california teacher performance assessment (caltpa) #2 workshop
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California Teacher Performance Assessment (CalTPA) #2
Workshop
Facilitator:Stacy A. Griffin,
Ed.D
sgriffin1@antioch.edu
AgendaO Exploring resources on Sakai
O Review the CalTPA Handbook information
on TPA #2
O Review the Teacher Performance Expectations
(TPEs) for the task
O Review the task
O Begin to work independently
O Ask clarifying questions
O Next steps…
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
Task #2: The Designing Instruction Task In this task you will: O Connect class information with developmentally
appropriate instructional activitiesO Design academic content O Describe student characteristics from multiple
perspectivesO Describe and explain how an English Language
Learner could influence instructional planningO Describe and explain how an instructionally
challenged student could influence instructional planning
O Plan for academic instruction for a whole classO Provide lesson adaptions for the English Language
Learner and challenge studentO Reflect on connecting instructional planning to
student characteristics
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
Step 1: Academic Content Selection and Learning
about Students
O What information that may influence instruction do you want to learn about your students?
O How will you learn about your students? (Describe the methods you will use and why you have chosen to use those particular methods.)
O How will you use this information in planning academic instruction in your selected content area?
Step 2: Learning about Two Focus Students
O Go back to Step 1 and see if you can answer the questions you posed.
O What do you know about your focus students?
O Rationale
O Do you need any clarifications?
Step 3: Planning for Academic Instruction for
the Whole ClassO Things to reflect on…
O Instructional Strategies vs. Student Activities
O Evidence
O Progress Monitoring
O Differentiation
O Remember… The Gradual Release of Responsibility Model!
Step 4: Lesson Adaptations for the Two Focus
Students
O If you are not providing adaptations, you are not differentiating!
O Brainstorm Activity
O Adaptations and Rationale
Step 5: Reflection on Connecting Instructional Planning to Student Characteristics
O Question 1:O 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.
O Course Readings? Experience?
Step 5: Reflection on Connecting Instructional Planning to Student Characteristics
O Question 2:
O How will you use what you have learned regarding connecting instructional planning to student characteristics in the future?
O Course Readings? Experience?
Next Steps…O Review the documents on SakaiO Complete your first draft of TPA #2O Revise your draftO Edit your workO Please send any clarifying questions to
O sgriffin1@antioch.eduO Send your final version of TPA #2 to
O dmagana@antioch.edu
BREATHE!
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