Advisory Council Consortium Contacts CTC Accreditation East Bay Induction Consortium September Board Update What is Induction?
Charter/Private Induction Newark Induction ECO Induction Seminars Program Requirements Professional Development CC Resources Units Letter for Credential Candidate E-Portfolio Early Completion Option (ECO) Credential Candidate MOU Credential Information Form Ed Specialist Inspiration Welcome Credential Candidates! Year Two Credential Candidates
Mentoring Calendar Mentor Activity Logs Support Provider Units SP Resources Support Provider Page Support Providers Support Provider Application SP Calendar 2017- 2018
We Are All On The Same Team!
Blue Resource Guide Book Additional Renewal Requirements APPEALS (GRIEVANCE) POLICY Building Relationships in Induction Checking my Systems for Bias Class Profile: Knowing My Students Communication Log for Students, Parents, and Families CSTPs Early Completion Option EBIC Appeals Fall Observation Record Individualized Learning Plan (ILP) Induction Program Requirements Induction Program Standards Initial Observation Instructional Environment Investigation of Professional Practice Learning Focused Conversation MAL-Completed Mentor Activity Log 1 Blank Mentor Activity Log 2 Mentor Activity Log 2 Sample Mentor Activity Log 3 Mentor Activity Log 3 Sample Mission Statement Options to Clear * What is CTIP? Post-Observation Conversation Roles & Responsibilities of SPs Site and District Resources SP DOP Step 1 - 4: Individual Induction Plan Step Five: Plan for Lesson Series Step Six: Collecting Evidence Summative Assessment T3 - INV 1: Individual Induction Plan for Investigation of Professional Practice Teacher Induction Program Goals Triad Support Meeting Trimester 1 Activities - Submission Checklist Trimester 2 Activities - Submission Checklist Trimester 3 Activities - Submission Checklist Year At A Glance

Fall Observation Record

Page 43 & 44 from the Blue Program Resource Guide


T2 - B:  Fall Observation Record (In Support Provider E-portfolio)


To the Support Provider.  To see your Candidate in action, interacting with the students, and implementing instructional strategies, schedule a 20-30 minute observation session in their classroom.  Prior to this observation, have a conversation about the areas to be observed.  You may share this document with them.  Request a lesson plan to inform you of the lesson objectives, activities and possible area of focus.  When you're ready to share this completed document, please "Submit".


Check all the conditions observed during this lesson.


Teacher Creates Effective Environment


  Balances direct instruction, group work, and/or independent work.
  Provides adequate wait time.
  Provides for student choice.
  Validates and affirms multiple perspectives regarding learning and speaking styles and for conflict resolutions.
  Seeks student explanation for the cause of off-task behavior prior to redirection.
  Redirects off-task behavior respectfully and constructively.
  Presents positive consequences more frequently than highlighting negative consequences.

Teacher Delivers Lesson


  Clearly supports content objectives throughout the lesson.
  Clearly explains academic tasks.
  Consistently uses scaffolding techniques (props, pictures, charts, realia, graphic organizers, etc.).
  Checks for understanding throughout the lesson (thumbs up/down, choral response, signal cards, wihiteboards, etc) to monitor student progress and assess student comprehension.
  Uses instructional resources including technology devices.
  Uses meta-cognitive strategies to ensure comprehension: think-aloud, graphic organizers, study guides.
  Presents explicit task in steps and outcomes: Orally, Visually, Written.
  Directs instruction to a wide range of students (gender, race, ethnicity).
  Clearly states or writes the Common Core State Standards, or Next Generation Science Standards or California English Language Development Standards.

Teacher Utilizes Positive Behavior Support Strategies


  Develops and implements consistent rules and procedures.
  Plans for transitions.
  Cues students non-verbally.
  Obtains students' attention before giving directions or explanations.
  Moves about the room, increasing presence where problems may occur.
  Uses calm, quiet voice.
  Reinforces positive behaviors.

Teacher Differentiates the Learning Process


  Differentiates lessons appropriate to student language levels.
  Uses standards-aligned instructional materials and resources during the lesson.
  Makes accommodations and modifications based on assessed student needs.

Teacher Facilitates Interaction


  Designs opportunities for frequent interaction and discussion between teacher/student and among students that promote higher-order thinking skills (e.g., literal, analytical, and interpretive).
  Configures student groups to support language and content objectives of the lesson.
  Consistently provides sufficient wait time for student responses.
  Ensures that at least 50% of the academic talk is by students.
  Groups students to work collaboratively with defined roles and/or guidelines.
  Requires students to express understanding of directions/content/procedures.
  Engages students in academic talk.
  Facilitates student-led discussion and questioning.


Additional Comments/Evidence: