Notes on how to complete Module E

Reflection on Teaching and Learning

2013-2014

Module E
E-2.1a Self-Assessment on the six CSTPs E-2.1b Self-Assessment on the program-selected Essential CSTPs E-2.5 -- Self-Assessment on Pedagogy E-2.6 -- Self-Assessment on Equal Access/Equity E-2.6a Self-Assessment on Teaching English Learners E-2.6b Self-Assessment on Teaching Special Populations

Who Does What When?

BTSA Year Two

Module E Part 1 (after Inquiry #2) E-2.1b Module E Part 2 (after Inquiry #3) E-2.1a E-2.1b E-2.5 E-2.6 E-2.6a E-2.6b

BTSA ECO
Module E Part 1 (after Module B) E-2.1a E-2.1b E-2.5 E-2.6 E-2.6a E-2.6b Module E Part 2 (after Inquiry #2) E-2.1a E-2.1b E-2.5 E-2.6 E-2.6a E-2.6b

Purpose of Module E
Self-reflection and self-assessment of the Participating Teachers formative growth regarding: The six CSTPs in general (big picture) [E-2.1a] The 8-16 essential CSTP sub-elements assigned by our BTSA Induction program (detailed picture) [E2.1b] The four Induction standards: Pedagogy, Equal Access-Equity, Teaching English Learners, Teaching Special Populations [E-2.5, E-2.6, E-2.6a, E-2.6b]

Purpose of Module E

An honest appraisal based on review of the evidence

Developmental Levels
Note: The descriptions in each of the Developmental Levels are aligned to the CSTP standards. Level 1: Emerging Expands awareness of curriculum and instructional practices to support understanding and engage students in learning. Recognizes the importance of building a positive learning environment that is focused on achievement. Demonstrates knowledge of teaching as discrete skills as described in the California Standards for the Teaching Professional (CSTP). Plans lessons using available curriculum and resources. Develops understanding of required assessments and uses of data to inform student progress. Works collaboratively with assigned colleagues to reflect on and improve teaching practice and student success. Level 2: Exploring Explores use of additional instructional practices to teach the curriculum and support student understanding and engagement. Guides the development of a respectful learning environment focused on achievement. Expands knowledge of related elements of effective instruction, learning goals, assessments, and content as informed by the CSTP. Plans lessons using expanded understanding of curriculum, related materials and resources, and assessments. Explores the use of different types of assessments to expand understanding of student learning needs and support planning. Seeks collaboration with colleagues, resource personnel, and families to reflect on ways to improve teaching practice and student success.

E-2.1a Reference Document

Level 3: Applying Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement. Maintains a respectful and supportive learning environment in which all students can achieve. Utilizes knowledge of CSTP to make connections between elements of effective instruction, learning goals, assessments, and content standards. Plans differentiated instruction using a variety of adjustments and adaptations in lessons. Utilizes a variety of assessments that provide targeted data on student learning to guide planning. Collaborates and reflects regularly with colleagues to improve teaching practice and student success. Level 4: Integrating Integrates extensive knowledge of curriculum, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement. Provides a respectful and rigorous learning environment that supports and challenges all students to achieve. Articulates knowledge of the inter-relationships between elements of effective instruction, learning goals, assessments, and content across the CSTP. Plans lessons using a broad range of strategies to differentiate instruction as informed by multiple assessments. Develops, adapts, and integrates assessments into instruction that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students. Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact teacher effectiveness and student learning. Level 5: Innovating Designs and implements comprehensive curriculum with multiple and varied instructional strategies and resources to support in depth studies of content and promote high levels of student understanding and engagement. Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student achievement. Applies in depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessment within and across content areas. Plans instruction flexibly utilizing a repertoire of instructional practices to differentiate instruction as informed by ongoing assessments. Utilizes a wide range of assessments strategically, systematically, and flexibly throughout instruction to identify student learning needs and guide ongoing adjustments in instruction that maximize student learning. Engages in and facilitates collaborative learning communities focused on providing quality instruction and optimal learning for the full range of students.

C on t i n u u m o f T e a c h i n g P r a c t i c e
The Continuu m of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument. Developed in collaboration with the CCTC, CDE and New Teacher Center.

Levels of Teacher Development Across the CSTP CSTP

Standard 1 Engaging and Supporting All Students in Learning

E-2.1a Reference Document

Applying
Level 3

Emerging
Level 1

Exploring
Level 2

Integrating
Level 4

Innovating
Level 5

Expands awareness of curriculum and instructional practices to support understanding and engage students in learning.

Explores use of additional instructional practices to teach the curriculum and support student understanding and engagement.

Implements the curriculum using a variety of instructional practices and supplemental resources selected to improve student understanding and engagement.

Integrates extensive knowledge of curriculum, instructional practices, and supplemental resources to enhance and deepen student understanding and engagement.

Designs and implements comprehensive curriculum with multiple and varied instructional strategies and resources to support in depth studies of content and promote high levels of student understanding and engagement.

Standard 2 Creating and Maintaining Effective Environments for Student Learning

Recognizes the importance of building a positive learning environment that is focused on achievement.

Guides the development of a respectful learning environment focused on achievement.

Maintains a respectful and supportive learning environment in which all students can achieve.

Provides a respectful and rigorous learning environment that supports and challenges all students to achieve.

Facilitates a learning environment that is respectful, rigorous, and responsive in advancing student achievement.

Standard 3 Understanding and Organizing Subject Matter for Student Learning

Demonstrates knowledge of teaching as discrete skills as described in the California Standards for the Teaching Professional (CSTP).

Expands knowledge of related elements of effective instruction, learning goals, assessments, and content as informed by the CSTP.

Utilizes knowledge of CSTP to makes connections between elements of effective instruction, learning goals, assessments, and content standards.

Articulates knowledge of the inter-relationships between elements of effective instruction, learning goals, assessments, and content across the CSTP.

Applies in depth knowledge of the CSTP to interconnect effective instruction, learning goals, and assessment within and across content areas.

C on t i n u u m o f T e a c h i n g P r a c t i c e
The Continuu m of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument. Developed in collaboration with the CCTC, CDE and New Teacher Center.

Levels of Teacher Development Across the CSTP CSTP

Standard 4 Planning Instruction and Designing Learning Experiences for All Students

E-2.1a Reference Document

Applying
Level 3

Emerging
Level 1

Exploring
Level 2

Integrating
Level 4

Innovating
Level 5

Plans lessons using available curriculum and resources.

Plans lessons using expanded understanding of curriculum, related materials and resources, and assessments.

Plans differentiated instruction using a variety of adjustments and adaptations in lessons.

Plans lessons using a broad range of strategies to differentiate instruction as informed by multiple assessments.

Plans instruction flexibly utilizing a repertoire of instructional practices to differentiate instruction as informed by ongoing assessments.

Standard 5 Assessing Students for Learning

Develops understanding of required assessments and uses of data to inform student progress.

Explores the use of different types of assessments to expand understanding of student learning needs and support planning.

Utilizes a variety of assessments that provide targeted data on student learning to guide planning. Collaborates and reflects regularly with colleagues to improve teaching practice and student success.

Develops, adapts, and integrates assessments into instruction that provide ongoing data to guide planning differentiated instruction matched to assessed needs of students.

Utilizes a wide range of assessments strategically, systematically, and flexibly throughout instruction to identify student learning needs and guide ongoing adjustments in instruction that maximize student learning. Engages in and facilitates collaborative learning communities focused on providing quality instruction and optimal learning for the full range of students.

Standard 6 Developing as a Professional Educator

Works collaboratively with assigned colleagues to reflect on and improve teaching practice and student success.

Seeks collaboration with colleagues, resource personnel, and families to reflect on ways to improve teaching practice and student success.

Collaborates and reflects regularly with colleagues to improve teaching practice and student success.

Analyzes and integrates information from a wide range of sources to expand skills of collaboration and reflection as a habit of practice and to impact teacher effectiveness and student learning.

C on t i n u u m o f T e a c h i n g P r a c t i c e
The Continuu m of Teaching Practice is not designed for use as a stand-alone observation or evaluation instrument. Developed in collaboration with the CCTC, CDE and New Teacher Center

Review the Rubric for E-2.1a

Self-Assessment on the California Standards for the Teaching Profession (CSTPs)
Levels/Criteria E-2.1a-Self Assessment CSTP Exemplary Contains all of the traits of a proficient document and may also include but is not limited to: Clear and specific evidence of strengths and weaknesses in each standard are given. Reflection demonstrates a graduated level of depth and complexity and application to future practice. Proficient Document is completely filled out. All relevant self-assessment levels are checked. Evidence of reflective conversation is clearly recorded. Not all self-assessment level not chosen for each standard. No or limited evidence of reflective conversation recorded. Not Proficient Document is not filled out or information is incomplete.

Document is completely filled out.

All relevant self-assessment levels are checked.

Evidence of reflective conversation is clearly recorded. (This means that evidence and examples are provided to indicate why you placed yourself at the assessment level you chose.)

E-2.1b Directions Scoring E-2.1b

E-2.1b Directions
You will complete an initial and final self-assessment on this document. The initial self-assessment is to be completed after Module B for Year One and ECO. It is to be completed after Inquiry # 2 for Year Two. The final self-assessment is to be completed at the end of the year after Inquiry #1 for Year One, after Inquiry #2 for ECO and after Inquiry #3 for Year Two.

With your Support Provider/ Consulting Teacher:

1) Highlight the key words in the Continuum of Teaching Practice document that identify your level of practice on the essential CSTPs (use different highlighter colors for your initial and final assessments). 2) Based on your highlighting, determine the level that best describes where you fall on the continuum at this time. 3) Discuss your reasons for your placement on the next sheet by referring to specific examples from your teaching.

E-2.1b Sample with Initial Self-Assessment

E-2.1b Sample with Initial Self-Assessment

E-2.1b Sample with Initial & Final Self-Assessments

E-2.1b Sample with Initial & Final Self-Assessments

Review the Rubric for E-2.1b Self Assessment on Essential CSTPs

E-2.1b-Self Assessment CSTP Contains all of the traits of a proficient document and may also include but is not limited to: Clear and specific evidence of strengths and weaknesses in each standard are given. Reflection demonstrates a graduated level of depth and complexity and application to future practice. Key words are highlighted in the Continuum of Teaching Practice for initial assessment' Reasons for level of placement are clearly listed in the evidence box in the Continuum of Teaching Practice with specific examples from teaching practice given. Continuum of Teaching Practice is not highlighted for the initial assessment. Reasons for level of placement are not listed in the evidence box or are unclear in the Continuum of Teaching Practice or examples given are not specific.

Key words are highlighted in the Continuum of Teaching Practice for initial assessment and final assessments in two different colors. Remember to put the date. Reasons for level of placement are clearly listed in the evidence box in the Continuum of Teaching Practice with specific examples from teaching practice given.

Name:

E-2.5

Self-Assessment
Pedagogy (E-2.5)

Induction Standard 5: Pedagogy

Purpose: To demonstrate that you have developed as a professional educator throughout the BTSA induction program, by reflecting on your teaching practice and how you meet the varying needs of your students. Directions: 1. With your support provider, review, discuss, and record your reflections on one strength and one challenge for each strand of the induction standard below. Provide specific evidence for each. Induction Standard Reflection Planning Prompts: Reflections and Evidence Participating teachers use and Initial Self-Assessment Date:_________________ Assessment Data: How I use interpret student assessment data Strength: multiple measures to monitor from multiple measures for entry students progress toward level, progress monitoring, and Challenge: summative assessments of student meeting adopted academic academic performance to inform content standards? Final Self-Assessment Date:_________________
instruction. They plan and differentiate instruction using multitiered interventions as appropriate based on the assessed individual, academic language and literacy, and diverse learning needs of the full range of learners (e.g. struggling readers, students with special needs, English learners, speakers of nonstandard English, and advanced learners). Strength: Challenge:

Multi-tiered Intervention: How I use multi-tiered interventions to meet the diverse learning needs of my full range of learners

Initial Self-Assessment Date:_________________ Strength: Challenge: Final Self-Assessment Date:_________________ Strength: Challenge: Initial Self-Assessment Date:_________________ Strength: Challenge:

To maximize learning, participating teachers create and maintain wellmanaged classrooms that foster students physical, cognitive, emotional and social well-being. They develop safe, inclusive, and healthy learning environments that promote respect, value differences, and mediate conflicts according to state laws and local protocol. Participating teachers are fluent, critical users of technological resources and use available technology to assess, plan, and deliver instruction so all students can learn. Participating teachers enable students to use technology to advance their learning. Local district technology policies are followed by participating teachers when implementing strategies to maximize student learning and awareness around privacy, security, and safety.

Learning Environment: How I create a well-managed, safe and healthy learning environment

Final Self-Assessment Date:_________________ Strength: Challenge:

Technology: How I use technology to assess, plan, and deliver instruction

Initial Self-Assessment Date:_________________ Strength: Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) 2011 Reflections on Teaching and Learning - Induction Standard 5 Self-Assessment Revised by the Glendale/LaCaada BTSA Revision Committee 2012

Name:

E-2.6

Self-Assessment

Induction Standard 6: Equity

Universal Access: Equity for all Students - Special Populations (E-2.6b)

Purpose: To demonstrate that you have developed as a professional educator throughout the BTSA induction program, by reflecting on your teaching practice and how you meet the varying needs of your students. Directions: 1. With your support provider, review, discuss, and record your reflections on one strength and one challenge for each strand of the induction standard below. Provide specific evidence for each. Induction Standard Reflection Planning Prompts: Reflections and Evidence To ensure academic achievement for Initial Self-Assessment Date:_________________ Collaboration: How I
special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers implement district policies regarding support services for special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students assessed levels of academic, behavioral and social needs. Based on assessed students needs, participating teachers provide accommodations and implement modifications. Participating teachers recognize students strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct special populations using adopted standardsaligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies).

collaborate with special services/general education personnel to ensure that the assessed needs of students are met.

Strength:

Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Modifications/ Accommodations:
How I instruct special populations including advanced learners (e.g. varying curriculum depth and complexity and/or using technology)

Initial Self-Assessment Date:_________________ Strength: Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Behavioral Support Strategies: How I recognize

students strengths and needs and use positive behavioral strategies to meet the needs of all students

Initial Self-Assessment Date:_________________ Strength: Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Possible sources of evidence to review when addressing these prompts: Class Profile, SST Artifacts; Assessment Results; Sample from Instructional Materials Used; School and District
Information/ Resources that meet the needs of special populations; Student Work; Classroom Observations
Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) 2011 Reflections on Teaching and Learning - Induction Standard 6b Self-Assessment

Name:

E-2.6a

Self-Assessment

Induction Standard 6a: ELLs

Universal Access: Equity for All Students - English Learners (E-2.6a)

Purpose: To demonstrate that you have developed as a professional educator throughout the BTSA induction program, by reflecting on your teaching practice and how you meet the varying needs of your students.

Directions: 1. With your support provider, review, discuss, and record your reflections on one strength and one challenge for each strand of the induction standard below. Provide specific evidence for each. Reflection Planning Prompts: Reflections and Evidence Induction Standard
To ensure academic achievement and language proficiency for English Learners, participating teachers adhere to legal and ethical obligations for teaching English Learners including the identification, referral and re-designation processes. Participating teachers implement district policies regarding primary language support services for students. Participating teachers plan instruction for English Learners based on the students levels of proficiency and literacy in English and primary language as assessed by multiple measures such as the California English Language Development Test (CELDT), the California Standards Test (CST), and local assessments. Based on teaching assignment and the adopted language program instructional model(s), participating teachers implement one or more of the components of English Language Development (ELD): grade-level academic language instruction, ELD by proficiency level, and/or content-based ELD.

Language Supports:
How I use measures of English language proficiency to make instructional decisions

Initial Self-Assessment Date:_________________ Strength:

Challenge:

Final Self-Assessment Date:_________________ Strength:

Challenge:

ELD Instruction:
How I support my students development of academic language and English language development

Initial Self-Assessment Date:_________________ Strength:

Challenge:

Final Self-Assessment Date:_________________ Strength:

Challenge: Participating teachers instruct English learners using adopted standards-aligned instructional materials. Participating teachers differentiate instruction based upon their students primary language and proficiency levels in English considering the students culture, level of acculturation, and prior schooling.

Differentiated Instruction:
How I differentiate instruction based on my students culture, levels of acculturation, proficiency in English and/or prior schooling

Initial Self-Assessment Date:_________________ Strength:

Challenge:

Final Self-Assessment Date:_________________ Strength:

Challenge:

Possible sources of evidence to review when addressing these prompts: Class Profile; School and District Information/ Resources; Ongoing Parent/Student Communication; Student Work;
Classroom Observations
Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) 2011 Reflections on Teaching and Learning - Induction Standard 6a Self-Assessment

Name:

E-2.6b

Self-Assessment

Induction Standard 6b: Special Populations

Universal Access: Equity for all Students - Special Populations (E-2.6b)

Purpose: To demonstrate that you have developed as a professional educator throughout the BTSA induction program, by reflecting on your teaching practice and how you meet the varying needs of your students. Directions: 1. With your support provider, review, discuss, and record your reflections on one strength and one challenge for each strand of the induction standard below. Provide specific evidence for each. Induction Standard Reflection Planning Prompts: Reflections and Evidence To ensure academic achievement for Initial Self-Assessment Date:_________________ Collaboration: How I
special populations, participating teachers adhere to their legal and ethical obligations relative to the full range of special populations (students identified for special education, students with disabilities, advanced learners and students with a combination of special instructional needs) including the identification and referral process of students for special services. Participating teachers implement district policies regarding support services for special populations. Participating teachers communicate and collaborate with special services personnel to ensure that instruction and support services for special populations are provided according to the students assessed levels of academic, behavioral and social needs. Based on assessed students needs, participating teachers provide accommodations and implement modifications. Participating teachers recognize students strengths and needs, use positive behavioral support strategies, and employ a strengths-based approach to meet the needs of all students, including the full range of special populations. Participating teachers instruct special populations using adopted standardsaligned instructional materials and resources (e.g., varying curriculum depth and complexity, managing paraeducators, using assistive and other technologies).

collaborate with special services/general education personnel to ensure that the assessed needs of students are met.

Strength:

Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Modifications/ Accommodations:
How I instruct special populations including advanced learners (e.g. varying curriculum depth and complexity and/or using technology)

Initial Self-Assessment Date:_________________ Strength: Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Behavioral Support Strategies: How I recognize

students strengths and needs and use positive behavioral strategies to meet the needs of all students

Initial Self-Assessment Date:_________________ Strength: Challenge:

Final Self-Assessment Date:_________________ Strength: Challenge:

Possible sources of evidence to review when addressing these prompts: Class Profile, SST Artifacts; Assessment Results; Sample from Instructional Materials Used; School and District
Information/ Resources that meet the needs of special populations; Student Work; Classroom Observations
Copyright Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) 2011 Reflections on Teaching and Learning - Induction Standard 6b Self-Assessment

Directions for: E-2.5; E-2.6; E-2.6a & E-2.6b Initial Self-Assessments are done following Module B in Year One or ECO Final Self-Assessments are done following Inquiry #3 in Year Two or following Inquiry #2 for ECO With your Support Provider:

Review, discuss, and record your reflections on ONE strength and ONE challenge for each strand of the induction standard below. Provide specific evidence for each.

Review the Rubric for: E-2.5; E-2.6; E-2.6a & E-2.6b Self-Assessment for Induction Standards on Pedagogy, Equity, Teaching ELLs and Teaching Special Populations
E-2.5Pedagogy Contains all of the traits of a proficient document and may also include but is not limited to: Clear and specific evidence of strengths and weaknesses in each standard are given. Reflection demonstrates a graduated level of depth and complexity and application to future practice. Document is completely filled out including date. Reflection addresses both strengths and challenges. Evidence is clearly recorded. Document is not filled out or information is incomplete. Reflection is missing or does not address both strengths and challenges. Evidence is missing or not clearly recorded.

Document is completely filled out including date. Reflection addresses both strengths and challenges. Evidence is clearly recorded.