How to Succeed at FACT

The Finer Points of Completing Each Module

FACT System Modules

1. Context for Teaching Module A

2.
3. 4. 5.

Initial Assessment of Teaching Practice Module B

Inquiry Module C Culminating Reflections Module D Assessment Toolbox Module E

Assessment Toolbox - Used for Modules B and C

FACT Training: Glendale Unified School District November 2012

Context for Teaching and Learning

Required Tasks in
Module A

Tasks in Module A
Year 1 Teachers and ECO need to do ALL documents. Year 2 teachers only need to do A-1, A-2, A-4, and the final conversation/reflection A-7. A-1 Class Profile (Yr. 2) A-2 Instructional Environment (Yr. 2)

A-3 School and District Information

A-4 Home/School Communication (Yr. 2) A-5 Site/Assignment Orientation A-6 Community Profile A-7 Reflections (Yr. 2)

Your Responsibility:
Only YOU can prevent

NOT MET,
Needs Revision
Consulting teachers are

the first readers for each

module submitted. Be sure to get your mentors feedback before

submitting to TaskStream.

What is the point?

Module A is a collection of documents similar to what all teachers create at the beginning of each year as they get to know their new students. Module A is abbreviated for second year teachers, encouraging you to make good record-keeping a habit of your professional practice. Practice slowly to perform quickly. Each document targets a key element of information of the Context for Teaching that teachers must have available each year. Gathering, charting, and reflecting upon this information will become automatic over time.

Typos? Poor spelling? Poor grammar?. Fix it! Use bullet points instead of full paragraphs if necessary. Review your work carefully. Ask your mentor to help you edit your work BEFORE you submit.

Document A-1: Class Profile

A-1 Class Profile

PURPOSE: To demonstrate that you have gathered the requisite information which impacts your effectiveness as a teacher, guides your classroom decision-making, and supports your students learning. DIRECTIONS: 1. Complete the Class Profile below and update this document throughout the year. 2. Include a comment about EACH student in the class you choose. Comments should be phrased in professional, non-judgmental language, and focused on observable behaviors and traits pertinent to student learning.

Document A-1
Be sure that all sections of the document are filled out (scroll down). All comments must be in professional, non-judgmental language. ELL levels from the CELDT test should be in words, not numbers: Beg., E. Int., Int., E. Adv., Adv. Comments are included for each student. Proofread your work primarily for professional language, but also for typos, and spelling errors. Comments should be phrased in professional non-judgmental language and focused on observable behaviors and traits pertinent to student learning. Review this document with your support provider before you submit it.

A-1 Class Profile, continued

Refer to the cum records or your Districts data system to find the accurate information. Use only official, documented home language and identifiers. Ask your mentor to explain any identifiers that are not familiar to you. Professional language to describe students is a MUST. Learn to state the student behavior that you observe rather than listing your opinions. This will provide practice for parent conferences, school meetings, report card comments, and even casual staff room conversations. Be sure to scroll down to complete all sections of the form, including the chart of English Learner Proficiency Levels. Use official, documented levels rather than your observation. Ask your mentor for help in finding this information if necessary.

A-1 Student Comments

Avoid opinion comments: Sweet girl, awesome student, doesnt care about his work, lazy, bad attitude
o

Use specific examples of behavior

Helpful to her friends during centers, high scores on most tests and quizzes, has many missing homework assignments, classwork is often messy and incomplete

Document A-2: Instructional Environment

Document A-2: Instructional Environment

Purpose: To demonstrate that you have thoughtfully planned and implemented an environment conducive to student learning and safety.

Directions:
Part One: Attach a classroom

map and include:

1. Student placement indicating/highlighting Special Needs students such as English Learners, Special Education and G.A.T.E. 2. Location of instructional materials/technology and equipment. 3. Safety information (e.g., doors, fire extinguishers, aisles, cords and exit plans)

Document A-2: Instructional Environment

Part Two: Rationale must include each topic mentioned in the directions. Give a brief explanation for how you have placed your students in the room. You might discuss the arrangement of desks, the grouping of students, and/or the planned flow of activities. Be sure to comment about the required sub-groups: English Learners, Special Education students, and G.A.T.E students.

Comment about the placement of your instructional materials, your technology, and other equipment.
Describe the placement of safety features in your room, commenting on each item listed in the directions.

Document A-2

Check yourself! Be sure that you have a classroom map attached. The map must include: Student placement indicating special needs students Location of instructional materials, technology and equipment

Safety information (eg. doors, aisles, exit plan, fire extinguisher etc.)
Rationale includes:

Student placement
Location of equipment/materials Safety plan You must address all three bullet points. Please prufrede!

Document A-3 ECO only School and District Information

Document A-3
Document is completely filled out. Note that a school calendar (one or two months), the school discipline plan, and the school emergency procedures must be attached. Relevant categories are checked.

All required contact information is provided.

Emergency procedures are attached. Please remember to create a generic lesson plan early in the school year. You can adjust it as things change. You never know when you will need to be out.

Document A-4: Home/School Information

Document A-4 Home/School Information

Please be sure the document is complete Include professionally stated anecdotal records of home/school communications. Remember that all records you keep could be viewed by school personnel or the parents themselves. All students must be listed (one period for middle and HS). . While not all parents of all students must be contacted, there should be a robust number of meaningful, diverse kinds of contacts documented with brief but detailed information. Individual records are noted. Attach your newsletter if it is referenced.

Document A-4 A Note of Caution

Please be sure to use a professional, non-judgmental tone when sending any email, especially when communicating with parents. Emails can be forwarded to anyone, even the daily newspaper! A good response to an email from a concerned parent is to acknowledge the statement of the problem, and then ask for a phone number and convenient time when you can call them. Please review email etiquette with your mentor if you have any questions.

Document A-4 Samples

Here are some examples of appropriate home/school communication records: 9/7 Back to School Night follow up because of parents absence 9/24 Parent conference regarding students progress. Discussed how mom can help at home 10/15 Informal conversation with mom regarding students behavior and progress. 11/07 Phone conversation with mom regarding students behavior in class.

Document A-5: Site/Assignment Orientation Checklist ECO only

Document A-5
Complete the document.

Be sure the Administrator/Designee signature is on the form.

Scan and upload signed document.

Document A-6
Document is complete. Include a list of community contacts, resources and/or places pertinent to students. There is no required number, but three to five choices with a rationale is sufficient.

Rationale for the relevance of each listing is included. Proofread.

Document A-6 ECO only Community Profile

Document A-7 Conversation/Reflection

Document A-7 Reflection

Use the questions on A-7a to prompt a meaningful discussion of this module with your support provider. You do not need to address each question, just the ones that are important to you. Your support provider may want to conduct this discussion with other participating teachers. It is interesting to hear how other beginning teachers respond to similar challenges. Write short paragraphs or bullet points to record the most important points of your discussion. There is no required length for this document. You need to show evidence of meaningful reflection on the work you have done. As you reflect on this years class of students, you may find you have a particular question or challenge based on this specific group. This could become the source of your Inquiry Question for Module C.

Assessment of Teaching and Learning

Required Tasks in

Module B

Whats the Point?

There are only three documents to Module B.
The main purpose is to help you link your teacher preparation knowledge with the reality of your classroom practice.

This module asks you to revisit/become aware of the different sets of standards (TPEs, Induction Standards, CSTPs).
You will have the opportunity to be observed teaching in your classroom. Your Support Provider focus the observation on the areas you want observed.

Document B-2: K-W-O Chart

Completing Document B-2

Fill out all three sections of the form with specific details and information Clearly state what you want to find out from being observed Clearly define the aspect(s) of your teaching you want observed. This document is proficient if it is filled out so what could be simpler?

Please be sure to put the date on the document and PROOFREAD.

Document B-3: Classroom Observation

Completing Document B-3

You need to attach both pages of the observation form after your Support Provider sends it to you. This document does not qualify for exemplary status. The only way for this document not to be rated Proficient is if you do not attach it. So THIS is what is even simpler than Document B-2!

Document B-4: Post-Observation Reflection

Completing Document B-4

Fill out all three sections of the form with specific details and information about the observed lesson This document is proficient if there is a thoughtful response in each of the three sections.
Be sure to put the date. Proofread!