Faculty Meeting Wednesday, January 16, 2008 Lorelei Coddington CGU

Agenda  Welcome  TPA Task 3 Assessing Learning  TPA Task 3 Calibration  LUNCH  Small Group Discussion/Planning  Task 4 Culminating Teaching Experience

Review Task 3 Assessing Learning  Assemble into groups of four with at least one resident “expert”  Walk through exemplar (score level 4) benchmark task and identify steps/components of the Task  Using the Venn diagram compare/contrast the skills and knowledge needed from Task 2, Designing Instruction to Task 3 Assessing Learning.

Assessing Learning Task Step 1:Assessment Selection and Planning for the Whole Class A. Academic Content Selection B. Assessment Planning Step 2:Learning about Whole Class and Two Focus Students Student 1: An English Learner Student 2: A Student With an Identified Special Need Step 3:Assessment Adaptations for Two Focus Students A. Adaptation for Student 1 B. Adaptation for Student 2 Step 4:Giving the Assessment to the Whole Class, Including Two Focus Students Step 5:Analyzing Evidence of Student Academic Learning and the Assessment Step 6:Reflection on Assessment Implementation and Student Learning

Task 3 - Assessing Learning  Focus is on choosing an appropriate assessment to go with content selection and instruction  Adds TPE 3 “Interpretation and Use of Assessments”  FS 2 is a student with an identified special need (IEP, 504, GATE)  Must teach the lesson and collect and analyze student samples  Assessment artifacts must be submitted with permission slips

Task 3 - Assessing Learning  Multiple subject candidates are to choose a Social Studies or Science lesson  Single Subject candidates are to choose a different class and different topic from the Task 2  Single Subject Spanish are to choose a student who represents a different instructional challenge in place of an English Learner  All are to choose different focus students than those in Task 2

Re-calibration  Assessors will be assigned a permanent number  Review rubric language  Look at the preponderance of evidence  ROE - typical places to find information  Numbering sections helps!  Final scoring statement  Factors known to promote bias

Factors Known to Prompt Bias  “Fatal Flaw”  Issues of Familiarity  Student Ability/Level of Class  Learning Environment  Personal Characteristics of the Teacher Candidate  Writing Prompts

Let’s Calibrate!

TPA Task 3 - Assessing Learning  Focus Question: What do our interns need to KNOW in order to be successful in completing the Assessing Learning Task? What do our interns need to KNOW in order to be successful in completing the Assessing Learning Task?

Task 4 - Culminating Teaching Experience

Culminating Teaching Experience Task Step 1:Learning about the Whole Class and Two Focus Students Student 1: An English Learner Student 2: A Student With a Different Instructional Challenge Step 2:Learning Environment and Academic Instructional Planning for the Whole Class Step 3:Lesson Adaptations for the Two Focus Students Step 4:Teaching and Video-recording the Lesson: Whole Class, including Two Focus Students Step 5:Analyzing the Lesson Step 6:Reflection after Instruction

Culminating Teaching Experience ROETPETask Steps GS8, 92 LAS8, 91 CE10, 112, 4-video PFI6, 7, 8, 92, 4-video MA6, 7, 8, 93, 5, 4-video PS1, 4, 5, 6, 72, 4-video AESL2, 35, 6 R136 Aspects of Teaching on

Video Evidence  Evidence found in the video should connect with the evidence found in the written response  Evidence in the video should compliment, reinforce, and support the written evidence  Video evidence is an additional piece of evidence and should be weighted equally with other pieces of evidence found in the written response