Standard 4: Formative Assessment

The induction program utilizes a formative assessment system to support and inform participating teachers about their professional growth as they reflect and improve upon their teaching as part of a continuous improvement cycle.

The Induction program requires completion of the FACT modules. As participating teachers are completing the modules, they build a professional portfolio that includes evidence throughout the plan→ teach→reflect → apply process. The portfolio template and online learning community participation serve as formative assessments of inquiry, collaboration, data-driven dialogue, and reflection to improve student learning. The portfolio also serves as a tool for program evaluation.

Formative assessment guides the work of support providers and professional development providers as well as promotes and develops professional norms of inquiry, collaboration, data-driven dialogue, and reflection to improve student learning. The program’s inquiry-based formative assessment system, characterized by a plan, teach, reflect, and apply cycle, has three essential components; standards, evidence of practice, and criteria.

The support providers will use the FACT Module to guide their work with the participating teacher and in accessing professional development providers and opportunities.  The modules, reflections and portfolio are all used to develop professional norms.  Participating teachers are required to collaborate, co-plan, and/or co-teach; they use inquiry and reflection throughout the FACT module completion; they also participate in professional learning communities (PLCs) or Accountable Communities, and other professional meetings.  Student data, in both aggregated and disaggregated form, is required and is discussed in deaf education collaborations, IEP teams, PLCs and Accountable Communities.  Evidence of improved student learning is presented in the portfolios created by the participating teachers.

The formative assessment processes, designed to improve teaching practice, are based on the California Standards for the Teaching Profession (CSTP) and in alignment with the p-12 academic content standards (or for Early Childhood Special Education the Child Development standards). Evidence of practice includes multiple measures such as self-assessment, observation, analyzing student work, and planning and delivering instruction.

FACT Assessment of Teaching and Learning provides a systematic way for teacher candidates to reflect on transitions from Preliminary Credential program standards to Induction standards with their support provider.

An assessment tool identifying multiple levels of teaching performance is used as a measure of teaching practice.

Deaf education participating teachers will select a lesson for self evaluation using the DHH Clear Credential Teaching evaluation.  University faculty will also evaluate the participating teachers once during CDDS 278 and once during CDDS 279.

Reflection on evidence of practice is a collaborative process with a support provider and/or other colleagues as designated by the induction program. Participating teachers and support providers collaborate to develop professional goals (an Individual Induction Plan) based on the teacher’s assignment, identified developmental needs, prior preparation and experiences, including the Teaching Performance Assessment (TPA) results, when possible.

Reflection occurs post observation both individually (participating teacher self-reflection/self-assessment) and collaboratively (with support providers, in course learning community meetings, etc.).  In addition, the program faculty will reflect on evidence of practice with all faculty in the program, with Advisory Board members representing districts and SELPAs, with support providers during organized meetings (at least one each semester) and other service providers and colleagues involved to review and improve teaching practices, professionalism, and inclusion of participating teachers in their school/district and the larger educational community.  Faculty will participate with other programs in the region provided by districts and COEs.

The Individual Induction Plan (IIP) guides the activities to support growth and improvement of professional practice in at least one content area of focus. The Individual Induction Plan (IIP) is working document, and is periodically revisited for reflection.

The IIP will be developed by the DHH Clear credential candidate with feedback from the Support Provider and the University Supervisor.  Through the FACT Inquiry into Teaching and Learning Module process of plan→ teach→reflect → apply  candidates will identify areas for further study and training.  The University Supervisor will assist in finding resources addressing the specific needs of deaf and hard of hearing students.

Education Specialist:
The Transition Plan will be provided to the Induction Program by the Education Specialist and used as one basis for the Individual Induction Plan. The IIP will be developed by the Education Specialist, the employing district designee and the approved clear credential program representative. The IIP will incorporate a clear action plan, with dates, research, application, and expected impact on teaching/student achievement.

Participating teachers will design an IIP based on the recommendations noted in the Transition Plan from the preliminary credential program and based on their Summary of Teaching and Learning following completion of FACT system modules.  Participating teachers will complete self-assessments (Pedagogy, Universal Access: Equity for all Students, Universal Access: Equity for all Students – Teaching English Learners, Universal Access: Equity for all Students – Teaching Special Populations, Self-Assessment – Clear Credential Specialist). The University Supervisor and District Support Provider will assist in the development of the plan. Participating teachers will include the Clear Credential – Education Specialist: DHH Individual Induction Planning Guide in the professional portfolio.

The participant’s work in formative assessment must be aligned with the credential authorization and participant’s teaching assignment.

The DHH Clear credential candidates will complete their formative assessment work in a teaching environment with students who are deaf and hard of hearing.

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