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TPA Orientation to Benchmarks

This activity encourages new participants to explore teacher planning, student engagement, assessment, and academic language development. By cutting benchmark guidance into smaller pieces, participants will sort them into four related categories without initial headings. This method fosters discussion and collaborative understanding of how effective instructional planning, assessment strategies, and student engagement contribute to academic language development and critical evaluation of significant historical events or social science phenomena. It emphasizes the practical application of assessment information and knowledge of students in educational contexts.

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TPA Orientation to Benchmarks

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  1. TPA Orientation to Benchmarks Print as slides, cut into smaller pieces, mix up, and ask new participants to discuss and sort these into the four related groups. For most challenge don’t give them the heading, just have them sort into four groups and have them title those clusters.

  2. Teacher Planning (3)

  3. How do the candidate’s planning, instruction, and assessment support academic language development?

  4. How does the candidate use knowledge of his/her students to target support for student learning of how to use facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon?

  5. How do the informal and formal assessments provide information to understand student progress toward the standards/objectives?

  6. Student Engagement (2)

  7. How does the candidate actively engage students in their own understanding of how to critically evaluate accounts of an historical event or social science phenomenon and defend their judgments?

  8. How does the candidate elicit and monitor students’ responses to deepen their understanding of how to critically evaluate accounts of an historical event or social science phenomenon and defend their judgments?

  9. How does the candidate demonstrate an understanding of student performance with respect to standards/objectives?

  10. Assessment (3)

  11. How does the candidate use conclusions about what students know and are able to do to plan next steps in instruction?

  12. How does the candidate provide students feedback to guide their further learning?

  13. How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment?

  14. Academic language (2)

  15. How does the candidate identify the language demands of learning tasks and assessments relative to the students’ current levels of academic language proficiency?

  16. How do the candidate’s planning, instruction, and assessment support academic language development?

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