Long Beach Unified School District

Creating an Induction Program embedded with current district, state, and national

initiatives

From Pre-Service to Induction

California Standards for the Teaching ProfessionCalifornia Induction Standards

Academic Content Standards/CCSSSTEM

Linked LearningCommon Core State Standards

Transitional KindergartenNext Generation Science Standards

Creating an Induction Program with embedded focus areas in…

The LBUSD Induction Experience3 major components that work together…

LBUSD Participant Journey  Sept Oct Nov Dec Jan Feb Mar April May June

Year 1Formative

AssessmentCycle

   

Module AContext for Teaching(CFT)

 Module B – Initial Assessment of Teaching

Practice

IIP Inquiry #1 development

 

 Module C – Inquiry #1

Pedagogy

 Module D

Summary of Teaching Practice

 Module A

CFTRevisited

Year 1 Meetings

PDMoodle

PortfoliosObservationsConferences 

- Year 1Orientation-Classroom visits- CFT docs- CSTPAssessment

 

   

     

Support Seminar & Moodle

Fall PD Night  

Cohort Mtg + PortfolioCheck 1:1

Pre/Post conference/ observation& Moodle

        

 Support Seminar& 

Moodle

    

Cohort Mtg + PortfolioCheck  

Support Seminar& 

Moodle

Winter PD Night      

Support Seminar &

 Moodle

Spring PD Night    

  

Support Seminar & 

Moodle

    

Cohort Mtg + PortfolioCheck 1:1

Pre/Post conference/ observations& Moodle

        

Support Seminar & 

Moodle

Self –AssessmentToolbox

 PT/SP Result’s Day

 Portfolio Check

Year 2Formative

AssessmentCycle

IIP Inquiry #2 development

  

 Model C – Inquiry #2

Equity/English Learners

IIP Inquiry #3 development

  

 Model C – Inquiry #3Special Populations

 Module DSummary

OfTeachingPractice 

Module ACFT

 Module A

CFTRevisited

Yr. 2Meetings

PD Moodle

PortfoliosObservationsConferences

- Year 2Orientation-Initial Classroom visits- CFT docs- CSTPAssessment 

 

  

   Support Seminar & 

Moodle

Fall PD Night  

Support Seminar& 

Moodle

   1:1

Pre/Post conference/ observations& Moodle

Cohort Mtg + PortfolioCheck  

Support Seminar& 

Moodle

Winter PD Night 

 Support Seminar 

& Moodle

Spring PD Night 

 Support Seminar & Moodle

   1:1

Pre/Post conference/ observations& Moodle

    

 Support Seminar 

& Moodle

Self –AssessmentToolboxPT/SP

Colloquium/Exit 

Interview/Portfolio Check

Full-time release Support Providers (SP) Each SP brings a unique area of

expertise to the group Monthly Collaborative SP Meetings with

Coordinator for SP professional development

Additional opportunities available for specific professional development needs

SP supports 20+ beginning teachers

In-person Individualized Support

Since our Support Providers are teachers on special assignment (TOSA), they are able to visit classrooms during the school day. They arrange opportunities with the PT to:•Observe classroom practice•Discuss formative assessment documents/activities•Provide confidential one-on-one support

Support Seminars

Monthly small group meetings with support provider as facilitator. Content includes:•Instructional strategies and best practices•Formative assessment activities•District Priorities: CCSS, STEM, Linked Learning, TK, Differentiation

Peer Support

All Induction events include opportunities for peer support and collaboration.

Peer Support and collaboration is of equal

importance in the Induction Program!

Online Discussion ForumsSupport Providers are responsible for facilitating online discussion forums twice monthly. This communication tool is:•Data-driven•Content/subject related•collaborative•Differentiated•Self-reflective

Quick Write

How does your support provider model compare in your district?

PT has opportunities to participate in various types of PD throughout the Induction experience.

PD trainings/seminars Book/article Studies Online discussion threads through Moodle Video/webinar opportunities Teacher observation/co-teaching/demonstration lessons

All PD is designed to meet the Induction Requirements and district focus areas which include:

California Standards for the Teaching Profession (CSTP) Induction Standards (Pedagogy, Equity, English Learners, Advanced

Learners, and student with disabilities) Connections to the academic content standards of the PT assignment District PD Focus Areas: Essential Elements of Effective Instruction,

CCSS, STEM, Linked Learning, special populations lesson design considerations

All Cohort Meetings

At key moments throughout the Induction experience, the program coordinator holds “All cohort Meetings” to touch base with participants. Topics include:•Business: Upcoming dates, events, requirements, etc.•Training: Large scale introductory professional development•Support: Opportunities for peer collaboration

PD Nights

Three times a year, the Induction Program hosts “PD Nights” for Induction Participants. The PT chooses sessions based on their research topic, areas of interest, and/or areas for growth.

The sessions are created based on data collected through analysis of:•PT Surveys•PT Inquiry topics•Classroom observations•Induction Standards•Current district priorities

Fall PD Night Menu of Options4:00 – 5:20pm 5:30 – 7:00pm

Title: Interactive Writing (Audience TK, K, 1st)Summary of Seminar: Teachers will learn the process of interactive writing as an effective writing strategy for emerging writers. Teacher examples and video will be shared during the presentation. Intended Audience: TK, K, 1st

Title: Using Open Court Skills and Strategies (Audience K-5)Summary of Seminar: Teachers will learn how to navigate the Open Court materials and how to apply the skills and strategies into reading fluency and comprehension instruction.

Title: Elementary Classroom Management Strategies (Audience K-5)Summary of Seminar: Participants will learn creative management strategies to use with elementary students. Strategies from Rick Morris and Fred Jones will be highlighted in the session.

Title: Discipline without Stress, Punishments, and Rewards (Audience 6-12)Summary of Seminar: Participants will explore Marvin Marshall’s philosophies on classroom management. The book’s contents discuss levels of responsibility in young people and how to use this concept to eliminate discipline problems in the classroom. If your cohort received this book at the beginning of the year, bring it with you to the session.

Title: SDAIE strategies for English Learners(Audience: K-12)Summary of Seminar: Teachers will learn how to determine appropriate SDAIE strategies to utilize in the classroom. Teachers will walk away with instructional strategies ready to implement the next day!\

Title: Academic Vocabulary (Audience: K-12)Summary of Seminar: Learn specific techniques to utilize academic vocabulary instruction in your classroom. Especially beneficial in teaching English learners.

Title: Common Core Overview (Audience: K-12)Summary of Seminar: Teachers will be introduced to an introduction to the Common Core State Standards and how LBUSD will be implementing the CCSS into the classroom.

Title: Differentiated Objectives with an RTI focus (Audience: K-12)Summary of Seminar: Participants will review the components of 5-part instructional objectives and utilize task analysis in order to plan for differentiated lessons.

Title: Powerpoint and Beyond: Supplementing Technology in the Secondary Classroom (Audience 6-12)Summary of Seminar: Infusing active participation and Linked Learning into the curriculum along with powerpoint presentations.

Title: Culturally Relevant Technology (Audience: K-5)Summary of Seminar: See how elementary teachers are using “culturally relevant” technologies in the classroom to enhance instruction, engage students, and differentiate instruction. Student work samples and “digital samples” will be presented. Learn how to integrate technology in the “one computer” classroom.

Title: Elementary STEM Concepts(Audience K-5)Summary of Seminar: Learn more about STEM education in this interactive session in which elementary teachers will be introduced to specific ideas on how to incorporate STEM concepts into the elementary classroom.

Title: Secondary STEM Concepts (Audience 6-12)Summary of Seminar: Learn more about STEM education in this interactive session in which secondary teachers will be introduced to specific ideas on how to incorporate STEM concepts into the secondary classroom.

Winter PD Night Menu of OptionsQuad D: Rigor/Relevance Participants will understand the relationship between rigor and relevance in the classroom utilizing the “Quad D” theories and classroom application.

Depth and Complexity Participants will learn about the GATE depth and complexity icons and application for classroom practice.

Math Strategies : Grades 4-8 Learn to use a variety of active participation strategies in a secondary classroom. Secondary math lessons will be used as a model of how to incorporate these strategies.

Horizontal Lesson PlanningParticipants will understand the components and process for the 10-step horizontal lesson plan template utilized in LBUSD.

Differentiation Grouping Strategies Participants will learn several flexible grouping configurations for effective differentiation in the classroom.

Differentiation Next Steps Explore differentiation strategies for the classroom to include using assessment to identify areas for differentiation, skill and curriculum compacting and using opportunities to differentiate based on readiness, interest, learner profile, learning environment/affect.

Response to Intervention (RTI) – Room 3Participants will learn about the tiered structure for student intervention and the importance of providing interventions in the least restrictive environment.

Blending/Phonemic Awareness – Room 3Participants will learn how to utilize the OCR Sound/Spelling Cards as a resource for both reading and writing. Phonemic Awareness techniques and Blending strategies to help support K-2 students in learning to decode unfamiliar words. Some strategies that will be taught are sound-by -sound, whole word, syllable, vowel first & sentence blending.

Cross Curricular Planning for the STEM Classroom Participants will explore thematic ideas for integrating all curricular components to increase student engagement.

Common Core: Text Dependent Questions Participants will learn how to utilize a close read and create text dependent questions for classroom use. Close reads and text dependent questions are key elements in the shift to the Common Core State Standards.

Elementary Science Lessons An expert district science teacher will show elementary teachers how to creatively incorporate science into their lesson plans.

Engineering is Elementary Learn more about STEM education in this interactive session in which elementary teachers will be introduced to specific lessons on how to incorporate engineering concepts into the elementary classroom.

“App”-lying Technology in the Classroom Participants will utilize their personal smart phones to discover and analyze apps to be used in planning and/or delivering instruction.

Simple Engaging Projects with iPods, Digital Cameras, & Green Screen with iMovie Participants will learn how to create/integrate iMovie Movie Trailers into their curriculum to create simple, educational student projects. This is a hands-on workshop where participants will learn how to use iMovie and digital video cameras. Bring your iPod Nano and cameras. Instructor will also have cameras for participants.

Spring PD Night Menu of OptionsCCSS: Reading & Writing Grounded in Evidence from TextParticipants will learn how to utilize their textbooks to facilitate the use of text dependent questions and discussions.Presenter: Shelley Gustafson Audience: Secondary

Elementary PEParticipants will learn new strategies to bring PE to life. PE standards will be discussed as well as what equipment is needed to fulfill PE requirements. Audience: K - 5

“App”-lying Technology in the ClassroomParticipants will utilize smart devices to discover and analyze apps to be used in planning and/or delivering instruction. If you have a smart device, bring it! Presenter: Sharon Schreiber Audience: K-12

College and Career Readiness through Project Based InstructionParticipants learn a dynamic approach to teaching in which students explore real-world problems and challenges. Authentic industry theme-based experiences require students to integrate academic and technical content, as well as 21st Century skills, while creating high-quality, authentic products and presentations. Ronnie Evans & Carrie Wiley Audience: Secondary

Assessment Participants will learn how both formative and summative assessments are used to guide instruction and meet the diverse needs of learners. The five keys of quality assessment will also be introduced as a means to evaluate and develop quality classroom assessment. Presenter: Corinne Blackmore Audience: K-12

Math Talk and the Common CoreParticipants will learn about the Common Core Math shifts and look at the standards across the grade levels. The purpose of “Talk Moves” will be discussed along with strategies for student conversations with the content areas. Presenter: Kyoko Weber-Sickler Audience: K-12

Cross Curricular Planning for the STEM ClassroomParticipants will explore thematic ideas for integrating all curricular components to increase student engagement. Presenter: Kristal Cheek Audience: K-5

Writing Differentiated LessonsParticipants will learn how to utilize Kaplan’s differentiation formula to modify core curriculum to make it more appropriate for advanced learners. Presenter: Pam Lovett Audience: K-12

Common Core – Text Dependent Quest. Part 2Participants will learn about the types of text dependent questions and how to utilize the BAP text dependent questions and plan for a text dependent lesson. Presenter: Teresa Suzuki Audience: 3-8

Common Core – Text Dependent Questions Part 2Participants will learn about types of text dependent questions and how to utilize the BAP text dependent questions and plan for a text dependent lesson. Presenter: Teresa Suzuki Audience: K -2

STEM in the TK, K and Grade 1 ClassroomUse your current curriculum resources to develop integrated Science, Technology, Engineering and Math in the TK, K-1 classroom. Presenter: Kris Damon Audience: TK, K & Gr. 1  

Elementary Science Lessons An expert district Science teacher will show elementary teachers how to creatively incorporate Science into their lesson plans. Presenter: Debbie Drab Audience: 2 - 6

Inquiry & FACT Document SupportParticipants will have an opportunity to work with BTSA support providers on their portfolio contents and FACT documents. Please bring your portfolio and any electronic documents on a flash drive that you’d like to explore. You will have access in the computer lab to work on them during this session.Presenter: Support Providers Audience: K – 12 

Digital Tools for Assessment Learn to use digital tools to create formative and summative assessments to align with the Common Core and collect data on student behavior Presenter: Vanitha Chandrasekhar Audience: K-12

STEM Online Discussion Forum Sample Task

Task 1: STEM education is an approach to teaching and learning that integrates the content and skills of science, technology, engineering and mathematics. Take time to investigate at least 3 of the following internet resources. Please post highlights from each of the 3 resources that you chose to investigate. Also, describe how you plan to incorporate something that you researched into an upcoming lesson that you will teach. (If the links below do not hyperlink, cut and paste into your internet web browser.) Science Kids: http://www.sciencekids.co.nz/Kids Math Games: http://www.kidsmathgamesonline.com/Science is Fun Home Experiments: http://scifun.chem.wisc.edu/homeexpts/homeexpts.htmlThe Comic Book Periodic Table of the Elements: http://www.uky.edu/Projects/Chemcomics/       African Americans in the Sciences: http://webfiles.uci.edu/mcbrown/display/faces.htmlEducational Songs: http://www.kidsknowit.com/educational-songs/

Linked Learning Online Discussion Forum Sample Task

In October, we had guest speakers Liz Turner and Ronnie Evans speak about integrating Linked Learning into our curriculum. In that meeting, we discussed the Student Outcome Chart for each Small Learning Community (SLC). For your reference, all of the SLC/Pathway Programs in Long Beach Unified are organized by industry sector on the district Linked Learning page. The Student Outcome Charts that each SLC/Pathway Program has developed states what students should know and be able to do upon completing the course sequence for that program. These outcomes reflect proficiencies above and beyond the academic content standards that are required by the district, state, and federal government. (paraphrased from LBUSD Linked Learning informational page) Task 1: Review your notes from the 10/22/12 meeting on Integrating Linked Learning. Task 2: Go to the district Linked Learning page and locate one of the student outcome charts that best fit what you are currently teaching. http://www.lbschools.net/Main_Offices/High_Schools/Linked_Learning/pathways.cfm

You do not have to choose one from the site where you teach now. Review the Student Outcome Chart of your choice and note which one you chose on your response. Task 3: Introduce your chart and attach a copy to your response. Share the Vision and Mission of the SLC. Explain the components of your chart and how your current teaching practice can support the outcomes desired for the students.

CCSS Online Discussion Forum Sample Task

Thanks to everyone for attending Tuesday night’s Professional Development workshops. In this forum, you will discuss PD and its impact on your teaching as well as explore the Common Core State Standards (CCSS). Task 1:Think about the classes you recently took at our PD Night on 11/13.  Summarize at least three key understandings you gained and how you will apply them to your teaching practice. What impact does this have on your EL students in particular? Task 2:There has been a recent explosion of resources centered around the CCSS.  From books to online resources and smart phone apps, teachers are being inundated with advertising and promises of a curriculum that offers all the answers to our common core needs.  Choose a CCSS resource to research, explore and evaluate.  Describe what the resource provides or is designed (or promised) to do, and evaluate it based on how it will be helpful to teachers and students in implementing the standards, classroom application, ease of use, cost, and overall recommendation.

Year One Result’s Day

Year 1 candidates end their first year of the Induction experience with a culminating activity. Participants collaborate within small groups to share reflective thoughts and artifacts related to their inquiry experience.

Colloquium Collaboration Activity

Year 2 candidates participate in an end-of-program culminating activity to celebrate and reflect upon their Induction experience. All stakeholders are invited to attend:•Executive Staff•Site Administrators•Support Providers•Induction Advisory Committee

Quick Write

How do meet the needs and interests of your participating teachers through

professional development in your district?

LBUSD utilizes the Formative Assessment System for California Teachers (FACT). The FACT system includes components in:

Context for Teaching – PT analyzes the classroom and students by looking at information for student profiles, site and district resources, and the community

Initial Assessment of Teaching Practice – PT self-assesses his/her own teaching by using the CSTP Continuum and reflecting on professional strengths and areas of growth with their SP

Inquiry – PT chooses areas of focus for three separate action research projects that span the 2-year induction program. The Inquiry topics relate to the Induction Standards and the PT designs corresponding units of study in which to implement the research.

Summary of Teaching Practice – PT and SP reflect upon instructional practices in the areas of the CSTP, Induction Standards, and academic content standards in order to determine next steps.

Incorporating STEM, CCSS, and Linked Learning into Formative Assessment

Incorporating STEM, CCSS, and Linked Learning into Formative Assessment

Lesson Series Planning Template (C-2) 

DIRECTIONS: With your support provider, discuss and record information to ensure all essential components for instruction are considered when designing your lesson series. Participating Teacher:       Support Provider:      Content Area:     

Grade/Period:      

Beginning Date:      Ending Date:      Anticipated number of lessons in series:      

1.  Copy the academic content standard(s) being addressed in this lesson series. 

        

2.  Task Analysis:  Write a long-term objective for your lesson series.  Make a list of everything the students will need to know and be able to do in order to master the objectives in the lesson series.  Then, put that list in the order in which you will teach these skills/concepts (worksheet on last page).

Additional ideas to think about: How will students be helped to connect the content to real life applications?      

Additional ideas to think about: How will the learning goals be communicated to the students? Families? 

3.  Describe the entry-level assessment that will be used to measure the learning objective in the content area.What method/criteria (e.g., scoring guides, rubrics, etc.) will be used to interpret the results of the entry-level assessment?

4. Describe the summative assessment that will be used to measure the learning objective in the content area. What method/criteria (e.g., scoring guides, rubrics, etc.) will be used to interpret the results of the summative assessment? 5.    Based on the entry-level assessment, what knowledge, vocabulary, 

and/or skills are needed to ensure student learning during this lesson series?

6. Based on the entry-level assessment results, what progress-monitoring assessments will be used during this lesson series?       

7.  How might key understandings from the Action Plan (IIP, Cells 5-8) be applied to this lesson series? 

8.  What supplemental materials will be needed for this lesson series?

        

      

C-2 Lesson Series Template (pg 2)7.  How might key understandings from the Action Plan (IIP, Cells 5-8) be applied to this lesson series? 

8.  What supplemental materials will be needed for this lesson series?

9.   How will students use technology to advance their learning?  What technology will be used to enhance instruction?

10.  To ensure student engagement and opportunities to check for understanding, what active participation strategies will you use in your lessons?

11.  Differentiation:  What instructional strategies will be used in this lesson series to meet the needs of all learners?    12.  What accommodations or modifications are required during this lesson series for students on an IEP, 504 or other learning plan?       (Consider students in addition to your focus students)

13.  List the strategies you will incorporate to meet the needs of your English Learners  (i.e. language objectives, opportunities for receptive and productive language skills, attention to long-term ELLs). 

14. How will you incorporate STEM (Science, Technology, Engineering, and Math) concepts into this unit of study? 

15.  How will you incorporate project-based instruction that links to real-world application into this unit of study? (LINKED LEARNING) 

16.  How have the Common Core standards impacted your plan for instruction?  In what ways can you incorporate CCSS into your unit of study? 

Poll

Has your Induction program found the need alter your formative assessment system documents with the roll out of

Common Core?

A)Yes, a lot of changes have been/will be necessary!B)Yes, a few changes will be necessary.

C)No changes, they continue to work well.D)We don’t have an adopted formative assessment system in

our district/state.

We are so grateful for the support from…

CSU Chancellor’s Office S.D. Bechtel Jr. Foundation James Irvine Foundation David and Lucille Packard Foundation