California Teaching Performance Assessment

1
California Teaching Performance Assessment

• Subject-Specific Pedagogy (SSP)

• Multiple Subject Credential Program
• Department of Elementary and Bilingual Education
• California State University, Fullerton
• January 2008 / August 2008

2
This Task Assesses Your Knowledge of

• Discipline-specific teaching strategies (TPE 1)
• Engaging and supporting student learning (TPE 4,
  6, 7)
• How do you make content accessible to all
  students?
• In what ways is your instruction developmentally
  appropriate?
• How does your instruction support English
  learners?
• Interpreting and using assessments (TPE 3)
• Planning instruction (TPE 9)

3
The Task Includes Four Case Studies

• Each case study is organized into two parts
• 1. You are given CONTEXTUAL INFORMATION
• 2. You are asked QUESTIONS that prompt you to

• E.g., learning goals, objectives, unit overview,
  a teachers dilemma, description of a class or
  child . . .
• E.g., plan a lesson, critique an assessment
  plan, identify parts of a lesson that might be
  challenging for a child . . .

4
Case Study 1

• Subject-Specific and Developmentally-Appropriate
  Pedagogy
• Contextual Information
• Second-grade students
• Reading/Language Arts lesson on setting

5
In a Nutshell

• This case study asks for standards-based mini
  lessons
• Can you plan a lesson that meets students needs
  and the (reading/language arts) content
  standards?

6
The Case Study, in two parts

• Contextual Information
• Examine content standards and learning goals
  (provided)
• Consider the developmental needs of second-grade
  students (class description provided)
• Childrens literature and writing journals
  (available resources)
• Questions
• Describe the (developmentally-appropriate)
  strategies and activities you would use to help
  children meet the learning goals
  (reading/writing, setting).
• Explain your instructional decisions.

7
Program Support

• Foundations (430) Lesson planning, engagement
  and motivation, technology to support
  teaching/learning
• Reading/Language Arts Methods (433) Reading and
  writing instruction and assessment
• Field Experiences

8
Related Assignments

• Which course assignments will help you develop
  the knowledge and skills needed to respond to
  this case study?
• What other resources are available (texts,
  other)?

9
Support from the Primer (Guillaume)

• Chapter Four Planning
• Planning starts with students
• Planning to use instructional resources
• Lesson planning
• Chapter Five Advice on Instruction COME IN
• Chapter Six Instructional Strategies
• My Lab School Support (online resources)

Guillaume, A. M. (2007). K-12 Classroom Teaching
A Primer for the New Professionals.
10
Case Study Two

• Assessment Practices
• Contextual Information
• Third-grade
• Measurement and Geometry Unit

11
In a Nutshell

• In the area of mathematics
• Can you determine whether assessments are
  appropriate for learning goals?
• Can you recommend appropriate assessments of
• Different types?
• Different time periods (e.g., formative, progress
  monitoring, summative)?
• Can you use assessment for feedback and to inform
  instruction?

12
The Case Study, in two parts

• Contextual Information
• Examine content standards and learning goals
  (provided)
• Consider the teachers dilemma (dissatisfaction
  with assessment plan)
• Review the assessment plan
• Questions
• Identify strengths/weaknesses in the plan.
• Explain how the teacher could use an alternative
  assessment (provided). How does it improve the
  plan and address the teachers dilemma?

13
Program Support

• Foundations (430) Assessment, instruction to
  meet the needs of all students
• Math Methods (435) Mathematics assessment and
  instruction, teaching for conceptual
  understanding
• Reading/Language Arts (433) Assessment
  strategies
• Field Experiences

14
Related Assignments

• Which course assignments will help you develop
  the knowledge and skills needed to respond to
  this case study?
• What other resources are available (texts,
  other)?

15
Primer Support

• Chapter Three Planning
• Standards-based instruction
• Formative assessment
• Chapter Seven Assessment
• Driven by learning goals
• Systematic
• Tied to instruction
• Integrated into manageable system
• Assessment strategies (9 presented)
• My Lab School Support (online resources)

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Case Study Three

• Adaptation of Subject-Specific Pedagogyfor
  English Learners
• Contextual Information
• Fourth-grade animal lesson Habitats and
  survival
• Elena Early Intermediate English Learner

17
In a Nutshell

• Can you
• Identify the needs of an English learner?
• Recommend appropriate strategies for
• English acquisition?
• Content acquisition?
• Recommend progress monitoring strategies
  appropriate for the English learner?

18
The Case Study, in two parts

• Contextual Information
• Examine content standards and learning goals
  (provided)
• Review the plans for the first two days of the
  unit (provided)
• Analyze the information provided about Elena
  (description, CELDT scores, writing sample,
  transcript of her oral language)
• Questions
• Identify Elenas learning needs, potential
  challenges she may face during the lessons, ways
  that you could modify the lessons to meet her
  needs, etc.
• Explain how you would monitor her progress
  (w/rationale).
• Identify the next steps for instruction.

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Program Support

• Methods and Inquiry for Teaching English Learners
  (Ed El 434) 1st and 2nd language acquisition,
  assessment, instructional strategies to support
  language and literacy development and learning
  across the curriculum
• Foundations (430)
• Reading/Language Arts Methods (433)
• Field Experiences

20
Related Assignments

• Which course assignments will help you develop
  the knowledge and skills needed to respond to
  this case study?
• What other resources are available (texts,
  other)?

21
Primer Support

• Chapter Three Starting with Students
• Mutual accommodation
• Sheltering English instruction (also Ch. 5)
• Providing responsive instruction
• Chapter Five Advice on Instruction
• Enrich
• Progress-monitoring
• Chapter Seven Assessment
• Systematic
• Tied to instruction
• Assessment strategies
• My Lab School Support (online resources)

22
Case Study Four

• Adaptation of Subject-Specific Pedagogy for
  Students with Special Needs
• Contextual Information
• Fourth- grade social studies unit The Gold Rush
  
• Alex has a specific disability in
  reading/language arts, has asthma and self
  isolates.

23
In a Nutshell

• Can you
• Identify potential instructional challenges for a
  student with specific disabilities?
• Recommend appropriate instructional adaptations?
• Recommend appropriate progress monitoring
  strategies for the student with special needs?

24
The Case Study, in two parts

• Contextual Information
• Examine content standards and learning goals
  (provided)
• Review the plans for days 2-4 of the unit
  (provided)
• Analyze the information provided about Alex
  (language/literacy development, health,
  interaction patterns, special services)
• Questions
• Identify potential challenges (from the plans)
  for Alex.
• Describe how you would adapt instruction to meet
  his needs.
• Describe other strategies and progress monitoring
  assessments.

25
Program Support

• Foundations (430) Assessment, instruction,
  lesson planning, learning environments, engaging
  all students in learning (equal access)
• Reading/Language Arts Methods (433) Content-area
  reading and writing, supporting struggling
  readers and writers
• Field Experiences

26
Related Assignments

• Which course assignments will help you develop
  the knowledge and skills needed to respond to
  this case study?
• What other resources are available (texts,
  other)?

27
Primer Support

• Chapter Three Starting with Students
• Special Education
• Universal Design
• Differentiated instruction
• Accommodations modifications
• Responsive instruction
• Chapter Seven Assessment
• Progress monitoring
• Systematic
• Assessment strategies
• My Lab School (online resources)