Induction 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 (http://ca-btsainduction.org/formative-assessment-california-teachers). 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 Screenshot 1, 2, 3 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 support providers will use the FACT modules 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; and participate in professional learning communities (PLCs) or Accountable Communities, and other professional meetings.  Student data in both aggregate and disaggregate form is required and are discussed in SPED teams, IEP teams, PLCs and Accountable Communities.  Evidence of improved student learning is presented in their portfolio.

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 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).

The Clear Credential program at Fresno State employs the FACT modules at http://ca-btsainduction.org/formative-assessment-california-teachers which explicitly follow a plan→teach→reflect→apply process and are based upon CSTPs and Induction Standards, and are aligned with academic content standards. California Common Core instructional shifts including increased use of content area texts, making arguments/stating a case, and problem-based curriculum and assessment are taught, practiced and assessed through class activities and classroom observation. Throughout the process, students build a professional portfolio to demonstrate knowledge, skills, reflection, and improvement of teaching practice. In their portfolios, students provide a variety of evidence, including self-assessment, observation, analysis of student work, and planning and delivering instruction.

Evidence of practice includes multiple measures such as self assessment, observation, analyzing student work, and planning and delivering instruction. An assessment tool identifying multiple levels of teaching performance is used as a measure of teaching practice.

The program uses multiple measures as evidence of practice throughout the plan→teach→reflect→apply process. In addition to completion of the FACT modules and forms, participants are required to have 4 observations during the Clear Credential coursework (2 University Supervisor; 2 District Support Provider). The observation sequence includes pre-observation communication, an on-site classroom observation, and a post-observation reflection and debriefing session with the observer. The on-site observation tool evaluates multiple levels of teaching performance based on the CSTPs and IPSs (e.g., classroom environment, engagement, instructional design and delivery, assessment, technology, support for diverse learners, etc.).

Reflection on evidence of practice is a collaborative process with a prepared support provider and /or other colleagues as designated by the induction program.

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.

Participating teachers and support providers collaborate to develop professional goals (and Individualized Induction Plan) based on the teacher’s assignment, identified developmental needs, prior preparation and experiences, including the Teaching Performance Assessment (TPA) results, when possible. 

Participating teachers collaborate with their support providers and University Supervisors to develop professional goals (and Individualized Induction Plan) based on the teacher’s assignment, identified developmental and professional needs, prior preparation and experiences. Dual credential students who participated in the Teaching Performance Assessment (TPA) in their Preliminary Credential Program within a year of beginning their current position are encouraged to focus on the results of the TPA when goal setting. In addition, all participating teachers who completed the credential program at Fresno State, upon exiting the program, developed transition goals. These are also taken into consideration when selecting an area of focus.

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

Once developed, the IIP is a working document.  The plan guides the activities in which the participating teacher engages for growth and improvement of professional practices.  Each participating teacher, in collaboration with their support provider and university supervisor, selects at least one content area of focus.  This can be evidenced on the form.  The IIP is revisited throughout the Clear credential coursework and revised as needs arise such as a change in employment

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.   

At the end of the preliminary program at our institution teacher candidates submit a transition plan in their final practicum. Those who did not attend CSU, Fresno for their preliminary credential, submit either a Transition Plan developed with a previous institution or submit one upon acceptance to the program. The information on the transition plan is used as one source for IIP development.  Participating teachers have the opportunity to revise goals based on employment/assignment and need on their IIP.

The IIP will be developed by the Education Specialist, the employing district designee and the approved clear credential program representative.

The IIP is developed in collaboration with the participating teacher’s support provider and University Supervisor, and is aligned with his/her credential authorization and teaching assignment.

The IIP will incorporate a clear action plan, with dates, research, application, and expected impact on teaching/student achievement.

The IIP clearly outlines an action plan, with dates, research, application, and expected impact on teaching/student achievement. This form is revisited and information is collected in the portfolio as evidence of the research, application, and impact on student achievement.

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

The work in the FACT modules is aligned with participating teacher’s credential authorization and teaching assignment.  Lessons observed, evidences submitted, reflections and other work and conversations support the professional growth in the participating teacher’s employment placement and credential authorization.

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