tpa orientation to benchmarks
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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.
TEACHER PLANNING (3)
How do the candidate’s planning, instruction, and assessment support academic language development?
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?
How do the informal and formal assessments provide information to understand student progress toward
the standards/objectives?
STUDENT ENGAGEMENT (2)
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?
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?
How does the candidate demonstrate an understanding of student performance with respect
to standards/objectives?
ASSESSMENT (3)
How does the candidate use conclusions about what students know and are able to do to plan
next steps in instruction?
How does the candidate provide students feedback to guide their
further learning?
How does the candidate monitor student learning and make appropriate adjustments in
instruction during the learning segment?
ACADEMIC LANGUAGE (2)
How does the candidate identify the language demands of learning tasks and assessments relative to
the students’ current levels of academic language proficiency?
How do the candidate’s planning, instruction, and assessment support academic language
development?
TPAC TPA
Packet Calibrate
Preponderance of Evidence Essential questions
Interpretive skills Academic Language
BOT TaskSTream
PEDL Structured Opportunities
Formative Assessment Summative Assessment
4 point rubric 75% done “externally”
“Specific patterns are identified for individuals or subgroups”
Specific feedback
“Consider the implications for meeting the standards/objectives”
Language demands
Language proficiency Frames
Stanford Inter-rater reliability