How to Succeed at FACT

The Finer Points of Coaching & Scoring

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

Scoring Module A

Scoring Module A
Year 1 Teachers need to do ALL documents. Year 2 teachers only need to do 1.1, 1.2, 1.4, and the final conversation/reflection. A-1.1 Class Profile (Yr. 2) A-1.2 Instructional Environment (Yr. 2) A-1.3 School and District Information A-1.4 Home/School Communication (Yr. 2) A-1.5 Site/Assignment Orientation

A-1.6 Community Profile

A-1.7 Reflections (Yr. 2)

Our Responsibility:
Only YOU can prevent

NOT MET,
Needs Revision
Consulting teachers are
the first readers for each module submitted.

Sample of Support Provider Reviewer Comments

Comments on Work by Participating Teacher on (Assessment of Teaching & Learning) Comments on Work by Participating Teacher on (K-W-O Chart (B-2))

Support Provider: 01/07/2012

Saw this before observation and meets expectations. Comments on Work by Participating Teacher on (Post-Observation Reflection (B-4)) Support Provider: 01/13/2012 Saw this after observation (discussed and shared thoughts together) and meets expectations.

What is the point?

Module A is the introduction to FACT for first year teachers. CTs have the opportunity to set expectations for the quality of the work, timeliness of completing work, and professionalism in all things. Module A is abbreviated for second year teachers, encouraging them to make good record-keeping a habit of their 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? Talk about it. Model it. Fix it. Use bullet points instead of full paragraphs if necessary.

Module A-1.1: Class Profile

Module A-1.1
Class profile is complete. Be sure that all sections are filled out (scroll down). All comments must be in professional, non-judgmental language.

Discuss the IEP process, if any are listed (a legal document).

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 primarily for professional language, but also for typos, and spelling errors.
Comments are phrased in professional non-judgmental language and focused on observable behaviors and traits pertinent to student learning.

PTs should submit this completed form for review by the CT before uploading it. If necessary, model and teach non-judgmental language and comments. Connect to the language used for progress reports, Report cards, parent conferences, SSTs, and IEPs.

A Bit of Practice
XXXXX loves to draw and is very friendly. Mom is very involved. XXXXX is an only child and loves to ask questions. He is very curious about everything.

XXXXX just moved to Glendale CA with his parents. He is Korean and is very energetic. XXXXX has excellent print skills.

XXXXX is a well-rounded student who loves to learn. She makes friends very easily and is always willing to help her classmates. She knows how to read and is very active.

XXXXX is very energetic. He has a cousin who attends Balboa and is in the 4th grade. He also has an older brother. XXXXX knows how to count to 100.

XXXXX loves to participate and is always willing to help the teacher. She loves to play and is very artistic.

Module A-1.2: Instructional Environment

Module A-1.2
A classroom map is attached. The map includes:
Student placement indicating special needs students Location of instructional materials, technology and equipment Safety information (eg. doors, aisles, exit plans, etc.) Rationale includes:

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

Module A1.3 School and District Information

Module A-1.3
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. Encourage your PTs to have a generic lesson plan ready when you discuss Aesop, although it is not required for them to attach it.

Module A-1.4: Home/School Information

Module A-1.4
The document is complete. Includes professionally stated anecdotal records of home/school communications. 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. Newsletter is attached if it is referenced. Take this opportunity to discuss and caution PTs about the use of email with parents (always professional and nonjudgmental). A personal phone call is a good response to an email expressing a specific concern.

Some Samples
9/24-Parent conference regarding students progress. How mom can help at home.

9/7- Back to School Night follow up because of parents absence. 10/1- Parent conference with mom regarding XXXXs behavior. 10/15- Informal conversation with mom regarding XXXXs behavior and progress.

8/22- Sneak Peak follow up because of parents absence.

9/13- Parent conference regarding some problems student was having with another classmate.

9/12- Phone conversation with mom regarding XXXXs disruptive behavior in class.

Module A-1.5: Site/Assignment Orientation Checklist

Module A-1.5
Document is complete. Administrator/Designee signature is included. Scan and upload signed document.

Module A-1.6 Community Profile

Module A1.6
Document is complete. Includes 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.

Module A-1.7 Conversation/Reflection

Module A-1.7
Big ideas are recorded Narrative demonstrates a reflective conversation around context for teaching.

All questions on the conversation guide do NOT need to be answered.

Bullet points are acceptable, or short paragraphs. The key is to show that the PT has truly reflected on the importance of the work to establish the context for teaching. This discussion may lead towards an inquiry question that results from the needs of the PTs specific class of students (Context for Teaching).

You may choose to have your PTs meet together for this conversation so they can share their thoughts and experiences.

Assessment of Teaching and Learning

Scoring Module B

Whats the Point?

There are only three documents to Module B.
The main purpose is to help the PT to link their teacher preparation knowledge with the reality of their classroom practice. PTs are reminded of/become aware of the different sets of standards (TPEs, Induction Standards, CSTPs).

CTs have an opportunity to observe in the classroom.

Module B-2: K-W-O Chart

Scoring Module B-2

All three sections of the form are filled out with specific details and information PT clearly states what he/she wants to find out from being observed and clearly defines what aspect(s) of his/her teaching he/she wants observed. This document is proficient if it is filled out. We do not need to grade the PTs prior knowledge or goals. Please be sure your PT puts the date. Proofread.

Module B-3: Classroom Observation

Scoring Module B-3

Copies of the Informal Observation of the CSTPs and Induction Standards are attached. This document does not qualify for exemplary status. This module is proficient if the observation from the CT is attached. Please be sure to put the date. Please fill out both pages, noting evidence of the CSTPs and the Induction Standards.

Module B-4: Post-Observation Reflection

Scoring Module B-4

All three sections of the form are filled out with specific details and information about the observed lesson
This document is proficient if there is a response in each of the three sections. Be sure your PT puts the date. Proofread.

If any document receives a 1, the entire module does NOT meet requirements. Mark it Does not Meet and Send back for revision

If all documents receive a 2 or 3, the module meets requirements. Mark it Meets Requirement and Record as final and release to author now