1. Welcome New Support Provider Coaching for Induction I1 January 16, 2014SAN JOSE UNIFIED SCHOOL DISTRICTINSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY

2. FACT TrainingsFACTArtifacts for Self-AssessmentInquiry into Teaching & Learning 3. Coaching for Induction TrainingStances for GrowthLanguage for Growth 4. Unified School District BTSA program provides high quality induction through culturally responsive mentoring, formative assessment, and inquiry to empower newly credentialed teachers to eliminate the opportunity gap and shepherd all students in the mastery of 21st century skills. 5. Working toward equityCoaching language toolsConnection with CSTPs 6. What are different types and purposes of listening? 7. Constructivist listening focuses on the speaker. 8. Constructivist listening focuses on the speaker. Each person: Has equal time to talk Does not interrupt, give advice or break in with a personal story Agrees that confidentiality is maintained Does not criticize or complain about others during their time to talk. 9. Constructivist Listening Dyad 1. Partners sit knee to knee 2. Person A talks for 2 min 3. Person B listens When was the last time you were fully listened to? How did it feel? 10. Constructivist Listening Dyad 1. Partners sit knee to knee 2. Person B talks for 2 min 3. Person A listens When was the last time you were fully listened to? How did it feel? 11. Working Towards Equity In Schools Involves: Our teachers at the higher poverty elementary schools tend to have fewer years of experience. 51% of our district is Latino students, but 81% of the Plus students are Latino. At our high SES schools, average 10th Grade GPA for Latinos (2.17) is a full point below their White (3.20) classmates. 12. Working Towards Equity In Schools Involves: Removing the predictability of success or failure that currently correlates with any social, racial, or cultural factor Interrupting inequitable practices, reducing biases, and creating inclusive school environments 13. Constructivist Listening for Empowerment & Change 1. Partners sit knee to knee 2. Person A talks for 2 min 3. Person B listens What is equity to you? What does it mean? How do you feel when you think about it? etc. 14. Constructivist Listening for Empowerment & Change 1. Partners sit knee to knee 2. Person B talks for 2 min 3. Person A listens What is equity to you? What does it mean? How do you feel when you think about it? etc. 15. Danger of a Single StoryChimamanda Ngozi Adichie 16. Danger of a Single StoryChimamanda Ngozi Adichie 17. Constructivist Listening Dyad 1. Partners sit knee to knee 2. Person A talks for 2 min 3. Person B listens What are your thoughts about the Danger of a Single Story, with relationship to some of these lenses: As an individual As a teacher As a support provider 18. Constructivist Listening Dyad 1. Partners sit knee to knee 2. Person B talks for 2 min 3. Person A listens What are your thoughts about the Danger of a Single Story, with relationship to some of these lenses: As an individual As a teacher As a support provider 19. Listening is such a simple act. It requires us to be present, and that takes practice, but we dont have to do anything else. We dont have to advise or coach, or sound wise. We just have to be willing to sit here and listen.- Margaret Wheatley 20. Working toward equityCoaching language toolsConnection with CSTPs 21. Paraphrasing builds relationships and increases understanding. 22. Paraphrasing is used to establish a relationship and increase understanding Read p. 54 56: ! This is new I agree with this ? I have a question about this 23. Im really having a hard time with this class. Their ability levels are all over the place. Acknowledge/Clarify Youre concerned about planning for such a diverse group of students. 24. Im really having a hard time with this class. Their ability levels are all over the place. Summarize/Organize So, there seems to be two issues here the wide range of performance levels in this class; and the need to plan for each students needs. 25. Im really having a hard time with this class. Their ability levels are all over the place. Shift Level of Abstraction (Up) You seem to value providing the appropriate level of learning for each child. 26. Im really having a hard time with this class. Their ability levels are all over the place. Shift Level of Abstraction (Down) So your entry level assessment shows many different needs in adding two digit numbers. 27. Break 28. Purposeful pausing supports higher level cognitive tasks. 29. Purposeful pausing supports higher level cognitive tasks. Asking a question. The teacher has offered initial thinking. Before paraphrasing After paraphrasing. 30. Working toward equityCoaching language questioningConnection with CSTPs 31. California Standards for the Teaching ProfessionAddress Equity & Culturally Responsive Pedagogy:1.2: Connecting learning 1.4: Using a variety of instructional strategies 2.1: Promoting social development & responsibility 4.1: Using knowledge of studentsto plan instruction 32. California Standards for the Teaching ProfessionAddress Equity & Culturally Responsive Pedagogy:1.2: Connecting learning 1.4: Using a variety of instructional strategies 2.1: Promoting social development & responsibility 4.1: Using knowledge of studentsto plan Individually read each criteria and highlight instruction phrases in the descriptors across the continuum that reflect your teaching 33. California Standards for the Teaching Profession 2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect. Emerging Models and communicates expectations for fair & respectful behavior to support social development. The teacher greets students at the door at the beginning of class. Some students share in the responsibility for the classroom community. Students help new students understand classroom procedure 34. California Standards for the Teaching Profession 2.1 Promoting social development & responsibility within a caring community where each student is treated fairly with dignity & respect.Exploring Models fair and respectful behavior. Demonstrates commitment to fairness & respect in communications with students about language and behaviors. The teacher develops norms & practices strategies that foster respect during collaboration time Students participate in the creation of the norms and practice strategies to foster caring, fairness & respect. Students establish meaning of respect in the classroom. 35. 4.1California Standards for the Teaching Profession Using knowledge of students academic readiness, language proficiency, cultural, background, and individual development to plan instruction Applying Plans differentiated instruction based on knowledge of students academic readiness, academic language, diverse cultural backgrounds, and individual cognitive, social, emotional, and physical development to meet their individual needs. The teacher provides multicultural poetry, folktales, or literature to use for comparing/contrasting literacy Examines potential sources of bias and stereotyping when elements planning lessons. Uses culturally responsive pedagogy in planning. The teacher provides multicultural poetry, folktales, or literature to use for comparing/contrasting literacy 36. California Standards for the Teaching Profession Group by teaching level (Primary, UpperElementary, Middle, High) 3 4 people per group Describe what might you see and hear the teacher and student doing when each element is in place in a classroom o Be specific o One idea per post-it o Include level, teacher/student role 37. California Standards for the Teaching Profession 4.1Using knowledge of students academic readiness, language proficiency, cultural, background, and individual development to plan instructionInnovating Engages students in the analysis of bias, stereotyping, and assumptions. 38. California Standards for the Teaching Profession Group by teaching level (Primary, UpperElementary, Middle, High) 3 4 people per group Describe what might you see and hear the teacher and student doing when each element is in place in a classroom o Be specific o One idea per post-it o Include level, teacher/student role 39. Working toward equityCoaching language toolsConnection with CSTPs 40. ClosureThink of two ways you can use the strategies from tonight to empower your Participating Teacher to grow in their craft. 41. Until we meet againComplete FACT: Year One: Tax Day (April 15) ECO/Year 2: Cinco de Mayo Meet with PT through May