California Teacher Performance Assessment Cal TPA 3 Workshop

California Teacher Performance Assessment (Cal. TPA) #3 Workshop Facilitator Stacy A. Griffin, Ed. D sgriffin 1@antioch. edu

Agenda Exploring resources on Sakai Review the Cal. TPA Handbook information on TPA #3 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 Five: The Assessing Learning Task http: //www. ctc. ca. gov/educator-prep/TPAfiles/Candidate. Handbook. pdf Pages 63 -94

Task #3: The Assessing Learning Task Select a unit of study, identify learning goals, and plan purposeful assessment activities Assess student learning Diagnose student needs based on the assessment Apply the information for future planning Make adaptations for an English Language Learner and a student with special needs Score, review, and analyze student work Reflect on assessment implications Prepare ancillary materials

WORKSHOP #3: The Teacher Performance Expectations that are Introduced in this Workshop Include: Assessing Student Learning TPE 3 Interpretation and Use of Assessments Engaging and Supporting Students in Learning 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 Developing as a Professional Educator Practice: TPE 13 Professional Growth

Step 1: Assessment Selection and Planning for the Whole Class Directions Academic Content Selection Assessment Planning Purpose! Evidence Implementation Plan Results

Step 2: Learning about Students: Whole Class and Two Focus Students Select one student who is an English learner and one student who has an identified special need. Consider your selected content area when describing what you learned about the two focus students. A description of what you learned for each of the students An explanation of how the information will influence your academic instructional planning, including assessment

Step 3: Assessment Adaptations for Two Focus Students Evidence Measurement/Score Implementation Teacher Strategies/Rationale Student Activities/Rationale Student Grouping/Rationale Materials, Technology, Resources/Rationale

Step 4: Giving the Assessment to the Whole Class, Including Two Focus Students Give the assessment to your class. Collect and score all the evidence of student learning from the assessment. Consider all the assessment responses and select three responses of students other than your two focus students that represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student 1 and Student 2. Submit all five assessment responses. Review carefully the evidence of student learning you are submitting. Briefly, explain why you selected each of the following responses to represent the range of responses in the class. (Cal. TPA #3, 2009, p. 7)

Step 5: Analyzing Evidence of Student Academic Learning and the Assessment For the Whole Class For Student 1: An English Language Learner For Student 2: A Student with an Identified Special Need

Step 6: Reflection on Assessment Implementation and Student Learning What parts of the assessment would you keep? What would you change? Why? What would you do the same and what would you do differently? What new information did you learn about your students as a result of the assessment? Planning for the future Goals and achieving your goals

Next Steps… Review the documents on Sakai Complete your first draft of TPA #3 Revise your draft Edit your work Please send any clarifying questions to sgriffin 1@antioch. edu Send your final version of TPA #3 to dmagana@antioch. edu BREATHE!