Transcript Welcome! CFASST Event 1 Training for

Welcome!
CFASST
Event 1 Training
for
Participating Teachers
and
Support Providers
1
Your CFASST Trainers
Marianne Lyon, NVUSD Music
Teacher
Dee McFarland, Principal, Napa
Junction Elementary, NVUSD
2
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.
3
Materials Needed


Support Providers:
CFASST Binder and
Event 1 folder
Participating
Teachers: CFASST
file folder and
Event 1 folder
4
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.
5
Pack for a Trip
oMake 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).
oShare your list with your table group (3 minutes)
6
Destinations: Table Groups 1-8
Revise your lists based on your assigned
destination:
1.
Vietnam
2.
Archaeological expedition to tombs in Egypt
3.
Climbing Mount Everest
4.
Denali, Alaska National Park
5.
River trip up the Amazon
6.
Camel trek across the Sahara Desert
7.
Kayaking tour of the Galapagos Islands
8.
Cruise the Greek Islands in the
Mediterranean
How did your knowledge of the destination
influence your planning?
7
Table Talk
How is understanding the destination
for a trip similar to a teacher
understanding the local school,
district and/or community’s culture?
8
Reflective Responses
Be empathetic

That must be really frustrating . . .

That’s 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 . . .
What’s the relationship between . . . and . . .?
You seem to . . . as well as . . .
9
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 . . .?
10
Offer suggestions when invited
• Try to offer multiple suggestions: A couple of things
I’ve 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 it’s 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.
•
11
Silent Reflective Write
SP: How will
OR
information and
knowledge about
the local culture
affect your ability to
support a PT?
PT: Describe how
an understanding
of the setting or
local context might
affect your ability
to make decisions
as a teacher.
Reflect on the assigned prompt …write.
Exchange, read, and, using reflective responses,
reply in writing.
12
Partner Share
Describe one of the unwritten
conventions from your current
or previous school site.
13
Class, School, District, and
Community Cultures
Community
District
School
Class
14
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?
15
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.
16
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.
17
Event 1 Folder


1.
2.
Please find the Event 1 CFASST
folder.
Take out the:
“CSDC: Understanding Your
Context for Teaching and Student
Learning” booklet and
“Resources” sheet
18
Information Requested
on the CSDC

Class Information

English Learner Information

School Information

District & Community Information
19
20
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 PT’s
forms; keep the SP forms clean for future use.

The purposes of recording are to:




Capture/solidify the PT’s thinking
Writing supports processing and internalizing information
Serve as a permanent record that will later be reviewed
for evidence of progress
Accountability
21
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25
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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, GetOne for a different prompt on the CSDC.
28
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.
29
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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31
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.
32
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.
33
Focus Student Selection
Please take out your “Focus Student Selection”
sheet .
You will use this form to record your selection of:
1. One EL student
2. 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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35
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.
36
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?
37
Agenda for SP Contact
with Site Administrators
1.
2.
3.
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!
38
Review the “Reflection”
Get out the “Reflection” sheet in your
folder.
You will complete this at the end of
Event 1. Bullet key ideas!
39
40
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.
41
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, it’s 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. . .
42
Artifacts
My question to you is how can we be
reflective practitioner if the
experience from which we’re
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.”
43
Artifacts
Artifacts are things—objects, tools,
instruments—that human beings
construct because they are needed
but don’t 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
44
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
45
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.
46
Your Other BTSA Materials
SUPPORT PROVIDERS:

CFASST Binder


2.
3.
4.
5.
6.
7.

o
o
o
o
Training handouts
File Folders:
1.
PARTICIPATING TEACHERS:
Principles & Orientation and
Foundations
Time Sheets, Payroll, Logistics
Training Schedules & Pacing
Guide
Activity Logs and Envelopes
Toward Equity
Mentoring Matters
Credential Clearing & Practicums
Induction Binder

o
More information at Credential Clearing
Seminars—Please bring this binder
(9/27 or 28)
File Folders:
1.
Principles & Orientation and
Foundations
2.
Time Sheets, Payroll, Logistics
3.
4.
5.
6.
Training Schedules & Pacing
Guide
Activity Logs and Envelopes
Toward Equity
CFASST Event Handouts
More information at Credential Clearing
Seminars—Please bring this binder (9/27 or
28)
CFASST Event files, books
and placemats
Artifact packet
Event Feedback Forms
packet
o
o
CFASST Event files, books
and placemats
Event Feedback Forms
packet
47
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
48
Induction Connection

Standard 18: Healthy Environment








(all are repeated in Event 7, Year 2, so
don’t 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 don’t
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 don’t
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)
51
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.
52
Induction Connection

Standard 20: Special Populations


8. Selected Special Pops. student listed.
12. Others who work with focus student listed.
53
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!).
54
Strategies We Used






Pack for a Trip
Reflective Write
Partner Share
Think and Share
Give-One-Get-One
Reflect, Write and Share
55
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.
56
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 PT’s thinking
Serve as a permanent record that will later be
reviewed for evidence of progress
57
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

Check the Pacing Guide regularly: Training Schedules

Sheets, Payroll Logistics file folder
& 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.
58
Don’t 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)
59
BTSA
Next Trainings:
PTs with Preliminary Credentials and Their SPs-Credential Clearing (Induction) Seminars:
•September 27, 3:30-6:30 in St. Helena
•September 28, 3:30-6:30 at NVUSD (repeat)
SPs expected, too—or at CFASST Sats.!
SPs and PTs for credit– BTTP Module IV (PTs)or
Mentoring Matters (SPs) and CFASST Event 2:
•October 7, 9:00-4:00, NCOE
PTs no credit—BTTP Module IV
•October 7, 9:00-12:00 or
•October 17, 3:30-6:30, NCOE
60
Expect a Call?
One of your trainers may be in touch
to see how it’s going.
Please provide honest feedback!
Thanks.
61
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.
62
Thank You for Your
Participation!
Please complete the
workshop evaluation!
Put it in a red basket.
63
Also, Please Turn In to a
Red Basket




(Workshop Evaluation)
Contact Card
Your name tent so we have it for
each training this year.
PT’s:


Initial Induction Plan (if you didn’t this
morning)
PT Application form, credential and
transcripts (if you haven’t already)
64