prior experience. Discuss which TPEs have had the greatest impact on your

    teaching, to date.

    3. Share artifacts from teacher preparation experience (i.e., TPA work, portfolio, student

    teaching documents).

    4. Compare and contrast the standards, the expectations, and the processes of teacher

    preparation and Induction.

    5. Examine how the Induction experience can be part of an ongoing standards-based system of

    practice in education.

STEP Informal Classroom Observation

    Purpose: Gathering evidence of current classroom application of standards TWO

    I. Informal Classroom Observation

    1. Hold a pre-observation conversation with your support provider.

    ; Consider information from the completed sections of the Context for Teaching.

    ; Complete the K-W-O Tool (B-2) informing your support provider of specific areas you

    would like your support provider to focus on. This also allows for opening an insightful

    conversation and brings ownership of the process to the participating teacher. ‖K‖= What I

    Know About my Classroom Practice Already W‖= What I Want to Know About my

    Classroom Practice ―O‖= What I would like my Support Provider to Observe when (s)he

    visits my class.

    ; Support Providers will be focusing on observable CSTP & Induction Standards, while being

    mindful of any identified areas.

    ; Arrange a time for your support provider to observe a planned lesson in your classroom.

    2. During the observation, the support provider gathers evidence pertaining to observable

    CSTPs and the Induction standards on an observation form (;B-3.1 or B-3.2) along with

    areas noted on the K-W-O Chart (B-2). (; Programs may align Induction Standard focus

    area for Year 1 and Year 2)

Copyright ? Commission on Teacher Credentialing and the California Department of Education July 1, 2008 Formative Assessment for California Teachers (FACT) Pilot Documents 2008-2009 Initial Assessment of Teaching Practice - Directions Page 1 of 2

II. Post Observation Discussion

    1. With your support provider, review and discuss the evidence gathered during the observation.

    Record insights about your teaching practice on the Post Observation Reflection. (B-4)

STEP Initial Assessment Completion

    THREE Purpose: Determining level of practice against the standard

    I. Review the Assessment Tool Criteria (DOP; E.1 located in the Assessment

    Toolbox or alternative tool)

    1. Review and discuss the role and use of established assessment criteria (DOP or alternative

    tool) in a standards-based system.

    2. Discuss how the assessment criteria will guide the self-assessment for the California

    Standards for the Teaching Profession.

    3. If using DOP, discuss how the levels identified in the DOP (E.1) describe elements of the

    California Standards for the Teaching Profession (CSTP) used in the formative assessment

    system. Read the criteria for each element in each CSTP.

    4. If using an alternative tool, read the criteria for each element in each CSTP.

II. Mark the Self-Assessment ;E-2.1 (located in the Assessment Toolbox)

    1. CSTP Self Assessment Section: Based on prior experience (TPA), and the evidence

    gathered during the Initial Assessment of Teaching Practice and Context for Teaching; mark

    each element in the Initial Assessment column on the Self-Assessment (E-2.1). Mark the

    boxes with the evidence used to make the placement (i.e., LP = Lesson Plan; CO =

    Classroom Observation; TPA = Teaching Performance Assessment).

    2. Induction Standard Self-Assessment Section: Compare the Teacher Performance

    Standard with the Induction standard narrative at the top of the page. Based on prior

    experience (TPA) and the evidence gathered during the Initial Assessment of Teaching

    Practice and Context for Teaching; discuss your application in each of the Induction standards.

    In the Initial Self-Assessment section of Self-Assessment (E-2.1), write a narrative about

    your teaching practice as it relates to each standard.

    The Self-Assessment Reflective Conversation Record will be addressed each time a Self-Assessment is completed during the participating teacher’s program.

STEP Reflective Conversation

    Purpose: Focusing on key insights about practice FOUR

    Reflection

    1. With your support provider, use your placement on the Self-Assessment (Initial Assessment of

    Teaching PracticeCSTP and Induction Standard reflections) to consider and record key

    insights on the Self-Assessment Reflective Conversation Record (E-3).

    ; Identify areas for focus area(s)/concern(s) for further exploration.

    ; The Self-Assessment Reflective Conversation Record will be addressed each time a Self-

    Assessment is completed during the participating teacher’s program.

    Focusing Forward - Inquiry

    Based on information gained from the completion of the Context for Teaching and the Initial Assessment of Teaching Practice, begin the Inquiry by developing an Individual Induction Plan (IIP).

Copyright ? Commission on Teacher Credentialing and the California Department of Education July 1, 2008 Formative Assessment for California Teachers (FACT) Pilot Documents 2008-2009 Initial Assessment of Teaching Practice - Directions Page 2 of 2

Report this document

For any questions or suggestions please email
cust-service@docsford.com