California Teacher Performance Assessment (CalTPA) #2 Workshop

1. California Teacher Performance Assessment (CalTPA) #2Workshop Facilitator: Stacy A. Griffin, Ed.D sgriffin1@antioch.edu

2. Agenda • Exploring resources on Sakai • Review the CalTPA Handbook information on TPA #2 • Review the Teacher Performance Expectations (TPEs) for the task • Review the task • Begin to work independently • Ask clarifying questions • Next steps…

3. Let’s Review the Handbook! Chapter Four: The Designing Instruction Task http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf Pages 35-62

4. Task #2: The Designing Instruction Task In this task you will: • Connect class information with developmentally appropriate instructional activities • Design academic content • Describe student characteristics from multiple perspectives • Describe and explain how an English Language Learner could influence instructional planning • Describe and explain how an instructionally challenged student could influence instructional planning • Plan for academic instruction for a whole class • Provide lesson adaptions for the English Language Learner and challenge student • Reflect on connecting instructional planning to student characteristics

5. WORKSHOP #1: The Teacher Performance Expectations that are Introduced in this Workshop Include: Making Subject Matter Comprehensible to Students TPE 1 Specific Pedagogical Skills for Subject Matter Instruction Engaging and Supporting Students in Learning TPE 4 Making Content Accessible 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

6. Step 1: Academic Content Selection and Learning about Students • What information that may influence instruction do you want to learn about your students? • How will you learn about your students? (Describe the methods you will use and why you have chosen to use those particular methods.) • How will you use this information in planning academic instruction in your selected content area?

7. Step 2: Learning about Two Focus Students • Go back to Step 1 and see if you can answer the questions you posed. • What do you know about your focus students? • Rationale • Do you need any clarifications?

8. Step 3: Planning for Academic Instruction for the Whole Class • Things to reflect on… • Instructional Strategies vs. Student Activities • Evidence • Progress Monitoring • Differentiation • Remember… The Gradual Release of Responsibility Model!

9. Step 4: Lesson Adaptations for the Two Focus Students • If you are not providing adaptations, you are not differentiating! • Brainstorm Activity • Adaptations and Rationale

10. Step 5: Reflection on Connecting Instructional Planning to Student Characteristics • Question 1: • What information that you collected for the whole class and/or for the two focus students most influenced your planning for this lesson?In your response, describe how and why the information was influential and why you found it to be so. • Course Readings? Experience?

11. Step 5: Reflection on Connecting Instructional Planning to Student Characteristics • Question 2: • How will you use what you have learned regarding connecting instructional planning to student characteristics in the future? • Course Readings? Experience?

12. Next Steps… • Review the documents on Sakai • Complete your first draft of TPA #2 • Revise your draft • Edit your work • Please send any clarifying questions to • sgriffin1@antioch.edu • Send your final version of TPA #2 to • dmagana@antioch.edu BREATHE!