Teacher Performance Assessment Portfolio · You will turn in parts of your portfolio for feedback...

Educational Studies

Illinois Wesleyan University

Teacher Performance Assessment

Elementary Candidates

August 2012

Adapted from the TPAC Elementary Literacy and Mathematics Assessment Field Test Handbooks, Stanford University, September 2011.

Teacher Performance Assessment Portfolio Elementary Candidates

CONTENTS

Overview……………………….…………………………………………………………………………………………………………………

Purpose Comparison with teaching and Learning Plan Communication Consents and Confidentiality

Content Format How to use your Portfolio Due Date Portfolio Assessment

1

Professional Responsibilities …………………………………………………………………………….…………………………... 3

TPA Task 1: Planning Instruction and Assessment ……………………..……………………………….……………….…. 4

TPA Task 2: Instructing and Engaging Students in Learning ……..………..……………………..…………………... 5

TPA Task 3: Assessing Student Learning …………………………………………………….…..…………………..…………. 6

TPA Task 4: Analyzing Teaching ………………………………………………………………………..…………………………... 8

Appendices

I: Summary of TPA Documents and Materials …………………………………..………………………………………… 9 II: Glossary ……………………………………………………………………………………………………………..…………………….. 10 III: Comparison: Teaching and Learning Plan and the Teacher Performance Assessment ……………. 13

IV: Video Recording Guidelines ……………………………………………………………………………………………………... 17 V: Templates ………………………………………………………………………………………………………………………………… 20

Professional Responsibilities……………………………………………………………………………………………... 21 Context for Learning ………………………………..………………………………………………………………………... 22 Planning Commentary ……………………………….……………………………………………………………………... 24 Lesson Plan …………………………………………………………………..…………………………………………………... 26 Instruction Commentary …………………………………………………………………………………………………... 29 Assessment Commentary ……………………………………………………………………………………………….... 31 Analyzing Teaching Commentary ………………………………………………………………………………….…… 34

VI: Rubrics ……………………………………………………………………………………………………………………………………… 35 Planning ……………………………………………………………………………………………………......................... 36 Instruction ……………………………………………………………………………………………………...................... 39 Assessment ……………………………………………………………………………………………………..................... 41 Teaching Analysis ……………………………………………………………………………………………………............ 43 Academic Language ……………………………………………………………………………………………………........ 44

VII: Using the TPA Website Template ….…………………………………………………………………………………………. 46

IWU Educational Studies Teacher Performance Assessment Handbook Fall 2012

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OVERVIEW PURPOSE The Teacher Performance Assessment (TPA) was developed by Stanford University and this year a version of the TPA is required of all Illinois student teachers. You will have the option of completing a portfolio focused on literacy or mathematics. The TPA is intended to provide a summative measure of student teachers’ ability to demonstrate knowledge of students and a focus on student learning. In essence, the TPA involves constructing a portfolio of artifacts from the student teaching experience accompanied by your written commentaries. Primary elements of the TPA focus on instructional planning and delivery with a focus on academic language and assessment of student learning. Elements of the TPA are aligned with IPTS standards. Working on your portfolio will prepare you for your final student teaching evaluation conference with your cooperating teacher and IWU supervisor. We will guide you through the process of creating your TPA portfolio. The 490 seminar is an important forum for faculty and peer support as you work on your TPA Portfolio. HOW THE TPA COMPARES with the TEACHING AND LEARNING Plan completed last spring Last spring in Educ 335, you developed a Teaching and Learning Plan to demonstrate your ability to create long-term and short-term plans, design assessments, make use of resources, and provide evidence of student learning. At that time you were told that you would need to refine the plan during student teaching. You will do so in the context of meeting TPA requirements. While some of the language of the TPA may vary from what you have used before, all the elements are comparable. A comparison of the tasks and language of the two assignments is provided on a separate page. Refer to Appendix II to understand how the work you did last spring may be used this fall. COMMUNICATION Talk with your cooperating teacher early in the term about the TPA requirement. You are free to share any documents with your cooperating teacher, but be conscious of overburdening him or her with your assignment. Let your cooperating teacher know that your seminar professor is available to answer any questions. CONSENTS and CONFIDENTIALITY Because the portfolio necessarily includes artifacts created by the students in your classroom and links to classroom video clips, we will help you obtain the necessary IRB, student, and parental consents. Even with consents, you must remove names from all student work. Refer to the page, "Professional Responsibilities," for additional statements regarding confidentiality and permissions. TPA regulation does not allow the sharing of your portfolio with potential employers - it is only to be used internally within the Educational Studies department. CONTENT The TPA requirements are explained on separate pages in this handbook. We will talk you through each component of the portfolio. All the requirements for the TPA are adapted from two field test handbooks posted to the Ed 490 seminar website for your background information. Templates to submit are also posted to the seminar site. You are asked to formally attest to the fact that the content submitted for evaluation is your own work. Refer to the page, "Professional Responsibilities," for additional information regarding collaboration with others and requirements for proper citing sources. TPA regulation does not allow the sharing of your portfolio with potential employers - it is only to be used internally within the Educational Studies department.


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FORMAT Your TPA portfolio must be digital. You will be provided with a site template to create your portfolio site (see Appendix III). Share the site only with your seminar professor(s) and IWU supervisor. All required template documents you post to your site should be in WORD. Other formats (e.g., pdf, jpg, and mov, mpg, mpeg, mp4) may be used for supporting materials. It is strongly recommended that you ask a peer to test your portfolio design and navigation (all links should work) at the IWU library and on other campus classroom computers. Once peer testing is complete, you must dis-invite the peer from your site. Only your seminar professor(s) and IWU supervisors should be invited to view and/or edit your site. You must delete your site once your TPA has been evaluated at the end of the term. TPA regulation does not allow the sharing of your portfolio with potential employers - it is only to be used internally within the Educational Studies department. How to use your Portfolio During your student teaching evaluation conferences you may highlight and explain those elements of your portfolio that speak to specific ITPS and content area indicators. For example, you might explain how your knowledge of your students' learning needs, strengths, and backgrounds informed your lessons, including your choice of texts or materials or instructional strategies, recognizing that the TPA represents only one sample of your teaching over the term. Please note that the TPA aligns with only some IPTS; you will need additional evidence at your conferences. TPA regulation does not allow the sharing of your portfolio with potential employers - it is only to be used internally within the Educational Studies department. DUE DATE You will turn in parts of your portfolio for feedback throughout the semester. The final portfolio is due the last day of finals. PORTFOLIO ASSESSMENT There are five sets of rubrics used to assess your teaching performance portfolio; each is posted to the Educ 490 seminar website. Professor Seiki will assess your portfolio.


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PROFESSIONAL RESPONSIBILITIES

1. Protect confidentiality. In all documents, use pseudonyms or general references (e.g., “the district”) for your school, district, and cooperating teacher. You may use either pseudonyms or first names only for students. Mask or remove names that could identify persons or institutions from all materials submitted, including lesson plans. You must delete your TPA portfolio site once you have received your final evaluation.

2. Acquire Permissions. Obtain parental or guardian consent for document collection and video recording (as well as your self- study, using the templates provided.) Maintain the parent consent spreadsheet (download template provided). You will share the consent record with your professor. The release forms are not to be submitted with your materials, but you should keep them on file until your TPA portfolio has been evaluated for a final grade and requires no re-writing.

3. Cite Sources. Follow APA citation style (6th edition) to cite sources for all materials that you did not

create (e.g., published texts, websites, material from other educators). Materials that you have adapted for your use should cite the original source. For each lesson, list all citations.

4. Collaborate with others. IWU faculty recognize the significant challenge of completing this state

mandated performance assessment. You are encouraged to seek assistance and feedback from your supervisors, seminar professors, cooperating teachers and peers during the completion of this assessment portfolio. However, the ultimate responsibility for the work you will submit lies with you. Therefore, when you submit your completed performance assessment portfolio for scoring, you will be asked to attest to the following statements:

I had primary responsibility for teaching the students/class during the learning segment profiled in

this assessment; The video clip(s) submitted show me teaching the students/class profiled in the evidence submitted; The student work included in the documentation is that of my students, completed during the

learning segment documented in this assessment; I am sole author of the commentaries and other written responses to prompts and other requests

for information in this assessment; Appropriate citations have been made for all materials in the assessment whose sources are from

published text, the Internet, or other educators.

Adherence to the above professional responsibilities provides partial evidence of IPTS 9S: models digital etiquette and responsible social actions in the use of digital technology.


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TPA Task 1: Planning Instruction and Assessment

For task 1 you will describe your plans for the learning segment and explain how they are appropriate for the students and the content you are teaching. You will demonstrate your ability to organize curriculum, instruction, and assessment to help diverse students meet content standards and develop related academic language. You will provide evidence of your ability to select, adapt, or design learning tasks and materials that offer your students equitable access to literacy curriculum content and associated academic language. 1. Complete and submit the Context for Learning information template (task 1a). Use it to inform your

lesson plans for the Learning Segment. 2. Consult with your cooperating teacher to identify a plan that you will develop, teach, and use to

assess student learning. If suitable, you may choose to adapt the Teaching and Learning plan you developed last spring. While you may have designed an interdisciplinary unit, focus on those aspects of the lesson that address literacy or mathematics. Share the plan, or an alternate plan, with your cooperating teacher. Discuss its suitability for your TPA learning segment with respect to your current students and the curriculum requirements of the class.

5. Discuss the timing for implementing three to five lessons or three to five hours of connected instruction based on your plan with your cooperating teacher, keeping in mind that you will need considerable time to write the plan, review it with your cooperating teacher, and revise it as necessary. Implementation may take place before, during, or after full-time teaching.

6. Write the plan, using the Lesson Plan and Learning Segment templates (task 1b). Review the three Planning rubrics (1, 2, 3) which will be used to assess your learning segment and revise what you have written as needed. Discuss your plans with your cooperating teacher; make revisions as needed. Submit only revised plans.

7. Determine if your plan encompasses your self-study, and if so, what additional data or note-taking may be required during this time. Any overlap between your Learning Segment and your self-study will inform your plan and/or your data collection.

8. Confirm the implementation dates with your cooperating teacher. Make arrangements for videotaping. (Refer to separate document, video recording guidelines)

9. Complete and submit the Planning Commentary template (task 1c). 10. Before you submit your Context for Learning and Planning Commentary documents, review the

Planning rubrics (1, 2, and 3). Revise your work as necessary prior to submission. Task 1 documents:

Context for Learning information template (task1a)

Lesson Plan and Learning Segment template (task 1b) with o Instructional materials for each lesson o Assessment instruments

Planning Commentary template (task 1c)

Task 1 Planning rubrics (1, 2, 3) IPTS met: 3I, 6R and possibly (depending on plan specifics) 2L, 3L, 3P, 5N, 5O, 9T Planning rubric 1: IPTS 1H, 1I, 2I, 2J, 2K, 2M, 3H; 5S Planning rubric 2: IPTS 1H, 1I, 1J, 1L, 2N, 2O, 2P, 3J, 3K, 3M, 3O,3Q, 5L,5M, 8S Planning rubric 3: IPTS 3M, 3O, 7K, 7Q


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TPA Task 2: Instructing and Engaging Students in Learning Task 2 involves the classroom implementation and video recording of the three to five lessons or three to five hours of connected instruction detailed in your Learning Segment lesson plans. In so doing, you will demonstrate and document your teaching of skills and strategies to develop students’ abilities to comprehend and/or compose text, OR to develop their understanding of mathematical concepts. You will provide evidence of your ability to intellectually engage students in meaningful literacy or mathematics learning, monitor their understanding, and your responses to students during instruction which guide their learning. 1. Identify those parts of your lesson plans in which students are to be actively engaged in literacy or

mathematics skill development or content learning. Focus your video recording accordingly over the implementation of your three-to-five lessons (see guidelines in separate document).

2. After the each lesson, review your videotapes for sound quality- the reviewer needs to hear your and your students’ voices. Check that your video clips show you engaging students in developing literacy or mathematics skills. If not, you may have to do additional taping.

3. Record notes on your teaching after each lesson. These notes will be important reference material when you complete the Analyzing Teaching commentary for task 4. You do not need to submit these notes, so they can be in any form that is useful to you. Focus your notes on the aspects of the lessons that were effective or not, for whom, and why.

4. Select one or two video clips for analysis; the total should be no more than 15 minutes in length. Clips may or may not show the beginning and end of the learning tasks, but should provide a sample of how you interacted with students to support their abilities to comprehend and/or compose text by integrating skills and strategies OR their learning of mathematical concepts.

5. Complete Instruction Commentary template (Task 2). Review the two Instruction rubrics (4 and 5), as well as the Academic Language rubrics (10 and 11), which will be used to assess your Commentary, and revise what you have written as needed.

6. Submit unedited video clips (no more than 15 minutes) and Instruction Commentary.

Task 2 documents:

Video Recording Guidelines

Video clips (15 minutes)

Instruction Commentary template

A scan or photo of relevant writing on the board, walls, or easel paper if not clearly visible on the video.

Task 2 Instruction rubrics (4, 5)

Academic Language rubrics (10 & 11)

IPTS met: 1K, 4K, 4M, and possibly 2L, 5N, and 9T Instruction rubric 4: IPTS 1H; 5I, 5K, 5L, 5P, 5R, 6S Instruction rubric 5: IPTS 2K, 4N Academic Language rubric 10: IPTS 1J, 2Q, 6L, 8S Academic Language rubric 11: IPTS 2Q, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 8S


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TPA Task 3: Assessing Student Learning 1

Task 3 asks you to assess student learning, analyze student strengths and needs, and use your analysis of student performance to inform instruction. You will provide evidence of your ability to 1) develop evaluation criteria2 that are aligned with your central focus, standards, and learning objectives; 2) analyze student performance on an assessment in relation to the identified learning objectives; 3) provide feedback to students; and 4) use the analysis of student performance to identify next steps in instruction. In using assessment evidence to plan next steps for your teaching, you will consider common learning across most of the class as well as common strengths or needs among select students. Consider both the successes and struggles of your students. 1. Select an assessment from the learning segment that you used to evaluate your students’

developing knowledge and skills. The assessment should reflect the work of individuals, not groups. The assessment should give both you and the students a sense of how well they are progressing toward either

a. learning the literacy knowledge, skills, and abilities targeted in the learning segment: language and literacy conventions, skills, strategies; or

b. learning mathematical knowledge, skills, and abilities targeted in the learning segment: conceptual understanding, computational/procedural fluency, and mathematical reasoning/problem solving skills.

2. Submit a copy of the evaluation criteria (e.g., rubric) and the assessment task/directions/prompt tool/procedure3, if not obvious from the assessment document/rubric or the student work samples.

3. Collect student work from your entire class and analyze student performance to identify patterns of understanding within the class.

4. Illustrate the results of your analysis with student work samples. a. Select three student work samples. Your choices should represent what students in the

class generally understood and what a number of students were still struggling to understand. At least one of the students must have identified learning needs, such as an English language learner or a student with an IEP.

b. Identify two focus students from the three previously selected student work samples: one student with identified learning needs and one other focus student.

1 Assessment (formal and informal): Those activities undertaken by teachers and their students which provide

information to be used as feedback to modify the teaching and learning activities in which they are engaged. Assessments provide evidence of students’ prior knowledge, thinking, or learning. Assessments include pre-assessments, formative assessments, summative assessments, and student self-assessments. Informal assessments may include student questions and responses during instruction and teacher observations or anecdotal records of students as they work. Formal assessments may include classroom and homework assignments, papers, journals, and projects. 2 Evaluation criteria are performance indicators or dimensions that are used to assess evidence of student learning. They indicate the qualities by which levels of performance can be differentiated, and that anchor judgments about the learner's degree of success on an assessment. Evaluation criteria can be represented in various ways, such as a rubric, a point system for different levels of performance, or rules for awarding full vs. partial credit. Evaluation criteria may examine correctness/accuracy, cognitive complexity, sophistication or elaboration of responses, or quality of explanations. 3 Assessment Tools/Procedure: Any method for strategically gathering evidence of student learning (e.g.,

observing students as they work, posing questions, or more formal written assessments that include evaluation criteria (e.g., rubrics).


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5. Document and submit evidence of the feedback you provided to the two focus students, either as individuals or as part of a larger group. You may provide a copy of written feedback or video/audio evidence of oral feedback.

a. If the feedback is written directly on the work sample, be sure that reviewers can distinguish the feedback from the students’ own work.

b. If the feedback occurred in a video clip submitted as part of the Instruction task, identify the timestamp range on the video where the feedback can be found (e.g., Clip 1, 01:35 – 3:05). You may also submit an additional video clip showing oral feedback; label this video “Feedback clip.”

6. Complete Assessment Commentary (download template). Respond to commentary prompts to report conclusions from your analysis and describe feedback given to the two focus students.

7. Prior to submitting your Assessment Commentary, review the Task 3 Assessment Rubrics (6, 7, and 8) and Academic Language Rubrics (10, 11 and 12). Revise your commentary as needed.

Task 3 documents:

Artifacts: Representative student work samples (3) (Follow the directions in #4 above.)

Artifacts: Teacher feedback on two of the above three student work samples (Follow the directions in #5 above.)

o Feedback clip (optional; follow the directions in 5b above) Artifacts: a copy of the evaluation criteria (e.g., rubric) and the assessment

task/directions/prompt given to students only if either or both are not on the assessment document itself or the student work samples.

Assessment Commentary template

Assessment rubrics 6, 7, 8

Academic Language rubrics 10, 11, 12

IPTS met: possibly 7O Assessment rubric 6: IPTS: 3J, 7J, 7K, 7M Assessment rubric 7: IPTS 3J, 7J, 7L, 7Q, 7R Assessment rubric 8: IPTS 2P, 3J, 8S, 9K Academic Language rubric 10: IPTS 1J, 2Q, 6L, 8S Academic Language rubric 11: IPTS 2Q, 6J, 6L, 6M, 6N, 6O, 6P, 6Q, 8S Academic Language rubric 12: IPTS 6K, 6L, 6N, 6S; 7J, 7K, 7M, 7Q, 7R


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TPA Task 4: Analyzing Teaching

Task 4 asks you to reflect on your experiences teaching the learning segment and to consider what you have learned about your teaching and the learning of your students, drawing upon the notes and reflections you recorded throughout the learning segment for this analysis. You will provide evidence of your ability to analyze the effectiveness of your teaching and propose changes that might have better supported the learning of your diverse students. Think about what you learned from your experiences teaching each day of the learning segment and the analyses and commentaries you have provided throughout this performance assessment. What worked? What didn’t? For whom? And why? What is your evidence?

Task 4 documents: 1. Complete and submit the Analyzing Teaching commentary. 2. Prior to submitting your Analyzing Teaching Commentary, review the Task 4 Teaching Analysis

rubric (9). Revise your commentary as needed.

IPTS met: Teaching Analysis rubric 9: IPTS: 2P; 5J, 5P; 8S; 9K


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Appendix I Summary of TPA Documents and Materials

Reference documents:

TPA overview (directions for each task) Comparison of the Teaching and Learning Plan with the TPA TPA Glossary Video Recording Guidelines TPA rubrics Field test Handbooks

Submit documents and materials:

Professional responsibility statement

Parent consent letter and form Task 1: Planning, Instruction and Assessment

Context for Learning information template

Lesson Plan Segment template Task 2: Instructing and Engaging Students in Learning

Video clips, and as needed supplemental photos of board work or presentations.

Instruction Commentary Task 3: Assessing Student Learning

Artifacts: Representative student work samples (3)

Artifacts: Teacher feedback on two of the above three student work samples o Feedback clip (optional)

Assessment Commentary template Task 4: Analyzing Teaching

Analyzing Teaching Commentary template


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Appendix II Glossary of Terms for Elementary Literacy and Mathematics4

Academic language is oral and written language used for academic purposes. It is the language necessary for students to learn content in schools. Academic language is the means by which students develop and express content understandings. Academic language includes the “language of the discipline” (vocabulary and functions and forms of language associated with learning outcomes in a particular subject) and the “instructional language” used to engage students in learning content. Assessment (formal and informal): Refers to all those activities undertaken by teachers, and by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments may include such things as student questions and responses during instruction and teacher observations or anecdotal records of students as they work. Formal assessments may include such things as classroom and homework assignments, papers, journals, and projects. Assessment Tools/Procedure: Any method for strategically gathering evidence of student learning (e.g., observing students as they work, posing questions, or more formal written assessments that include evaluation criteria (e.g., rubrics). Common Core State Standards: The Common Core State Standards for Mathematics and English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects provide a detailed description of the scope of mathematics and literacy learning (reading, writing, listening and speaking) across grade level spans. For elementary students, the Language Arts standards address strategies for reading literature and informational texts, writing for a variety of audiences and purposes, foundational skills (including phonological awareness, print concepts, phonics and word recognition, and fluency), conventions of English, and vocabulary acquisition and use. Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and learning objectives. It may not be as broad or comprehensive as a big idea or essential question used in a longer unit of instruction, but it should represent a focus beyond facts and skills. For example, the central focus for an elementary literacy learning segment might be “making predictions.” All lessons in the learning segment would focus on the conventions, word knowledge, skills and underlying strategies associated with this powerful meaning making focus. As another example, the central focus for an elementary mathematics learning segment might be recognizing and constructing equivalent fractions or equivalencies. The learning segment would focus on conceptual understanding and the associated computational/procedural understandings and reasoning/problem solving skills. Engaging students in learning: Using instructional and motivational strategies that promote students’ active involvement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives. Intellectual engagement in learning contrasts with student participation in learning tasks that are not well-designed and/or implemented and do not increase student learning.

4 TPAC Elementary Literacy and Mathematics Assessment Field Test Pre-Release Handbooks. Stanford University,

September 2011.


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Evaluation Criteria: Evaluation criteria are performance indicators or dimensions that are used to assess evidence of student learning. They indicate the qualities by which levels of performance can be differentiated, and that anchor judgments about the learner's degree of success on an assessment. Evaluation criteria can be represented in various ways, such as a rubric, a point system for different levels of performance, or rules for awarding full vs. partial credit. Evaluation criteria may examine correctness/accuracy, cognitive complexity, sophistication or elaboration of responses, or quality of explanations. Instructional language: Language teachers use to direct student engagement in learning (task directions, routines, questions, explanations, etc.) AND language that students need to participate with each other in a learning activity, task or discussion (questions, explanations, etc. used in whole class, small group, or partner interactions). Instructional language may or may not be subject specific. Language Demands: Specific ways language (reading, writing, listening and speaking) will need to be used by students to participate in learning tasks and demonstrate their learning. Language demands vary by discipline and language function/form. In mathematics, students use a mixture of everyday and mathematics-specific language when they use mathematical terms to share their problem solving strategies, participate in discussions to evaluate mathematical ideas, use different representations to explore mathematical relationships, and use conventional forms and notation to demonstrate the ability to apply concepts and procedures to solve problems. Language Development: Students’ language abilities in terms of speaking, listening, reading, and writing skills. All students, including high performing students, can improve their academic language proficiency in terms of precise language choices, more clear and/or complex communication, and greater fluency with discipline specific language. Language Forms: Structures or ways of organizing oral or written language to serve a particular function within a subject area. Language forms can be at the sentence level, paragraph or whole text level. In the language arts and literacy, language forms include structures for composing, interpreting, and comprehending expository, narrative, poetic, theatric, journalistic, and graphic print materials as well as video and live presentations. If the language function is to interpret character development, then appropriate language forms could include written essays (with particular ways of citing textual evidence) or pattern sentences like “The author used (action, dialogue, and/or description) to introduce (main character). One example of (action, dialogue and/or description) was ____________, which suggested that the character was _______________.” In mathematics, language forms include symbolic representations such as numbers, equations, and proofs (which can be translated into words), tables and graphs (which are shorthand language for summarizing complex sets of data), and narrative (e.g., explanations of problem solutions). If the function is to compare, then appropriate language forms could include Venn diagrams or pattern sentences like “The _____ is longer/larger/heavier than the ______.” If the function is to explain, then students might use sentence starters like “First, I…”, “Then I…” to structure the explanation, and use “Finally I…” to signal the conclusion. Language Functions: For viewing, reading, oral and written language in classrooms, the function is the purpose the language is intended to achieve within each subject area. Functions are associated with verbs found in learning outcome statements. Common language functions in the language arts include reading/listening for main ideas and details; analysis and interpretations of characters and plots; writing narrative, informational, or poetic text; using presentation skills to present a play, a speech, or do a dramatic reading; evaluation and interpretation of an author’s purpose, message, and use of setting,


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mood, tone, and other literary strategies; comparison of ideas within and between texts, etc. Common language functions in literacy include using sound-letter correspondence and letter/word patterns to decode words; making sense of unfamiliar vocabulary through pictures, word parts, and contextual clues; comprehension of main ideas and important details from text, video, and other media; using prediction, personal experiences, prior knowledge, and text features to aid in comprehension. Common language functions in mathematics include describing mathematical phenomena, modeling to demonstrate mathematical phenomena, predicting from models and data, comparing based on common attributes, summarizing mathematical information, justifying conclusions, evaluating data and mathematical representations, classifying based on attributes, explaining phenomena and processes, drawing conclusions based on data, representing mathematical information and mathematical models, etc. Learning objectives: Student learning outcomes to be achieved by the end of the lesson or learning segment. Learning segment: A set of three-to-five lessons that build one upon another toward a central focus, with a clearly defined beginning and end. Prior learning and experience: Includes students’ academic content knowledge, language development, social/emotional development, family/cultural assets, interests and lived experiences. Scaffolding: A special type of instructional support to allow students to do a task that they cannot yet do independently. Like scaffolding for buildings under construction, the support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves. Social and Emotional Development: Refers the ways in which children and adolescents develop understandings of self and others. Milestones at various levels of development include identity formation, self-awareness/self-concept, pro-social behavior, peer relationships, social responsibility, and moral reasoning.

Special needs: Refers to categories addressed by federal law (Individuals with Disabilities Act),

identified learning disabilities, gifted and talented, and other features of student learning that may

require individualized instruction or assessment.


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Appendix III Comparison: Teaching and Learning Plan (T&L) and the

Teacher Performance Assessment (TPA) Last spring in Educ 335, you developed a Teaching and Learning Plan to demonstrate your ability to create long-term and short-term plans, design assessments, make use of resources, and provide evidence of student learning. At that time you were told that you would need to refine the plan during student teaching. You will do so in the context of meeting TPA requirements. While some of the language of the TPA may vary from what you have used before, all the elements are comparable. This document is intended to show you how the work you did last spring may be used this fall.

Teaching and Learning Plan Spring 2012 TPA Fall 2012

Teaching and Learning Plan Learning Segment: A set of three-to-five lessons that build one upon another toward a central focus, with a clearly defined beginning and end.

Time frame: No fewer than five days and no more than ten.

Time frame: three-to-five lessons or three-to-five hours of connected instruction with a clearly defined beginning and end. The lessons may be a subset of a larger unit.

Consider the curriculum at your current field site and grade level.

• Discuss with your cooperating teacher how your plan meets curriculum goals for the fall semester.

• Determine how your plan needs to be modified or more detail added to meet the needs of the students in your classroom.

Central theme: Brief statement of the theme or a more in-depth exploration of the topic. Specific content areas unit will address.

Central focus: A statement that captures or summarizes the overall learning outcomes associated with content standards and learning objectives for your three-to-five lessons. It may not be as broad or comprehensive as what you might choose for a longer unit of instruction, but it should represent a focus beyond facts and skills.

Standards: List the specific Illinois Learning Standards and Common Core Standards from each content area addressed specific to your grade level. Keep this list manageable. You will need to show that you are assessing the standards you claim to be teaching, so having too many standards will become cumbersome.

List the specific Illinois Learning Standards and/or Common Core Standards from each content area addressed. Highlight literacy or mathematics, even if your plan is interdisciplinary.

Learning Goals and Objectives: Articulate all goals and objectives for each content area addressed by the TLP. Here, state the specific objectives you hope to achieve through this unit of study. Remember that the objectives must be tied to the standards and to assessment.

Learning objectives: Student learning outcomes to be achieved by the end of the lesson or learning segment. You will highlight objectives specific to literacy or mathematics, even if your plan is interdisciplinary.


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Key Terms: Include a list of the key terms that you anticipate teaching in this unit. Indicate the content area to which these terms refer.

Academic Language: The language by which your students develop and express their content understandings. It includes the vocabulary, functions, and forms of language associated with the learning goals and outcomes in the content area. It also includes the “instructional language” you use in the classroom to engage students in learning. That includes the language of your directions, questions posed to students, explanations provided, and so forth, whether with the entire class, small groups or individual students. (It is this language you will want to capture in your videotape.) Reference the glossary in the TPA handbook for more detailed definitions of language.

Instructional Strategies: Describe the possible instructional strategies you intend to use such as group work, lecture, hands-on activities, use of manipulatives, technology resources.

Engaging students in learning: Using instructional and motivational strategies that promote students’ active involvement and Intellectual engagement in learning tasks that increase their knowledge, skills, and abilities related to specific learning objectives. • Highlight those instructional strategies that will

promote students’ oral and written academic language, that is, the specific ways you intend language to be used by students to participate in learning tasks and demonstrate their learning.

Resources: Include a list of instructional resources you may want to use (handouts, texts, technology resources, children’s books, films or podcasts, SmartBoard activities)

Resources and materials

Assessments: Include descriptions (and possibly samples) of your formative and summative assessments. Provide either narratives or samples of the assessments you hope to use. Assess each of the standards and objectives, and one assessment can assess multiple objectives. Include formative assessments throughout the unit, and at least one summative assessment at the end of the unit. At least one assessment should support content area literacy, and each assessment must reflect accommodations for diverse learners. Also, assessments must be authentic assessments; do not rely on pre-packaged assessments.

Assessment (formal and informal): All those activities undertaken by teachers, and by their students, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Assessments provide evidence of students’ prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Assessments include pre-assessments, formative assessments, summative assessments, and student self-assessments. Informal assessments may include observing students as they work, their answers to question you pose during instruction, their own questions, and your observations or anecdotal records of students as they work. Formal assessments may include classroom and homework assignments, papers, journals, and projects that include evaluation criteria (e.g., rubrics).


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Modifications: Explain the specific modifications you may make to ensure that all students can learn.

You will demonstrate your ability to organize curriculum, instruction, and assessment to help diverse students meet content standards and develop related academic language. You will provide evidence of your ability to select, adapt5, or design learning tasks and materials that offer your students equitable access to curriculum content and associated academic language.

Calendar: Please create a calendar that lays out the specific lessons you will teach in the correct order. Consider adding in assessments—both formative and summative—on the calendar as well so that you don’t overlook the importance of timely assessment.

Calendar: Constructing a calendar will help you stay on task and communicate with your cooperating teacher.

Organizing Spreadsheet: Make a spreadsheet of the standards and objectives you hope to address. Then add a column that notes the specific lessons that will address those standards. Have another column that notes the assessment for each of the standards or objectives you purport to teach. This spreadsheet will be a good way to check that 1) you are indeed teaching what you think you will be teaching and 2) that you are assessing everything you say you are teaching. You may want to color-code your calendar and spreadsheet by the content area each addresses.

Not required for TPA, but may be helpful to you in your planning.

5 The term, adapt, as used in the TPA, is comparable to the IPTS term differentiate. Differentiated instruction involves designing instruction (what and how a student learns) and assessment (how a student demonstrates what has been learned) in response to learner needs (readiness, ability, interests, and learning style) (Tomlinson, 2004, 2005). References: Tomlinson, C.A. (2004). Sharing responsibility for differentiating instruction. Roper Review, 26, 188; Tomlinson, C. (2005) This issue. Theory Into Practice, 44(3), 183–184. See also, What Is Differentiated Instruction? at http://www.readingrockets.org/article/263/ and http://www.caroltomlinson.com /.

http://www.readingrockets.org/article/263/

http://www.caroltomlinson.com/


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Completion Checklist:

Teaching and Learning Plan Spring 2012 TPA Fall 2012

A Statement of the Central Theme Central Focus statement

A List of the Standards Addressed Alignment of instruction with Illinois Learning Standards and/or Common Core Standards

A List of Goals and Objectives A List of Learning objectives

A List of Key Terms to be Taught A List Academic Language

Descriptions or Samples of the Assessments (Include Content and Differentiated Assessments)

Description of how you will assess what your students know prior to, during, and after the learning segment.

Sample assessments with your feedback

A Description of the Instructional Strategies you will use

Description of Instructional Strategies/learning tasks

A Description of the Anticipated Modifications How your plan will meet the learning needs of each student based on the context for learning information and pre-assessments.

A List of Resources you hope to use Resources and materials

Unit Calendar Optional

Organizing Spreadsheet Optional


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APPENDIX IV Video Recording Guidelines 6

Introduction These guidelines are provided to help you produce video clips that represent a small portion of the teaching and learning in your classroom. We do not expect a Hollywood production. It is important, however, that the quality of the videotaped activities be sufficient for viewers to understand the teaching and learning in your classroom. As a general rule of thumb, sound quality is generally more important than video quality to understanding the teaching and learning being captured. BEFORE VIDEOTAPING Discuss with your cooperating teacher your need to video record some of your teaching. This is

best done at to the time you seek approval to use the parental consent letter and form for the various documents you require for your TPA portfolio and self-study. Learn from your cooperating teacher if your school has any video recording rules. This will guide how you tailor the parent consent forms provided to you as well as the way in which you go about recording.

Ensure that you have the appropriate permission from the parents/guardians of your students and

from any adults who appear on the video. This is a professional responsibility that should not be ignored. Respecting students’ privacy as well as protecting yourself and your cooperating teacher are important concerns.

Arrange to get a digital video recording camera. The Ames Library Media Center has flip cameras

for your use. The Educational Studies department also has a few flip cameras you may check out for use. Schedule/reserve the necessary video/audio equipment well in advance. You may also use an ipad or phone camera, keeping in mind that sound quality will be important. Use digital cameras only.

Meet with the camera operator (peer, supervisor, or professor) to plan the recording during your

Learning Segment. Share the relevant portions of your lesson plans with the operator so s/he can be alert to when and where to focus the camera. If possible, ask the operator to use a sturdy tripod to avoid shaking images which often stem from shots from a hand-held camera. Let the camera operator know if different activities will require students to regroup and move around the classroom. Plan to record the students’ use of instructional materials while avoiding focusing the lens on their faces as much as possible. Discuss when should the camera operator might zoom in or rotate the camera to a new position.

Think about where you and your students will be during the activities to be portrayed on the video

clips. The recording may feature either the whole class or a targeted group of students within the class. It is most important that recordings include interactions between you and your students and your responses to student comments, questions, and needs. Review the Task 2 Instruction rubrics for additional criteria to guide the recording.

6 Adapted 2012 from: Performance Assessment for California Teachers, PACT Central; last updated: April 21, 2008. Retrieved

10 June 2011 from http://www.pacttpa.org/_main/hub.php?pageName=Teaching_Event_Handbooks#Handbooks and from a documents prepared by Pearson under agreement with Stanford University, © 2011, 2012.

http://www.pacttpa.org/_main/hub.php?pageName=Teaching_Event_Handbooks#Handbooks


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Practice video recording prior to the implementation of your learning segment lessons. This will provide a chance to test the equipment and give your students an opportunity to grow accustomed to the camera.

If possible, make plans to record the ENTIRE set of lessons. This will provide you with plenty of

footage to choose the clips that best provide the evidence called for in the rubrics. WHILE VIDEO RECORDING During video recording, don’t worry about calling students by their first name (only), or having them

address you by name. Note that names or other identifying information heard on the videotape will remain confidential.

Even though you have parental permission, try to avoid focusing on any one student’s face. Be sure students whose parent or themselves have not granted permission are excluded from videotapes.

While recording, try to forget the camera is there (this is good to explain to your students as well) and teach like you usually do. Try not to introduce routines or procedures with which students are unfamiliar. Whoever is operating the camera should not interject him- or herself into the lesson in any way.

Technical Considerations Be sure the camera is fully charged prior to taping. For safety reasons, avoid the use of extension

cords. Adjust, if necessary, for the light source each time a recording is made. Do not place the camera

facing the window or other bright sources of light. Both you and your students should be visible and clearly heard on the video recording. Monitor the

sound quality while taping, or immediately afterwards. AFTER RECORDING 1. Make a back-up copy either on your hard drive, USB drive, or on a CD/DVD when recording is

finished. 2. Watch the footage and choose a clip(s) which most effectively demonstrate your ability to teach

with regard to the criteria in the Instruction task rubrics. The rubric criteria should be your guide in choosing the portion of the lessons to submit.

a. The video clip(s) should include interactions between you and your students and your responses to student comments, questions, and needs.

b. The video clip(s) can feature either the whole class or a targeted group of students within the class.

3. When preparing a clip(s) for submission, be sure that each clip is continuous without any edits or interruption in the events. Use a program like Windows Movie Maker or Apple’s iMovie software to prepare and save the clip(s) for uploading to your portfolio.

Remember: 1. DO NOT upload your video to any site other than that designated for the portfolio. Do not share the

site with anyone other than your IWU seminar professor and supervisor. Please note: peer sharing is permitted only during short term collegial support sessions. Student confidentiality is to be protected at all times.


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2. DO NOT use your portfolio or any video clip for the purpose of job applications. 3. DO NOT show the video to or share it with family, friends, or any other persons, institution, or

entity. The only exception is for collegial or technical support when selecting and analyzing videotapes. These sessions are temporary.

4. DO NOT share or post the video online (e.g., YouTube) or in any public posting. 5. DO NOT retain a backup copy once your portfolio has been submitted and assessed. Once your portfolio has been evaluated and you have received your seminar grade, destroy all video recordings.

Failure to adhere to the above protocols may result in a failing grade for the TPA, regardless of your performance on any other task.

Video Equipment and Editing Tutorials If you are new to video recording or the camera you are using, be sure to read the instruction manual that comes with the camera. Even if the manual has been lost, most are available online at the manufacturer’s website. Manufacturers sometimes have online tutorials to help you learn how to use the camera. YouTube also has a plethora of videos that show how to set up and operate a camera. When editing your video clip, it is best to use the free software that comes with your computer. PCs have the program Windows Movie Maker (found in the START menu under PROGRAMS) while Macs provide you with iMovie. Both of these are fairly simple to use and can make saving your video clip much easier. There are many online tutorials that will support you in learning how to use these programs. Below are links to tutorials that you may find useful: Tutorials for using Windows Movie Maker to edit your video http://windows.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker Tutorials for using iMovie to edit your video http://desktopvideo.about.com/od/imovievideotutorials/iMovie_Video_Tutorials_Learn_How_to_Use_iMovie_From_Video_Tutorials.htm

http://windows.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker

http://desktopvideo.about.com/od/imovievideotutorials/iMovie_Video_Tutorials_Learn_How_to_Use_iMovie_From_Video_Tutorials.htm

http://desktopvideo.about.com/od/imovievideotutorials/iMovie_Video_Tutorials_Learn_How_to_Use_iMovie_From_Video_Tutorials.htm


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APPENDIX V TPA Templates


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Professional Responsibilities7

1. Confidentiality. In all documents, I have used pseudonyms or general references (e.g., “the district”) for my school, district, and cooperating teacher. I have masked or removed names that could identify persons or institutions from all materials submitted, including lesson plans. I understand that the portfolio is an internal, private document to be used internally within the Educational Studies department. It will not be shared with potential employers or anyone else within the IWU network. I will not share this portfolio with anyone but my seminar professors and IWU supervisor. Once my portfolio has been evaluated and I have received my seminar grade, I will destroy all video recordings and delete my portfolio site.

2. Permissions. I have obtained parental or guardian consent for all documents and video recordings on this site. Signed consent forms and an up-to-date spreadsheet record of consents have been submitted to Professor Leavitt.

3. Citations. I have cited all sources, including internet sources, following APA style, for all materials

that I did not create (e.g., published texts, websites, material from other educators). Materials that I have adapted for my use also cite the original source.

4. Authorship. While I may have sought assistance and feedback from my supervisors, seminar

professors, cooperating teachers and peers during the completion of this assessment portfolio, the work posted to this site is my own. Specifically, I had primary responsibility for teaching the students/class during the learning segment profiled

in this assessment; The video clip(s) submitted show me teaching the students/class profiled in the evidence

submitted; The student work included in the documentation is that of my students, completed during the

learning segment documented in this assessment; I am sole author of the commentaries and other written responses to prompts and other

requests for information in this assessment; Appropriate citations have been made for all materials in the assessment whose sources are

from published text, the Internet, or other educators. Read, print, sign and date, then scan this document as a pdf. Upload to your TPA portfolio site (use "add files" to upload document).

Type your name: Signature: Date:

7 Adherence to the above professional responsibilities provides partial evidence of IPTS 9S: models digital

etiquette and responsible social actions in the use of digital technology.


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Task 1, Part A Template Context for Learning Information

Provide the requested context information for the class selected for this assessment. Save the document as follows {your last name_learning context). Once completed, upload to your portfolio. The information provided here should inform the planning of your learning segment (tasks 1b and 1c). Your Name: Date: About the school where you are teaching 1. Where are you teaching? (check one [x] in column provided)

Elementary school Other (please describe) Middle school

2.

urban

suburban

rural

2a: Describe the demographics (race, ethnicity) of the student population in the school, and indicate the extent to which students in your classroom are representative of school demographics. Cite the sources for your information.

3. List any specialized features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

4. Describe any district, school, or cooperating teacher requirements or expectations that might impact your

planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

About the Class Featured in this Assessment 1. How much time is devoted each day to literacy or mathematics (choose one) instruction in your classroom?

2. Identify any textbook or instructional program in primary use for literacy or mathematics (choose one)

instruction. If a textbook, please provide the title, publisher, and date of publication.


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3. List other resources (e.g., SmartBoard, hands on materials, on-line technology resources) you might use for literacy or mathematics (choose one) instruction in this class.

About the Students in the Class Featured in this Assessment

Percentage of students eligible for free/reduced lunch

Grade level(s): Number of males

Number of females

Number of English language learners

Number of students identified as gifted and talented

Number of students with Individualized Education Programs (IEPs) or 504 plans:

4. Complete the chart below to summarize required accommodations or modifications for students receiving

special education services and/or students who are gifted and talented as they will affect your literacy or mathematics instruction and assessment in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need.

Special Needs Number of Students Accommodations, Modifications and/or Pertinent IEP Goals

Example: Learning Disability

Example: 4

Example: Close monitoring, follow up, and Resource Room

5. Summarize what you know about your students’ prior learning and experiences – what they know and can do.

Describe their academic content knowledge, language development, social/emotional development, family/cultural assets, interests and lived experience, as well as any identified learning needs not noted above (e.g., struggles with reading, difficulty following compound directions). Limit your summary to those student characteristics most relevant to the lesson plans for the “learning segment.”


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Task 1, Part B Template Lesson Plans for Learning Segment

Elementary Literacy or Mathematics Use this template for all lessons. Label your lessons by number (e.g., “lesson 1”). Submit three to five lessons with no more than five artifact pages per lesson. Write your Instruction Commentary (download separate template) prior to finalizing your lesson plans; revise plans as needed. Review the three rubrics for TPA Task 1-Planning (1, 2, 3) which will be used to assess your learning segment, and revise what you have written as needed. Discuss your lesson plans with your cooperating teacher; make revisions as needed prior to implementation. Submit only your revised Plan. Confirm dates of implementation. Make arrangements for video recording.

Your Name: Date:

LESSON PLAN #

1. Target focus

2. Illinois Learning Standards and/or Common Core Standards (number and text, edit so that only relevant parts are included here)

3. Learning Objectives associated with standards

4. Academic Language or vocabulary

5. Instructional Materials and Resources (With this plan you will submit up to five artifact pages per lesson. Artifacts might include handouts, PowerPoint or SmartBoard slides, pdf scans of book covers or first page of book chapters, or photos of manipulatives or other hands-on materials. If your materials exceed the five page limit, you may instead submit a detailed summary of no more than five pages.)


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6. Instructional Strategies and learning tasks used to support student learning, including what you and the students will be doing.

7. Modifications/Adaptations for English Language Learners, students with special needs, and other student characteristics noted in your context for learning information.

8. Assessments (formal and informal pre-assessments, formative assessments, summative assessments, and student self-assessments)


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Task 1, Part C Template PLANNING COMMENTARY

Respond to each of the prompts below in no more than nine total single spaced pages (including prompts). If you are prompted to provide any explanations that can be found in your lesson plans, you may refer to the lesson number and page(s) of those plans instead of repeating them here.

Your name: Date: 1. Central Focus

Summarize the content you will teach across the lessons or three-to-five hours of connected instruction. Indicate the primary learning outcomes for your learning segment (all lessons).

2. Knowledge of Students to Inform Teaching

For each of the categories listed below (a-d), describe what you know about your students’ prior learning and experiences with respect to the central focus of the learning segment. What do they know, what can they do and what are they are learning to do? Consider the variety of learners in your class who may require different strategies/support. a) Academic development (e.g., prior knowledge, prerequisite skills, ways of thinking in the subject areas,

developmental levels, special educational needs)

b) Academic language development8 (e.g., students’ language abilities in terms of speaking, listening, reading, and writing skills associated with the central focus and standards/objectives within the learning segment)

c) Family/community/cultural assets (e.g., relevant lived experiences, cultural expectations, and student

interests)

d) Social and emotional development (e.g., ability to interact and express themselves in constructive ways, ability to engage in collaborative learning, nature of contributions to a positive literacy learning environment).

8 Refer to the TPA Glossary for definitions of academic language, language demands, language development, and

language forms and functions.


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3. Supporting Student Literacy or Mathematics Learning Respond to prompts a-e below to explain how your plans support your students’ literacy learning OR learning of mathematics related to the central focus of the learning segment. As needed, refer to the instructional materials you have included to support your explanations. Cite research and theory to support your explanations (adhere to APA citation format). a) Explain how your understanding of your students’ prior learning, experiences and development guided

your choice or adaptation of learning tasks and materials, to develop students’ abilities to comprehend and/or compose text (literacy) OR to develop students’ conceptual understanding, computational/procedural fluency, and mathematical reasoning/problem solving skills.

b) How are the plans for instruction sequenced in the learning segment to build connections between

students’ prior learning and experiences and new literacy or mathematics skills and strategies?

c) Explain how, throughout the learning segment, you will help students make connections between skills

and strategies in ways that support their abilities to comprehend and/or compose text OR how you will help students make connections between facts, concepts, computations/procedures, and reasoning/problem solving strategies to deepen learning of mathematics.

d) Describe common developmental approximations9 and misunderstandings within your literacy content focus – OR common mathematical errors or misunderstandings within your content focus -- and how you will address them.

e) Describe any instructional strategies planned to support10

students with specific learning needs. This will vary based on what you know about your students, but may include students with IEPs, English learners, or gifted students needing greater support or challenge.

9 E.g., transitional spelling or other attempts to use skills or strategies just beyond a student’s current

level/capability. 10 Refer to the rubric EL2 for examples of “planned support.”


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4. Supporting Student Understanding and Use of Academic Language Respond to the prompts below to explain how your plans support your students’ academic language development. a) Identify the key academic language demand11 and explain why it is integral to the central focus for the

segment and appropriate to students’ academic language development. Consider language functions and language forms, essential vocabulary, symbols, and/or phrases for the concepts and skills being taught, and instructional language necessary for students to understand or produce oral and/or written language within learning tasks and activities.

b) Explain how planned instructional supports will assist students to understand academic language related to the key language demand to express and develop their content learning. Describe how planned supports vary for students at different levels of academic language development.

5. Monitoring Student Learning

a) Describe how you will assess what your students know prior to, during, and after the learning segment.

Across your learning segment, try to have at least one of each of the following kinds of assessments: pre-assessment, formative assessment, summative assessment, student self-assessment. Explain how the informal and formal assessments were selected and/or designed to provide evidence you will use to monitor student progress toward the standards/objectives. Consider how the assessments will provide evidence of students’ use of literacy skills and strategies to comprehend and/or compose text OR provide evidence of students’ conceptual understanding, computational/procedural fluency, and mathematical reasoning/problem solving skills.

a) Describe any modifications or accommodations to the planned assessment tools or procedures that allow students with specific needs to demonstrate their learning.

11

Specific ways language (reading, writing, listening and speaking) will need to be used by students to participate in learning tasks and demonstrate their learning. Language demands vary by discipline and language function/form. Refer to the TPA Glossary for definitions of academic language and related terms.


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Task 2 Instruction Commentary Template

(2-4 single-spaced pages, including prompts)

Your Name: Date:

1. Review your video clips and select those examples of continuous instruction that illustrate the teaching skills identified in the Instruction Commentary rubrics. Label each videotape clip for ease of reference. Limit clips to 15 minutes total.

2. Identify the number of the lesson or lessons from which the clip(s) were recorded (e.g., Lesson 1, Lesson 2). 3. Engaging Students in Learning

a) Explain how the instruction (tasks, activities, discussions, and/or teaching strategies) depicted in the clip(s) motivated and intellectually engaged students in developing skills and strategies for comprehending and/or composing text, or engaged students in developing understandings of mathematical concepts. Cite specific examples from the clips of what students said/did to support your explanation.

b) Using examples from the clips, describe how your instruction (tasks, activities, discussions, and/or teaching strategies) linked students’ prior learning and experiences with new learning. Prior learning and experience takes into account students’ academic content knowledge, language development, social/emotional development, family/cultural assets, interests and lived experiences.

4. Deepening Student Learning During Instruction

a) Explain how you elicited student thinking though questions or materials and facilitated responses that supported students’ understanding and use of literacy skills and strategies to comprehend and/or compose text.

b) Explain how you supported students’ development of literacy skills in a meaning-based context or their understandings of mathematical concepts.

c) Cite evidence from the clip(s) of what you and your students said/did to support your explanations.


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5. Evidence of Academic Language 12 (NOTE: You may provide evidence for academic language with your video

clip(s) OR through student work samples in Task 3. If evidence of student understanding and/or use of the key language demand are well represented in the clips, then respond to the prompts below. Otherwise, check (x) next to the statement below and respond to prompt 4 in the Assessment task. You must provide this evidence in either Task 2 or 3).

I plan to submit evidence of academic language through student work samples in Task 3.

a) Describe evidence in the clip that demonstrate the extent to which students are able to understand

and/or use the language associated with the identified language demand (vocabulary, function/form and/or instructional language) in ways that develop their abilities to comprehend and/or compose text, or in ways that develop mathematical understandings.

b) Using this evidence, how well did your language supports or instruction promote academic language development for students with varied language levels?

Before you submit your commentary, review the Instruction and Academic Language rubrics (4, 11, and 12). Check your commentary against the rubric criteria.

12

Refer to the TPA Glossary for definitions of academic language, instructional language, language demands, language development, language forms, and language functions.


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Task 3 Template Assessment of Student Learning Commentary

(Write no more than 8 single-spaced pages, including attachments and prompts.)

Name: Date: 1. Analyzing Student Learning

a) Select one assessment from the learning segment to analyze in this commentary. Submit a copy of the evaluation criteria (e.g., rubric) and the assessment task/directions/prompt given to students only if either or both are not on the assessment document itself or the student work samples. Identify the specific standards/objective and central focus from your lesson plan(s) measured by the assessment chosen for analysis. Describe any changes from what was planned for this assessment as described in the lesson plans or in the Planning commentary, prompt 5 (monitoring student learning).

b) Respond to the prompts below to create a summary of student learning relative to your evaluation criteria.

1. Summarize student performance in narrative and/or graphic form (e.g., table or chart). (If you created a graph or chart, copy and paste it into the text box below.)

2. Discuss what students appear to understand well and where they continue to struggle, including

any misunderstandings, developmental approximations,13

confusions, or needs (including a need

for greater challenge).

3. Consider common patterns across the class as well as groups of students with similar strengths

or needs. Cite evidence to support your analysis from the three student work samples you selected.

c) Respond to prompts below by referencing your understanding of the two focus students: 1. Describe each student’s individual learning strengths and challenges relative to the

standards/objectives measured by the chosen assessment. Consider your knowledge of each student (e.g., prior knowledge of the content, language development, academic development, and/or special needs).

2. After analyzing each student’s work sample, discuss the conclusions you made regarding their

individual learning. Cite specific evidence to support your conclusions.

13 E.g., transitional spelling or other attempts to use strategies just beyond a student’s current level/capability.


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2. Feedback to Guide Further Learning

a) Indicate (with an “x” in the table below) in what form you submitted your evidence of feedback to students

Written directly on work samples

Audio files

A time stamp reference for video recording(s) in the Instruction task. Provide time stamp here:

Other (please describe):

b) How did the feedback you provided to each focus student address individual student needs and learning objectives? Reference specific evidence of submitted feedback to support your explanation.

c) What opportunities were/will be provided for students to apply the feedback to improve their work, either within the learning segment or at a later time?

3. Using Assessment to Inform Instruction Consider what you know about your students and the effectiveness of your instruction when designing your next steps. a) Based on your analysis of student performance on the selected assessment, describe next steps for

instruction for the whole class.

b) Describe any individualized next steps for the two focus students.

c) Explain how these next steps follow from your analysis of the student performances.

4. Evidence of Academic Language14

(Note: You may provide evidence for academic language with your video clip(s) in Task 2 OR through the student work samples analyzed in this task. If your evidence of the key language demand is well represented in the student work samples, then respond to the prompts below.

14

Refer to the TPA Glossary for definitions of academic language, instructional language, language demands, language development, and language forms and functions.


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Otherwise, indicate below with an “x” that you provided the evidence with task 2 and skip the prompts below. Evidence must be submitted in either one or the other task. )

I submitted evidence of academic language in response to prompt 5 in the Instruction Commentary (task 2).

a) Describe evidence from the student work samples that demonstrate the extent to which students are able to understand and/or use the language associated with the identified language demand (vocabulary, function/form and instructional language) in ways that develop literacy skills and strategies or mathematics content understandings.

b) Using this evidence, how well did your language supports or scaffolding15

promote academic language development for students with varied language levels?

15

Scaffolding: Instructional support that allows students to do a task that they cannot yet do independently. The support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves.


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Task 4 Template Analyzing Teaching Commentary

(Write no more than two single spaced pages (including prompts) in response to the following prompts.) Your Name: Date:

1. If you could teach these lessons to the same group of students again, what are two or three things you would

do differently to improve the learning of these students based on their varied needs and characteristics? Consider missed opportunities and other aspects of planning, instruction and/or assessment.

2. Citing evidence from your experience teaching this learning segment, explain why you would expect these

changes to make a difference in student learning.


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APPENDIX VI Task Rubrics


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TASK 1 RUBRICS 1, 2, and 3 PLANNING

Text representing differences between adjacent score levels is bolded.

PLANNING BALANCED LITERACY INSTRUCTION OR MATHEMATICAL UNDERSTANDINGS

EL or EM 1: How do the candidate’s plans develop students’ abilities to comprehend and/or compose text through literacy skills and strategies? OR build conceptual understanding, computational/procedural fluency,16 and mathematical reasoning/problem solving skills?

Level 1 seriously struggling

Level 2 some skills but insufficient

proficiency

Level 3 acceptable proficiency

Level 4 target proficiency

Level 5 exemplary

Standards, objectives learning tasks and materials are not aligned with each other.

Standards, objectives, learning tasks and materials are loosely or inconsistently aligned with each other.

Standards, objectives, learning tasks and materials are consistently aligned with each other and with the central focus for the learning segment.

Standards, objectives, learning tasks and materials are consistently aligned with the central focus. Learning objectives clearly define measurable outcomes for student learning.

Standards, objectives, learning tasks and materials are consistently aligned with the central focus. Learning objectives clearly define measurable outcomes for student learning.

Plans focus solely on literacy facts/conventions/skills with no connections to strategies for comprehending or composing text. OR There are significant content inaccuracies that will lead to student misunderstandings.

Plans for instruction support student learning of conventions and skills with vague connections to strategies for comprehending or composing text.

Plans for instruction build on each other to support learning of conventions/skills with clear connections to strategies for comprehending or composing text (literacy) OR reasoning/problem solving skills (mathematics).

Plans for instruction build on each other to support learning of conventions/skills with clear and meaningful connections to strategies for comprehending or composing text (literacy) OR concepts and reasoning/problem solving skills (mathematics).

Plans for instruction build on each other to lead students to make clear and meaningful connections among identified conventions/skills and strategies for comprehending or composing text (literacy) OR mathematical concepts, computations/ procedures, and reasoning/problem solving skills.

16

For some geometry topics, procedural fluency may not be appropriate; if so, replace it with “use of characteristics/properties of shapes.”


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USING KNOWLEDGE OF STUDENTS TO INFORM TEACHING AND LEARNING EL or EM 2: How does the candidate use knowledge of his/her students to target support for students’ literacy development OR students’ development of conceptual understanding, computational/procedural fluency, and mathematical reasoning/problem solving skills?


Level 2 some skills but

insufficient proficiency



Level 5 exemplary

Learning tasks do not reflect characteristics of students’ prior learning and experience3.

Learning tasks reflect general characteristics of students’ prior learning and experience.

Learning tasks draw on students’ prior learning and experience AND social/emotional development or interests.

Learning tasks are designed to support a positive literacy environment and draw upon students’ prior learning and experience, social/emotional development, and interests.

Learning tasks are designed to support a positive literacy environment and draw upon and engage students in examining their own strengths from prior learning and experience, social/emotional development, and interests.

There are no planned supports for students with varied needs.

Planned support consists of general strategies loosely tied to learning objectives or the central focus of the learning segment.

Planned support includes tasks/materials and/or scaffolding tied to learning objectives and the central focus with attention to the characteristics of the class as a whole and to requirements in IEPs and 504 plans.

Planned support includes a variety of tasks/materials and scaffolding17 tied to specific learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs and include strategies to surface and respond to common errors or developmental approximations and misunderstandings.

Planned support includes multiple ways of engaging with content that support students to meet specific standards/objectives within the central focus. Support is specifically designed to address a variety of student learning strengths and needs, and include specific strategies to surface and respond to both common errors, developmental approximations, and misunderstandings.

Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.

Candidate justifies learning tasks with limited attention to students’ prior learning and experience.

Candidate uses examples of students’ prior learning and experience to justify why learning tasks (or their adaptations) are appropriate.

Candidate uses examples from their students’ prior learning and experience AND relevant research/theory to justify why learning tasks (or their adaptations) are appropriate.

Candidate justifies learning tasks by explaining their appropriateness for students’ prior learning and experience and anticipated effects on new learning with support from relevant research and/or theory.

17

Scaffolding: Instructional support that allows students to do a task that they cannot yet do independently. The support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves.


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PLANNING ASSESSMENTS TO MONITOR AND SUPPORT STUDENT LEARNING

EL or EM 3: How are the informal and formal assessments selected or designed to provide evidence of student progress toward the standards/objectives?



proficiency



Level 5 exemplary

The set of assessments are not aligned to the standards and learning objectives and will provide little or no evidence of students’ literacy skills and strategies. OR Assessment accommodations or modifications required by IEP or 504 plans are NOT made.

The set of assessments are loosely aligned to the standards and objectives, and provide limited evidence to monitor students’ literacy skills and strategies during the learning segment.

The set of assessments are aligned to the standards and objectives, and provide evidence for monitoring students’ literacy skills and strategies at different points in the learning segment.

The set of assessments are aligned to the standards and objectives and provide multiple forms of evidence for monitoring students’ progress toward developing literacy skills and strategies OR mathematical understandings throughout the learning segment.

The set of assessments are strategically designed to provide multiple forms of evidence for monitoring student progress toward developing literacy skills and strategies OR mathematical understandings relative to the standards and objectives throughout the learning segment.


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Rubrics 4 and 5 Task 2: INSTRUCTION


ENGAGING STUDENTS IN LEARNING EL & EM: 4: How does the candidate actively engage students in integrating skills and strategies to comprehend and/or compose text OR developing understandings of mathematical concepts?



proficiency



Level 5 exemplary

In the clip(s), students are passive or inattentive while candidate directs discussions, tasks or activities.

In the clips, students are participating in discussions, tasks, or activities focusing solely on conventions and skills without developing strategies for comprehending and/or composing text (literacy), OR focusing solely on mathematical skills or procedures without developing understanding of mathematical concepts.

In the clip(s), students are intellectually engaged in discussions, tasks, or activities that develop their understandings of skills and strategies for comprehending and/or composing text (literacy), OR that develop their understandings of mathematical concepts.

In the clip(s), students are intellectually engaged in discussions, tasks or activities integrate skills and strategies for comprehending and/or composing text through teacher-student and student-student interaction.

In the clip(s), students are intellectually engaged in discussions, tasks, or activities tailored to specific student needs that integrate skills and strategies for comprehending and/or composing text (literacy), OR mathematical concepts through teacher-student and student-student interaction.

There is little to no evidence that candidate attends to students’ prior learning and experience. OR Student misbehavior or candidate’s disrespect for one or more students severely limits students’ engagement in learning.

Candidate attempts to link new content to students’ prior learning and experience, but the links are unrelated to the literacy skills or strategies, OR the mathematical concepts, or cause student confusion.

Candidate links new content to students’ prior learning and experience as well as to skills or strategies for comprehending and/or composing text OR relevant mathematical concepts.

Candidate makes links between new content and students’ prior learning and experience in ways that integrate skills and strategies for comprehending and/or composing text OR in ways that support understandings of relevant mathematical concepts.

Candidate prompts students to make links between new content and their prior learning and experience in ways that integrate skills and strategies for comprehending and/or composing text, OR deepen understandings of relevant mathematical concepts.


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DEEPENING STUDENT LEARNING EL & EM 5: How does the candidate elicit and monitor students’ responses to develop literacy skills and strategies to comprehend and/or compose text OR to deepen their understanding of mathematical concepts?



proficiency



Level 5 exemplary

Candidate talks throughout the clip(s) and students provide few responses.

Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect.

The candidate elicits student responses related to use of literacy skills or strategies OR mathematical reasoning/problem solving.

Candidate elicits and builds on students’ skills to explicitly portray, extend, or clarify a literacy strategy OR a mathematical concept.

All components of Level 4 plus, Candidate facilitates interactions among students to evaluate their own abilities to apply conventions/skills in meaningful reading and/or writing contexts OR facilitates interactions among students to evaluate their own ideas (mathematics).

The candidate teaches conventions/skills without providing meaningful context (literacy) or with no attention to mathematical concepts and representations of content. OR Materials or candidate responses include significant literacy or mathematical content inaccuracies that will lead to student misunderstandings.

Candidate makes vague or superficial connections between conventions/ skills and their use in reading or writing contexts OR use of representations to help students understand mathematical concepts.

Candidate makes clear connections between conventions/skills and their use in reading or writing contexts, OR uses representations in ways that help students understand mathematical concepts.

Candidate prompts students to apply conventions/skills in meaningful reading and/or writing contexts, OR uses strategically chosen representations in ways that deepen student understanding of mathematical concepts.


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Rubrics 6, 7, and 8 Task 3: ASSESSMENT


ANALYZING STUDENT WORK

EL & EM 6: How does the candidate demonstrate an understanding of student performance with respect to standards/objectives?



proficiency



Level 5 exemplary

Criteria are not aligned with the identified standards/objectives.

Criteria are generally aligned with the standards/objectives from the learning segment.

Criteria are clearly aligned with standards/objectives from the learning segment.

Criteria are clearly aligned with standards/objectives from the learning segment. Criteria indicate qualitative differences in student performance.

All components of Level 4 plus: The candidate is able to identify areas of strength in a predominantly weak performance and/or areas for improvement in a predominantly strong one.

The analysis is superficial and/or vaguely connected to identified standards and objectives.

The analysis focuses only on student errors in relation to identified standards/objectives.

The analysis focuses on listing what students did right and wrong in relation to the use of [literacy] skills and strategies OR procedures and reasoning/problem solving skills for identified standards/objectives.

The analysis focuses on patterns of student understandings, skills, and misunderstandings (or developmental approximations) in relation to identified standards and learning objectives. The analysis uses these patterns to understand student thinking.

OR The conclusions in the analysis are not supported by either student work samples or the summary of performance.

The analysis is supported by work samples and the summary of performance in a general way.

The analysis is supported by work samples and the summary of performance, with attention to some differences in whole class learning of different aspects of the content assessed.

The analysis is supported by work samples and the summary of performance, as well as references to evidence in work samples to identify specific patterns of learning for individuals or groups.


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USING FEEDBACK TO GUIDE FURTHER LEARNING EL & EM 7: How does the candidate provide students feedback to guide their further learning?



proficiency



Level 5 exemplary

Feedback is unrelated to the learning objectives.

Feedback focuses solely on identifying errors aligned with the learning objectives.

Feedback accurately identifies general areas for what students did well and what they need to improve related to specific learning objectives.

Feedback is clear, specific and accurate, helps the student understand what s/he did well, and provides guidance for improvement.

All components of level 4 plus: Candidate describes how students will use feedback to evaluate their own abilities to comprehend and/or compose text (literacy) OR to deepen their mathematical understandings and to evaluate their own work.

Opportunities for applying feedback are not described. OR

Candidate describes how students will correct their errors.

Candidate describes how students will use feedback to improve their performance.

Candidate describes how students will use feedback to develop their abilities to comprehend and/or compose text (literacy) OR deepen their mathematical understandings.

The feedback contains significant content inaccuracies.

USING ASSESSMENT TO INFORM INSTRUCTION EL & EM 8: How does the candidate use conclusions about what students know and are able to do to plan next steps in instruction?



proficiency



Level 5 exemplary

Next steps do not follow from the analysis. OR Next steps are not relevant to the standards and learning objectives assessed. OR Next steps are not described in sufficient detail to understand them.

Next steps focus on re-teaching, pacing, or classroom management issues.

Next steps propose general support that improves student performance related to the standards and learning objectives assessed.

Next steps provide targeted support to individuals and groups to improve their performance relative to the standards and learning objectives assessed.

Next steps provide targeted support to individuals and groups to improve their performance relative to the standards and learning objectives assessed. Next steps extend student learning beyond what was assessed in the learning segment.


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Rubric 9 Task 4: TEACHING ANALYSIS


ANALYZING TEACHING EFFECTIVENESS EL & EM 9: How does the candidate use evidence to evaluate and change teaching practice to meet varied learning needs?



proficiency



Level 5 exemplary

Candidate proposes changes unrelated to knowledge of students and their learning. OR Candidate does not propose any changes.

Proposed changes are focused primarily on improving directions for learning tasks or time management.

Proposed changes address students’ collective learning needs related to standards/objectives.

Proposed changes address some individual and collective learning needs related to standards/objectives.

Changes in teaching practice are specific and strategic to improve individual and collective student understanding of standards/objectives.

Candidate proposes changes that are loosely related to student learning evidence OR are superficially related to knowledge of students’ prior learning and experiences.

Candidate cites evidence of student learning OR knowledge of students’ prior learning and experiences to explain changes to teaching practices.

Candidate explains changes to teaching practices by citing: • examples of successful and unsuccessful teaching practices • evidence of learning • knowledge of students’ prior learning and experiences

Candidate justifies changes to teaching practices by citing: • examples of successful and unsuccessful teaching practices • analysis of learning evidence • nuanced knowledge of students’ prior learning and experiences.


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Rubrics 10, 11, and 12 Academic Language18

All Tasks

UNDERSTANDING STUDENTS’ LANGUAGE DEVELOPMENT and ASSOCIATED LANGUAGE DEMANDS EL & EM 10: How does the candidate use knowledge of students’ language development to identify a key language demand central to literacy or mathematics content learning?



proficiency



Level 5 exemplary

Candidate’s description of students’ academic language development is limited to what they CANNOT do.

Candidate’s description of students’ academic language development is primarily focused on needs.

Candidate’s description of students’ academic language development identifies strengths and needs.

Candidate’s description of students’ academic language development identifies strengths and needs and highlights individual or group differences.

Candidate’s description of students’ academic language development identifies needs as well as strengths that individual students or groups with similar needs can build upon.

Vocabulary, symbols, or other identified language demands are only vaguely related to the academic purposes of the learning segment.

Candidate identifies unfamiliar vocabulary (or symbols) in the learning segment without considering other language demands or purposes (functions/forms).

Candidate identifies vocabulary (and/or symbols) as well as a language demand (function/forms) that are central to the learning segment and appropriate to most students’ language development.

Candidate justifies why the selected language demand (function/forms) and vocabulary are central to the learning segment and to most students’ language development.

Candidate justifies why the selected language demand (function/forms) and vocabulary are central to the learning segment and to students’ varied levels of language development.

18 Academic language is oral and written language used for academic purposes. It is the language necessary for students to learn content in schools. Academic language is the means by which students develop and express content understandings. Academic language includes the “language of the discipline” (vocabulary and functions and forms of language associated with learning outcomes in a particular subject) and the “instructional language” used to engage students’ in learning content. Refer to the TPA Glossary for definitions of instructional language, language development, language demands, language functions, and language forms.


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SCAFFOLDING19 STUDENTS’ ACADEMIC LANGUAGE AND DEEPENING LITERACY LEARNING EL & EM 11: How does the candidate support academic language development associated with literacy learning OR mathematics content learning?



proficiency



Level 5 exemplary

Language and/or content is oversimplified to the point of limiting student access to the core content of the learning segment.

The candidate provides limited support for students to meet the selected language demand of the learning segment.

The candidate provides support so students can use language associated with the selected language demand necessary to engage in literacy tasks.

The candidate provides explicit models and opportunities for practice so students can use language (associated with the language demand) to express and demonstrate their abilities to comprehend and/or compose text, OR mathematics content understandings.

The candidate provides explicit models, opportunities for practice, and feedback so students can use language (associated with the language demand) to express, develop, and demonstrate their abilities to comprehend and/or compose text, OR mathematics content understandings.

DEVELOPING STUDENTS’ ACADEMIC LANGUAGE AND LITERACY OR DEEPENING CONTENT LEARNING EL &EM 12: How does the candidate reveal students’ understanding and use academic language associated with literacy development OR mathematics content learning?



proficiency



Level 5 exemplary

Candidate identifies evidence (from video clip or assessment data) unrelated to the identified language demand.

Candidate identifies limited evidence (from video clip or assessment data) that students had an opportunity to understand and use the identified academic language.

Candidate identifies evidence (from video clip or assessment data) that students had an opportunity to understand and use the identified academic language.

Candidate identifies evidence (from video clip or assessment data) that students are understanding and using targeted academic language in ways that support language and literacy development OR mathematics content learning.

Candidate identifies evidence (from video clip or assessment data) that students with varied strengths and needs are understanding and using targeted academic language in ways that support language and literacy development OR mathematics content learning.

19

Scaffolding: instructional support that allows students to do a task that they cannot yet do independently. The support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves.


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Appendix VII Using the TPA Website Template

To copy the TPA portfolio site template, go to https://sites.google.com/a/iwu.edu/teacher-performance-assessment/.

1. Click the More actions drop-down menu

and select Manage site.

2. Select General.

3. Click Copy this Site.

https://sites.google.com/a/iwu.edu/teacher-performance-assessment/

https://sites.google.com/a/iwu.edu/teacher-performance-assessment/


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6. A new page will appear with your name, click Create Site.

7. When your site appears, Restrict Sharing (you must restrict sharing to adhere to confidentiality).

Click on Share.

4. Name the site by typing your first and last name in the box.

5. Click Copy site.


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The following page will appear:

You are now ready to upload your TPA documents. Follow the directions on the site template, and in your TPA handbook.

(It won’t be my name, but your name that appears here.)

Be sure access is PRIVATE. If not, change.

Type the email addresses of your seminar professor(s) and IWU supervisor.

Click Share and Save.


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