NTC Formative Assessment System

As new teachers embark on their journey of professional growth, they will certainly encounter successes and dilemmas. The New Teacher Center has developed a set of tools and processes, the NTC Formative Assessment System (FAS), designed to link new teacher learning and mentoring. Together, the novice and veteran teacher identify accomplishments and challenges, and connect the work to professional areas for growth as well as student academic needs. Each formative assessment tool is essential and simultaneously supports mentoring and the advancement of beginning teacher practice. The tools are designed to be embedded in the day-to-day practice of teachers in order to become a natural part of their on-going professional thinking and learning. They are also intended to provide structured opportunities for experienced teachers to share their knowledge and expertise with novices, based upon the data they have collected together.

FAS encourages curiosity and inquiry, teaching and learning about practice for both the mentor and the new teacher. The goal and the vision is that as beginning teachers exit their induction programs, they are committed to engage in the sort of reflective, collaborative inquiry that the mentor has modeled and practiced with the support of FAS. Convinced that new teachers contribute to the profession in very important ways, the NTC is dedicated to building a system of support and professional development for all teachers.

The NTC FAS guides beginning teachers as they develop teaching practices, habits, and skills that ensure the cultivation of highly qualified and effective teachers. As illustrated by the graphic, FAS is a series of collaborative processes characterized by a consistent focus on student learning. Mentors work with individual new teachers to collect and analyze multiple data sources as they reflect upon and assess the teacher’s classroom practice. A variety of carefully designed tools are used to structure the mentor-beginning teacher interactions and support each beginning teacher’s development in relation to professional teaching standards. The focus, process, and pacing of each of each FAS tools are determined collaboratively by the mentor and beginning teacher in light of the teacher’s individual needs.

FAS Processes and Tools

• Collaborative Assessment Logs
  
• Exploring School/Community Resources
  
• Assembling a Class Profile
  
• Setting Professional Goals
  
  • Self-Assessment [using the NTC Continuum of Teacher Development]
    
  • Self-Assessment Summary
    
  • Individualized Learning Plan
    
  • Mid-year Review
    
  • Reflections upon Professional Growth
    
• Analyzing Student Work
  
• Planning Lessons
  
• Classroom Observations
  
• Communicating with Parents

FAS Components

The NTC FAS support materials are tailored to the needs of the three FAS users: program leaders, mentor teachers, and beginning teachers. They help clarify FAS tools and their use, offer ways to organize and access FAS materials, and provide additional information to create a receptive and successful environment for FAS implementation.

Download the FAS Brochure (pdf).

The NTC FAS materials are available for purchase in conjunction with a series of trainings. For more information contact Janet Gless at 831.459.4323 or .