Performance Assessment Guide - CSUSM

1 CalTPA SS C1 Performance Assessment Guide Single Subject Directions and Rubrics instructional Cycle 1: Learning About Students and Planning Instruction Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811 All rights reserved. All materials contained herein are protected by United States copyright law and may not be reproduced, distributed, transmitted, displayed, published or broadcast without the prior written permission of the California Commission on Teacher Credentialing. You may not alter or remove any trademark, copyright or other notice from copies of the content. Any redistribution or reproduction of part or all of the contents in any form is prohibited other than the following: you may print or download to a local hard disk extracts for your personal and non-commercial use only you may copy the content to individual third parties for their personal use, but only if you acknowledge the California Commission on Teacher Credentialing as the source and copyright owner of the material Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811.

2 All rights reserved. Contents Acknowledgments .. iv Overview .. 1 Content-Specific Pedagogy .. 3 Evidence 4 Step 1: Plan .. 5 I. Getting to Know Your Students .. 5 II. Lesson Plan .. 8 III. Lesson Plan 9 IV. Related instructional Resources and Materials .. 10 Evidence to Be Submitted .. 11 Step 2: Teach and Assess .. 12 I. Select and Annotate Video Clips .. 12 Evidence to Be Submitted .. 14 Step 3: Reflect .. 15 I. Reflect on What You Learned .. 15 Evidence to Be Submitted .. 15 Step 4: Apply .. 16 I. Application of What You Learned .. 16 Evidence to Be Submitted .. 16 instructional Cycle 1 Rubrics .. 17 Essential Questions .. 17 Step 1 Rubrics .. 18 Step 2 Rubrics .. 24 Step 3 Rubric .. 26 Step 4 Rubric .. 27 Templates .. 28 Glossary.

3 38 Content-Specific Pedagogy Appendix .. 46 CalTPA Performance Assessment Guide Acknowledgments Single Subject Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. iv Acknowledgments California has been an innovator in the development and use of teaching Performance assessments since 2003. The California Teaching Performance Assessment (CalTPA) has been revised and updated with the assistance of a 21-member design team; the Evaluation Systems group of Pearson; the Stanford Center for Assessment , Learning, and Equity (SCALE); and the California State University Center for Teacher Quality. The revised CalTPA draws from and is informed by California s rich experience with different Performance -based Assessment models, including the original California Teaching Performance Assessment (CalTPA), the Performance Assessment for California Teachers (PACT), and edTPA.

4 Participants in each of these other systems contributed to the redesigned CalTPA. The Commission on Teacher Credentialing acknowledges the contributions of these Assessment systems and the educators who have developed, administered, and scored them. CalTPA Performance Assessment Guide instructional Cycle 1 Single Subject Learning About Students and Planning Instruction Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 1 Overview PlanTeach &AssessReflectApplyInstructional Cycle 1 represents a complete teaching cycle (plan, teach and assess, reflect, and a pply) for one content-specific lesson that you will develop and teach within a school placement. Cycle 1 focuses on developing an engaging content-specific lesson for one class and 3 focus students based on what you learn about their diverse assets and needs, including their prior knowledge, interests, and developmental considerations.

5 In this cycle, you will demonstrate how you select an appropriate learning goal(s), determine what you expect your students to know and be able to do, and how you will assess that learning. You will develop content-specific student activities and instructional strategies to develop your students thorough understanding of the content you are teaching. This cycle also focuses on how you monitor student understanding during the lesson and make appropriate adaptations to support individual student learning needs. As you teach and video- record the lesson, you will demonstrate how you establish a positive and safe learning environment, provide social and emotional supports through positive interactions with students, and use resources and materials to enhance content-specific learning.

6 The CalTPA is grounded in Universal Design for Learning (UDL) theory and practice as it relates to curriculum and instruction. UDL is an educational framework based on research in the learning sciences, including cognitive neuroscience, which guides the development of flexible learning environments to address individual learning differences. UDL focuses on three key principles: Principle 1: Provide multiple means of representation (the what of learning) Principle 2: Provide multiple means of action and expression (the how of learning) Principle 3: Provide multiple means of engagement (the why of learning) CalTPA Performance Assessment Guide instructional Cycle 1 Single Subject Learning About Students and Planning Instruction Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811.

7 All rights reserved. 2 instructional Cycle 1 includes four steps: Step 1: Plan. Gather information about one class of TK 12 students, identify an appropriate content focus, and develop a lesson plan based on the applicable California state standards, content-specific pedagogy, and knowledge of your students. Describe the assets and learning needs of the class as a whole and for 3 focus students. Step 2: Teach and Assess. Teach the planned lesson to students and video-record the lesson. Select and annotate clips from your video that illustrate specific teaching practices and instructional strategies of the lesson. Annotations you provide should describe how you create a positive and safe learning environment; set expectations for learning; engage students in content-specific higher-order thinking; support the focus students; and monitor for student understanding through Assessment .

8 Step 3: Reflect. Provide information on drawing from student assets and needs to plan an appropriate, relevant, and rigorous content-specific lesson for your whole class. Explain how your lesson plan was flexible to incorporate in the moment adaptations for specific students. Indicate what you needed to do to support your 3 focus students. Step 4: Apply. Explain what you would do differently to advance the learning of this group of students and, if you were to teach this lesson again, what you would do the same or differently to improve learning for this group of students. Across the entire instructional cycle of planning, teaching and assessing, reflecting, and applying, you will demonstrate your ability to address learning needs for the whole class as well as 3 focus students: 1.

9 Focus Student 1: a student identified as an English learner 2. Focus Student 2: a student identified by the district/school with an IEP or a 504 plan or a student identified for GATE 3. Focus Student 3: a student whose life experience(s) either inside or outside of school may result in a need for additional academic and/or emotional support and whose behavior in class catches your attention Talk with your master, mentor, or supervising teacher to learn about individual students. Refer to subsequent notes regarding strategies for gathering information for focus students. CalTPA Performance Assessment Guide instructional Cycle 1 Single Subject Learning About Students and Planning Instruction Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811.

10 All rights reserved. 3 Content-Specific Pedagogy The statements included in the links provided in this section were drawn from the California Teaching Performance Expectations (TPEs) and informed by California subject matter experts as key pedagogy for new teachers to know and be able to do upon entering the profession. SINGLE SUBJECT CONTENT-SPECIFIC PEDAGOGY Agriculture Art Business English English Language Development Health Science Home Economics Industrial and Technology Education Mathematics Music Physical Education Science Social Science CalTPA Performance Assessment Guide instructional Cycle 1 Single Subject Learning About Students and Planning Instruction Copyright 2018 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811.