calapa virtual think tank

Copyright © 2018 by the California Commission on Teacher Credentialing. All rights reserved.1900 Capital Avenue, Sacramento, CA 95811

CalAPAVirtual Think Tank

July 27, 2018


WebEx Features

• Mute and Unmute (*6 to mute, #6 to unmute)

• Participant panel

• Chat • Send questions to “Everyone”.

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Introductions

CTC

Amy Reising, Director of Performance Assessment Development

Gay Roby, Consultant

Programs

Ursula Estrada-Reveles, Leadership Associate II, Riverside County Office of Education

Lanelle Gordin, Senior Leadership Associate, Riverside County Office of Education

Susan Belenardo, PASC Program Director, University of California Irvine

Evaluation Systems

Tina Frushour, Program Manager

Laurie Thornley, Program Manager

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Agenda

• Key dates

• PASC program standards

• Planning a schedule of support

• Defining faculty roles & responsibilities

• Peer Q&A

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Key Dates

• Non-consequential administration: June 1, 2018 – May 31, 2019

• CTC letter to districts: Early-August 2018

• CalAPA overview (evidence tables & rubric questions) available: Early-August 2018

• CalAPA cycles & rubrics available: Late-September 2018

• Registration opens: Early-October 2018

• First submission deadline: October 18, 2019

• Standard setting study: Spring/summer 2019

• Consequential administration: June 1, 2019 & beyond

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PASC Program Standards

• Administrative Service Credential Program Standards Handbook

• PASC Program Standards Chart

• CTC letter to districts

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https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/asc-admin-handbook-2018.pdf?sfvrsn=80af7e44_6

https://www.ctc.ca.gov/docs/default-source/educator-prep/tpa-files/k-12-districts-cos-tpa-2018.pdf?sfvrsn=f0cc50b1_2


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Planning a Schedule of Support

Planning a Schedule of Support

Small, Private, Christian University

Where to Embed the CalAPA Cycles

Identified CalAPA Lead Instructors who paired up with full time faculty so there was a team to tackle each cycle and to inform course content adjustments etc.

Learnings from the Pilot in 2016 - 2017

• Utilized the pilot as an opportunity to collect sample videos, sample responses to narratives etc. These were used later to inform course design and as samples as appropriate. Students agreed to use and signed waivers

• In the F2F courses, we discovered that we needed to think about this in a different way. Students need to learn

A) What is required for each cycle

B) The related knowledge and skills at the APPLICATION level

We had to scramble to build some samples to share with students because just TALKING ABOUT what they needed to do was to abstract for them as Pre-service folks

Outcomes from the Pilot

• All courses now only offered in Blended format…..no more Online Only Asynchronous options

• The work done in Cycle 1 and 2 becomes the focus of the case study MA course

Next Steps:

1. Training all FW supervisors in each cycle so that when the candidates are enrolled in the content course the FWS can support the candidate in addition to the faculty member who is teaching the content

Other Considerations

• Course syllabus approval and course catalog adjustments take about 1 year……..

• Had to get things moving in the system to add catalog language and update course syllabi

• Adopting some new key textbooks…….for example….we didn’t have a book on Coaching teachers….this was previously only addressed in the law course from an HR Teacher Evaluation perspective

Riverside County Office of EducationField Test Support: Not Sufficient

• Zoom Overview of the Leadership Cycle before the first session of the class where the Cycle will be completed. Q and A time provided.

Very helpful, helped answer big questions without taking class time.

• Instructors taught candidates how to move through the steps of the Cycle and provided support during class sessions.

Took too much instructional time!

• Program provided monthly Zoom support sessions for anyone needing more questions answered.

Very few people attended.

2018-2019 CalAPA Support

Most step-by-step instruction for completing Leadership Cycles is done online, outside of class time. Class time is used to teach the skills needed to be successful on the Leadership Cycles.

Class 1 Class 2

Instruction on skills needed to be successful on Leadership Cycles.

Online Step-By Step Instruction on Leadership Cycle

Finalizing Online Peer Review of Leadership Cycle Drafts

Online Homework: Reviewing samples, creating

drafts, getting peer feedback.

Flow

• Online: Video providing step-by step instructions for completing the Leadership Cycle provided as online pre-work before the first class session. Candidates must complete a Note-Taking Guide on the video and turn it in before the first class session.

• Class Time: Brief time during first class session to review the responses to video and score a sample submission together using the CalAPA Rubrics for the designated Cycle. This helps candidates understand the Cycle and the rubrics. Begin instruction in course content.

• Online Homework: Candidates write/produce their own drafts for the steps of the cycle, receive feedback from peers using the CalAPA Rubric, then revise the draft. Drafts and final versions are submitted as assignments, not for instructor feedback, but for accountability purposes.

• Instructors score the submissions as complete or incomplete for program purposes, providing no specific feedback per the CalAPA Acceptable Support Document provided by CTC. The cycle must be complete to pass the course.

• Candidates upload the submissions to the Pearson online venue for state scoring.

Instructor Responsibilities

• Be knowledgeable about the Leadership Cycle required for the course he/she is teaching and the concepts and skills that must be taught for candidates to be successful.

• Provide skillful instruction that prepares candidates to meet the requirements.

• Provide structured time for CalAPA support in the form of online office hours, scheduled Zoom sessions, time before/after class—instructor’s preference.

• Give a score of complete or incomplete for each step of the Leadership Cycle. If deemed incomplete, candidate must revise, using the rubrics and peer consultation to make revisions. Instructors may only provide the support outlined in the CalAPA Acceptable Support Document.

• Ensure that all candidate work has been submitted 8 days before the next course begins—follow-up on work after that date is fine.


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Defining Faculty Roles & Responsibilities

Faculty Support for CalAPA

• Introduced and reviewed CalAPA Cycles with all faculty

• Identified courses primarily responsible for supporting each Cycle• Fieldwork Instructor supports all 3 Cycles

• Introduced case study model across all courses

• Reviewed course syllabi• Content revised to support foundational knowledge and skills

• Performance based assignments/projects

• Peer review opportunities

Faculty Role in Supporting CalAPA

• Primary courses Instructors• CalAPA pacing guide

• Identify CalAPA element(s)

• Include in course requirements

• Peer review opportunities

• Fieldwork Instructor beginning Fall 2018• Supports CalAPA performance requirements

• Coordinates with Primary course instructors


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Peer Q&A


Program Readiness Planning – June/July

• Begin recruiting assessors, if local scoring option selected

• Identify suitable fieldwork location sites

• Establish system for communicating with faculty and fieldwork location sites & begin disseminating CalAPA information

• Meet with faculty and school/district personnel to clarify roles, plan curriculum integration, & plan for candidate supports

• Establish schedule for faculty & school/district personnel training

• Participate in Virtual Think Tank I: July 27

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Program Readiness Planning - August

• Continue faculty & school/district personnel training

• Participate in Virtual Think Tank II: August 31

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Program Readiness Planning - September

• Final CalAPA assessment materials delivered to programs: Late-September

• Continue faculty & school/district personnel training

• Attend a CalAPA Implementation Think Tank Session• Session 1: SoCal (Riverside): September 18

• Session 2: NoCal (Sacramento): September 26

• Session 3: SoCal (San Diego): October 18

• Participate in Virtual Think Tank III: September 21

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Program Readiness Planning - October

• CalAPA registration opens: Early-October

• Attend CalAPA session at CCAC (Sacramento): October 10-12

• Attend CalAPA session at CCTE (San Diego): October 18-20

• Attend CalAPA session at CAPEA (San Diego): October 19-20

• First submission deadline: October 18

• Participate in Virtual Think Tank IV: October 26

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Program Readiness Planning - November

• Provide remediation for candidates who did not pass cycles submitted on October 18

• Second submission deadline: November 15

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Program Readiness Planning - December

• Participate in Virtual Think Tank V: December 7

• Provide remediation for candidates who did not pass cycles submitted on November 15

• Third submission deadline: December 13

• Induction Conference: December 4-5 (Fresno)

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Next Virtual Think Tank

August 31, 2018

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Technical questions: [email protected] questions: [email protected], [email protected]

Website: www.ctcpa.nesinc.com

Thank you for attending.

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