1. CALIFORNIA TEACHER PERFORMANCE ASSESSMENT (CALTPA) #4 WORKSHOP Facilitator Stacy A. Griffin, Ed.D sgriffin1@antioch.edu

2. AGENDA  Exploring resources on Sakai  Review the CalTPA Handbook information on TPA #4  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 Six: The Culminating Teaching Experience http://www.ctc.ca.gov/educator-prep/TPA- files/CandidateHandbook.pdf Pages 95-130

4. TASK 4: THE CULMINATING TEACHING EXPERIENCE  Learning about the Whole Class and Two Focus Students  Learning Environment/Academic Instruction for the Whole Class  Adaptations  Teaching/Video Recording  Analyzing  Reflecting

5. WORKSHOP #4: 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  Assessing Student Learning  TPE 2 Monitoring Student Learning During Instruction  TPE 3 Interpretation and Use of Assessments

6. CONTINUED…  Engaging and Supporting Students in Learning  TPE 4 Making Content Accessible  TPE 5 Student Engagement  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

7. CONTINUED…  Creating and Maintaining Effective Environments for Student Learning  TPE 10 Instructional Time  TPE 11 School Environment  Developing as a Professional Educator  TPE 13 Professional Growth

8. STEP 1: LEARNING ABOUT THE WHOLE CLASS AND TWO FOCUS STUDENTS  Focus Student 1: An English Language Learner  Focus Student 2: A Student who Presents an Instructional Challenge  What did you Learn?  How will that Information Influence Instruction and Assessment?

9. STEP 2: LEARNING ENVIRONMENT AND ACADEMIC INSTRUCTIONAL PLANNING FOR THE WHOLE CLASS  Content Standards/Frameworks  Learning Goals  Learning Environment  Evidence of your Instructional Planning for the Whole Class

10. STEP 3: LESSON ADAPTATIONS FOR THE TWO FOCUS STUDENTS  Adaptations  Rationale

11. STEP 4: TEACHING AND VIDEO RECORDING OF THE LESSON: WHOLE CLASS, INCLUDING TWO FOCUS STUDENTS  Record the lesson  Whole Class  Two Focus Students

12. STEP 5: ANALYZING THE LESSON  Analyze the Lesson, including: Your Teaching Students’ Responses to the Lesson The Video Recorded Portion of the Lesson

13. STEP 6: REFLECTION AFTER INSTRUCTION  What are your goals for improving instruction, based on this lesson?

14. NEXT STEPS…  Review the documents on Sakai  Complete your first draft of TPA #4  Revise your draft  Edit your work  Please send any clarifying questions to sgriffin1@antioch.edu  Send your final version of TPA #4 to dmagana@antioch.edu BREATHE!