california teacher performance assessment (caltpa) #4 workshop facilitator stacy a. griffin, ed.d...

CALI FORNI A TEACHER PERFORMANCE ASSESSMENT

( CALTPA) #4W ORKSHOP

Facilitator

Stacy A. Griffin, Ed.D

sgriffin1@antioch.edu

AGENDA

Exploring resources on Sakai

Review the CalTPA Handbook information on TPA #4

Review the Teacher Performance Expectations (TPEs) for the task

Review the task

Begin to work independently

Ask clarifying questions

Next steps…

LET’S REVIEW THE HANDBOOK!

Chapter Six: The Culminating

Teaching Experience

http://www.ctc.ca.gov/educator-prep/

TPA-files/

CandidateHandbook.pdf

Pages 95-130

TASK 4 : THE CULMINATING TEACHING EXPERIENCE

Learning about the Whole Class and Two Focus StudentsLearning Environment/Academic Instruction for the Whole ClassAdaptationsTeaching/Video RecordingAnalyzingReflecting

W O R K S H O P # 4 : T H E T E A C H E R P E R F O R M A N C E E X P E C TAT I O N S

T H AT A R E I N T R O D U C E D I N T H I S W O R K S H O P I N C L U D E :

Making Subject Matter Comprehensible to

Students

TPE 1 Specific Pedagogical Skills for Subject Matter

Instruction

Assessing Student Learning

TPE 2 Monitoring Student Learning During Instruction

TPE 3 Interpretation and Use of Assessments

CONTINUED…Engaging and Supporting Students in Learning

TPE 4 Making Content Accessible

TPE 5 Student Engagement

TPE 6 Developmentally Appropriate Teaching Practices

TPE 7 – Teaching English Learners

Planning Instruction and Designing Learning

Experiences for Students

TPE 8 Learning About Students

TPE 9 Instructional Planning

CONTINUED…

Creating and Maintaining Effective

Environments for Student Learning

TPE 10 Instructional Time

TPE 11 School Environment

Developing as a Professional Educator

TPE 13 Professional Growth

STEP 1 : LEARNING AB OUT THE WHOLE CLASS AND TWO FOCUS

STUDENTS

Focus Student 1: An English Language Learner

Focus Student 2: A Student who Presents an

Instructional Challenge

What did you Learn?

How will that Information Influence Instruction

and Assessment?

S T E P 2 : L E A R N I N G E N V I R O N M E N T A N D A C A D E M I C I N S T R U C T I O N A L P L A N N I N G

F O R T H E W H O L E C L A S S

Content Standards/Frameworks

Learning Goals

Learning Environment

Evidence of your Instructional

Planning for the Whole Class

STEP 3: LESSON ADAPTATIONS FOR THE TWO FOCUS

STUDENTS

Adaptations

Rationale

S T E P 4 : T E A C H I N G A N D V I D E O R E C O R D I N G O F T H E L E S S O N: W H O L E C L A S S,

I N C LU D I N G T W O F O C U S S T U D E N T S

Record the lesson

Whole Class

Two Focus Students

STEP 5 : ANALYZING THE LESSON

Analyze the Lesson, including:• Your Teaching• Students’ Responses to the

Lesson• The Video Recorded Portion

of the Lesson

STEP 6: REFLECTION AFTER INSTRUCTION

What are your goals for

improving instruction, based

on this lesson?

NEXT STEPS…

Review the documents on Sakai

Complete your first draft of TPA #4

Revise your draft

Edit your work

Please send any clarifying questions to• sgriffin1@antioch.edu

Send your final version of TPA #4 to• dmagana@antioch.edu

BREATHE!