Skill Building
Purpose and Outcome
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Fast Pitch
BTSA Induction Historical Perspective Skill Building Two
Purpose
Outcomes
California’s Teacher Supply
Fiscal Impact for Teacher Replacement
Historical Perspective
Legislative Call for Action: SB 1209
Scribe-Share-Pack
Learning to Teach System
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Think, WRITE . . .
Teaching Performance Expectations (TPE)
Teaching Performance Expectations
Domain A: MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
Domain B: ASSESSING STUDENT LEARNING
Domain C: ENGAGING AND SUPPORTING STUDENTS IN LEARNING
Domain D: PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS
Domain E: CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
Domain F: DEVELOPING AS A PROFESSIONAL EDUCATOR
Teaching Performance Assessments (TPA) are directly linked to the Teaching Performance Expectations (TPE)
Teaching Performance Assessment (TPA) Background
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What are the Purposes of the Teaching Performance Assessment?
Teaching Performance Assessment (TPA) Models
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Think, WRITE…
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Guiding Standards for Teacher Preparation and Teacher Induction Skill Building Four
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Academic Content Standards
Descriptions of Professional Practice for California Teachers
Comparing Teaching Criteria
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A Closer Look at the California Standards for the Teaching Profession (CSTP)
California Standards for the Teaching Profession (CSTP)
CSTP Booklet Walkthrough
The Six CSTP
The Six CSTP
Four Ways to Use CSTP
Standards of Quality and Effectiveness for Professional Teacher Preparation Programs Standards of Quality and Effectiveness for Professional Teacher Induction Programs
A Tale of Two Program Standards
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Comparing the Standards
Guiding Standards for Induction Programs
Implications for Support
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FACT Overview
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FACT System
Around the Room and Back Again
Sort and Categorize
The FACT is….
The FACT system is….
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FACT is ……
Teacher Inquiry Defined
Focused Reading Activity
Conceptual Framework of FACT
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Context for Teaching
Context for Teaching
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Initial Assessment of Teaching Practice
Inquiry
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Summary of Teaching Practice
Around the FACT System and Back Again
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PLAN-TEACH-REFLECT-APPLY
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WHAT DO SKILLS OF GOOD TEACHING HAVE IN COMMON WITH THE ARCHITECT?
Partner Metaphors
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Application
Flash Cards
Standing Partners
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Reflection
Teaching as a Learning Journey Functions of Support, Challenge and Vision
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Stem Completion
Read and Example
Three Functions of Learning Focused Relationships
Offering Support
Creating Challenge
Facilitating Professional Vision
Balancing Elements of the Relationship
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Reflect . . . Write . . .
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Adult Learning Theory
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Outcome
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Adult Learner Assumptions
Ten Variables of Adult Learning Theory
Adult Learning Theory
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The Matching Game Directions
Matching Game
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Adult Learning Theory: Information Processing Styles
Purpose and Outcomes
Information Processing Styles
Information Processing Styles Survey
Styles “Mixer”
Mentoring in “Style”
Repeat the Process
Find a new partner
Share your style
Implications for Mentoring
Table Talk
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Closing