Scoring Module C

Inquiry Into Teaching and Learning

Module C
C-1 Individual Induction Plan C-2 Essential Components for Instruction in a Lesson Series C-3 Entry-Level Assessment, Parts 1 and 2 C-4 Focus Student Selection

C-5 Lesson Plan for Observation Optional form

C-6 Inquiry Observation Record, Parts 1 and 2 C-7 Analysis of Student Work C-8 Summative Assessment, Parts 1 and 2 C-9 Reflection and Application

C-0 The Inquiry Question

The Inquiry Question must be submitted for evaluation on TaskStream before any work can begin. Sally Myles will evaluate all focus questions. Module C will not be made accessible to the PT until the question is rated Proficient.

This document is proficient if it is approved.

The Inquiry question will be copied onto several of the other module documents, as per the directions. All work should be centered around this question.

C-1 Directions Individual Induction Plan

Use Modules A, B, and E to identify an area of your teaching practice for professional growth.

Develop a focus question connected to an essential CSTP. Use at least 3 resources to research and list the instructional strategies that you will implement.

Scoring C-I Individual Induction Plan

All information completed at the top of the form: names, Inquiry #, Date, grade/subject, content/subject, District, School.
1. Ideas are noted from reflection about the PTs area of focus. Quote the CSTP element that will be addressed. The focus question must be connected to an essential CSTP, or the document is not proficient. 2. Copy the approved Inquiry question from C-0. 3. Two or three sentences describing the anticipated outcomes for student learning.

Scoring C-I, continued Action Plan

This Action Plan takes place over time. Each piece of research should be dated.
There must be at least different three sources of research. The Internet is a tool, not a source. Internet sites must be specifically named. There must be at least three sources of research or the document is not proficient. The research must connect to the focus question or the document is not proficient.

The research is connected to the focus question.

There should be at least three different forms of research. Internet sites must be specifically named.

These boxes will expand to allow space for reflections.

With your support provider, discuss and record your plan for your lesson series.

C-2 Directions

The lesson series should be centered on the focus question.

Plans for ELLs and Special Poplulations should be included, even if no such students are currently in the class.

Essential Components for Instruction in a Lesson Series

Scoring C-2

*All parts of the document are completed, including the focus question at the top. *A lesson series is outlined, with a plan for instruction, assessments, and accomodations/modifications for ELL and Special Populations (even if there are no such children currently in class). *The lesson series is connected to the focus question.

Give an entry-level assessment to your students. Follow the process of analysis outlined.

Scoring C-3

Required attachments: 1) Entry-level assessment 2) Scoring guide/rubric

Reflection about the assessment results. This is NOT the Rubric/scoring guide

Action plan based on assessment results.

Scoring C-3

Students are assessed, categorized, and listed. Copies of the entry-level assessment and scoring guide are attached. Part 2 is complete, with a reflection about each level of students, their common errors and strengths. This is NOT the rubric, which should be attached. Differentiation for students above and below grade level are discussed.

Scoring C-4
Choose one focus student and one alternate from each category listed.
Alternate students must be named, although they do not need to be described.

Scoring C-4 Focus Student Selection

The document is complete. Three focus students represent a range of learners. Alternate students are chosen for each category. Considerations for each of the three focus students are described.

Use this template or a lesson plan template of your choice that includes all of the elements of high quality teaching. Review this lesson plan with your support provider at least one week prior to your observation.

C-5 Lesson Plan for Observation Optional form

This template is optional, but having a written lesson plan is required!

Lesson plan must be reviewed with the Support Provider in advance of the lesson.

C-5 Lesson Plan for Observation Optional Form

This lesson plan, or one like it, must be submitted to the support provider before the observation. There must be evidence that research from the C-1 document is included in the lesson. The lesson must contain all the elements of a high-quality lesson.

C-6 Inquiry Observation Record Parts 1 and 2

CT should fill out all parts of the form, including the focus question and the Induction Standard focus. Be sure to fill in comments on Part 2, noting the participation, behavior, and differentiation of instruction for the three focus students or their alternates. Send these documents to your PT for them to upload onto TaskStream.

C-7 Analysis of Student Work

All parts of the document are complete. Work from 3 focus students Areas of strength and need for reteaching are noted. must be attached. The performance of the focus students is described. Copies of work from the lesson by the three focus students is attached.

Scoring C-8 Summative Assessment, Parts 1 and 2

All parts of the document are complete, both parts 1 and 2. Copies of the summative assessment AND scoring guide are attached. Summative assessment responses for the three focus students is attached. There is clear evidence of reflection.

C-9 Reflection and Application

The reflection addresses the focus question.

The reflection includes specific examples of the impact of the inquiry process and how PTs will apply their learning to future practice.