Fresno State

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Learning Sprint #4

Start: Monday, January 11 , 2018

End: Friday, May 11, 2018

NGEI Team Members & Role(s)

Learning Sprint 3 Team

• Lisa Bennett (Co-PI)
• Cathy Yun (Co-PI)
• Heather Horsley (CIL)
• Suzie Brandl (Research Associate)
• Kara Allen (Graduate Research Assistant)

Capacity Building During Learning Sprint 4

• Selena Van Horn (Fresno State Faculty Collaborative Inquiry Community Lead)
• Andrea Perez (Data Systems Manager)
• Brooke Berrios (Graduate Research Assistant)
• Christy Macias (Graduate Research Assistant)

Additional CSU Supports

• Lindsey Judd (Educator Preparation Data Coach)

CSU System-Wide

New Generation of Educators Initiative

• Purpose: To support the transformation of teacher preparation programs and practices to meet the demands of new standards in California.

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• Projects are guided by Five Key Transformation Elements:
• Partnerships between the CSU and K-12 districts
• Prioritized skills, knowledge, and dispositions of well prepared new teachers
• Practice-based clinical preparation
• Formative feedback on prioritized skills
• Data-driven continuous improvement.

Learning Sprint #4 Goal Linked to KTE #2 & #5

• Faculty engage in a Faculty-led Professional Learning Community (FLC) to
• Co-revise and re-construct master syllabi for shared courses and assess/align assessments to prioritized knowledge.
• Explore how to use formative data for continuous improvement efforts.
• Engage in an inquiry cycle regarding the utility of the FLC format to sustain continuous improvement efforts.

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Theory of Practice Improvement -Driver Diagram LS4

By June 2019, 100% of teacher residency candidates will be reflective practitioners who use inquiry to continually move toward culturally sustaining developmentally appropriate social justice minded practices for every learner

Culturally & Linguistically Sustaining Knowledge (K) Development Process

Syllabi/Course aligned to prioritized K & S*****

Observation rubric aligned to prioritized S******

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Coursework aligned to prioritized K

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Residency aligned to prioritized K

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Buy-in among faculty/coaches; Inquiry cycles; use of data

Implement syllabi with fidelity*****

KTE #2

Primary drivers

Secondary drivers

Specific change ideas

Culturally & Linguistically Sustaining Skills (S) Development Process

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Systems to

Support Faculty/Coach Development of Culturally & Linguistically Sustaining Approaches for Teacher Residency

Coursework & Clinical experience aligned to prioritized S

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Training Resources

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Faculty Learning Community (FLC)

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Teacher Candidate

ID/Dashboard

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Teacher Candidate

ID/Dashboard

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Residency aligned to prioritized S

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Use database to organize formative and summative data to track teacher candidate progress & develop specific supports based on areas of need/improvement****

Use database to organize formative and summative data to track teacher candidate progress & develop specific supports based on areas of need/improvement****

Collaborative norms & constructivist approach employed**

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Recruitment

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Specific faculty/coaches committed to prioritized K & S***

Implement rubric with fidelity*******

Follow up with Faculty/Coaches on Level 1 & 2 Eval Criteria*

Residency vision includes explicit reference to CLSKS

Residency vision includes explicit reference to CLSKS

Coursework - Clinical experience inquiry

Culturally & Linguistically Sustaining Mindset/ Disposition Development Process

iPOP inquiry cycles focused on CSP & CRT

Multiple Subject FLC Descriptive Overview

• 7 FLCs by Course Offerings
• Developmentally Appropriate Practice
• Culture and Language
• Literacy Foundations
• Curriculum
• SPED
• (Inquiry and Puzzles of Practice) iPOPa
• iPOPb
• Math and Science Declined participation
• # of Faculty Participants
• 4 lecturer faculty
• 10 TT faculty
• 4 Tenured Faculty
• Minimum of 5 individual FLC group meetings required during the 2017-2018 Academic Year
• 3 all FLC group meetings required during the 2017-2018 Academic Year

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LS3 - FLC Data Collection

• Attendance and Hours of Participation
• Pre-FLC Survey (Collaborative Format)
• FLC Goals
• FLC Plan to Meet Goals
• Ongoing Reflective Feedback Tool (Collaborative Format)
• Topics discussed
• Topics relationship to changes in syllabi
• Challenges
• Shared understandings
• Post-FLC Survey (Collaborative Format)
• Goals achieved
• Plan development
• Next steps
• Additional supports
• FLC Working Together Survey (Individual Format)
• Perceptions of collaborative efforts
• FLC Faculty Interviews (Individual)
• Ongoing observations of each FLC -field note summary

FLC Feedback on Data for Continuous Improvement

• Developing Inquiry Mindsets: Curiosity, Wondering, Exploring within context
• “Data is our friend, not foe.”
• All respondents provided 4 similar concrete steps for how to engage in an inquiry process: Left with concrete steps on how to make the inquiry process work.
• “Ask questions that are meaningful to you”
• “Need to invest the time to go through the inquiry process.”
• Triangulation of sources is key
• “Don’t use one piece of data to make big decisions.”
• “Taking a look at the data in multiple ways. Using multiple data sources and systems to improve our program and our instruction.”