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Morehead State University College of Education

Clinical Practice Critical Performance

Teacher Performance Assessment (TPA): Performance Tasks Teaching Process Expectations Scoring Rubrics Instructional Sequence/Lesson Plan Format

A library of TPA-TWS resources can be found at http://fp.uni.edu/itqThe Renaissance group manual for mentoring students to develop a TPA/TWS can be downloaded at: http://fp.uni.edu/itq/PDF_files/mentoring_manual_june_2004.pdf

These tasks and scoring rubric are based on the work done by The Renaissance Partnership for Improving Teacher Quality Project,(http://fp.uni.edu/itq) a Title II federally funded project with offices at Western Kentucky University. (June 2008) Director: Roger Pankratz

Revised: July, 2010

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Overview of Teacher Performance Assessment (TPA) The Vision: Successful teacher candidates support learning by designing a Teacher Performance Assessment that employs a range of strategies and builds on each student's strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following TPA expectations:

The teacher uses information about the teaching/learning context and student individual differences to set learning objectives, plan instruction and design authentic purposeful assessments.

The teacher selects significant, challenging, varied, and measurable learning objectives.

The teacher uses multiple assessment modes (formative and/or summative) and instructional approaches aligned with learning objectives to assess student learning before, during, and after instruction.

The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts.

The teacher uses regular and systematic evaluations of student learning to make instructional decisions.

The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

The teacher reflects on his or her instruction and student learning in order to improve teaching practice and raise levels of student achievement.

The teacher presents information in a professional manner which is marked by use of Standard English, concise clear writing, absence of surface error (s), and the systematic presentation of all information needed to understand the subject at hand.

TPA Section Assignments: The TPA contains teaching processes identified by research and best practice as fundamental to improving student learning. Each process is followed by a TPA Expectation and a Task. A. Included with each section assignment is a rubric. Rubric evaluation of the TPA section assignments targets performance expectations and defines various levels of performance. The Tasks provide explicit directions; and if addressed appropriately, will afford the candidate a high level of mastery, when each TPA section assignment is completed.

Expectations include teaching a well-developed instructional sequence (3-5 lessons). The scaffolding of section assignments is intentionally designed so that candidates will experience and internalize a backwards design approach to lesson development; the following steps are aligned with the backwards design approach:

Candidate will identify and describe contextual factors related to the teaching and learning context. Factors are to be specifically focused on the learning environment, which includes the individual students in the classroom where the candidate is placed.

Candidate will identify learning objectives, based on state or district content standards. As KY continues to address meeting national standards and raising levels of student achievement, the following information is important to know:

2010-2011 KY state tests will be aligned with Kentucky Core Content 2011-2012 KY state tests will be aligned with the new KY Core

Standards Candidate will create an assessment plan that is designed to measure student

performance before (pre-assessment), during (formative assessment) and after (summative-assessment). This design of the plan should provide students with learning experiences focused on high levels of mastery, as per the summative assessment rubric criteria the candidate designs to measure student achievement.

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Candidate will analyze student learning and then reflect upon and evaluate teaching, as related to student learning.

TPA Development Process Guidelines:

University Supervisors will provide a timeline for submission of each section assignment.

Candidates will follow the university supervisor’s instructions and submit each section assignment for review and feedback, as per the schedule provided by the university supervisor. The schedule may vary from one candidate to another, as individualization and differentiation may come into play due to exceptionalities. That is to be determined by the university supervisor.

Candidates will move to the next section assignment, only when the university supervisor directs them to do so. One assignment builds on the other and this ensures that the scaffolding design is addressed appropriately.

Candidates with dual placements are to complete the TPA by the end of the 1

st 8 weeks of the clinical practice experience, Scheduled timelines

must be followed. Due dates may only be extended, in cases of exceptionality. Permission for an extension must be received from the university supervisor with the approval of the Educational Service Director.

Candidates with 16-week placements may be guided to address an entirely different timeline schedule.

TPA Format (Candidate Instructions):

Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level taught, (d) subject taught, (d) your university, (e) course number and title. (TPA page 1)

Certification. The certification page attests that the entire document is your original work. (A copy of a certification page is found at the conclusion of this document.) (TPA page 2).

Table of Contents. Provide a Table of Contents that lists the sections and attachments in your TPA document with page numbers. (TPA page 3)

Charts, Graphs and Attachments. Charts, graphs and assessment instruments are required as part of the TPA document. Other attachments, such as student work may be included. However, you should be very selective and make sure attachments provide clear, concise evidence of performance related to TPA expectations and students' learning progress.

Narrative Length. There is some flexibility of length across components, but the total length of your written narrative (excluding charts, graphs, attachments and references) should not exceed 11-13 (plus any additional charts, etc.) word processed pages, double-spaced in 12-point font, with 1-inch margins. The narrative should be very specific and address factors that impact the students learning (quality and not quantity) with the complete TPA not exceeding 50-60 typed pages.

References and Credits (not included in total page length). If you refer to another person's ideas or material within the narrative, it is imperative that you cite these under “References and Credits”, as directed, at the end of each section assignment. You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled "Publication Manual of the American Psychological Association").

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Instructional Sequence/Lesson Plans. The plans (3-5) for the instructional activities analyzed in the TPA should be attached in an appendix and follow the lesson plan format included in the candidate packet provided at seminar II.

Anonymity. In order to ensure the anonymity of district classroom students, do not include any student names or identification in any part of the narrative (TPA).

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Teaching Processes Assessed by the Teacher Performance Assessment

Teaching Processes, Kentucky Teacher & IECE Standards, TPA Expectations, and Indicators

Contextual Factors

TPA Expectation The candidate identifies information about the teaching and learning context as well as student individual characteristics and can articulate how these factors will impact the teaching and learning process.

Kentucky Teacher Standards Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Interdisciplinary Early Childhood Education (IECE) Standards Standard 1: The Teacher Designs and Plans Instruction Standard 2: The Teacher Creates and Maintains Learning Climate Standard 3: The Teacher Implements Instruction Standard 6: The Teacher Collaborates with Colleagues/Families/Others Standard 8: The Teacher Supports Families

Learning Objectives

TPA Expectation

The candidate establishes significant, challenging, varied, and appropriate learning objectives aligned with content area standards.

Kentucky Teacher Standards Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate

Interdisciplinary Early Childhood Education (IECE) Standards Standard 1: The Teacher Designs and Plans Instruction Standard 2: The Teacher Creates and Maintains Learning Climate

Assessment Plan

TPA Expectation he candidate uses a variety of assessments aligned with learning objectives to assess student rning before (pre-assessment), during (formative), and after (summative) instruction.

Kentucky Teacher Standards Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results

Interdisciplinary Early Childhood Education (IECE) Standards Standard 1: The Teacher Designs and Plans Instruction

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Standard 2: The Teacher Creates and Maintains Learning Climate Standard 3: The Teacher Implements and Manages Instruction Standard 4: The Teacher Assesses and Communicates Learning Results

Design for Instruction

TPA Expectation

The candidate designs instruction for specific learning objectives based on student characteristics and needs, learning contexts, and best teaching practices.

Kentucky Teacher Standards: Standard 1: The Teacher Demonstrates Applied Content Knowledge Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results Standard 6: The Teacher Demonstrates the Implementation of Technology Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Interdisciplinary Early Childhood Education (IECE) Standards Standard 1: The Teacher Designs and Plans Instruction Standard 2: The Teacher Creates and Maintains Learning Climate Standard 3: The Teacher Implements and Manages Instruction Standard 4: The Teacher Assesses and Communicates Learning Results Standard 6: The Teacher Collaborates with Colleagues/Families/Others Standard 8: The Teacher Supports Families Standard 9: The Teacher Demonstrates Implementation of Technology

Instructional Decision-Making

TPA Expectation

The candidate continually monitors and uses on-going analysis of student learning to make instructional decisions.

Kentucky Teacher Standards Standard 1: The Teacher Demonstrates Applied Content Knowledge Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Interdisciplinary Early Childhood Education (IECE) Standards Standard 1: The Teacher Designs and Plans Instruction Standard 2: The Teacher Creates and Maintains Learning Climate Standard 6: The Teacher Collaborates with Colleagues/Families/Others Standard 8: The Teacher Supports Families

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Analysis of Student Learning

TPA Expectation The candidate uses assessment data to profile and document students’ learning during the instructional sequence.

Kentucky Teacher Standards Standard 5: The Teacher Assesses and Communicates Learning Results Standard 7: The Teacher Reflects On and Evaluates Teaching and Learning Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Interdisciplinary Early Childhood Education (IECE) Standards Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results Standard 6: The Teacher Demonstrates the Implementation of Technology Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Self-Evaluation and Reflection

TPA Expectation The candidate analyzes the relationship between his or her instruction, assessment data, and other factors in order to improve teaching practice.

Kentucky Teacher Standards Standard 7: The Teacher Reflects On and evaluates Teaching and Learning Standard 9: The Teacher Evaluates Teaching and Implements Professional Development

Interdisciplinary Early Childhood Education (IECE) Standards Standard 5: The Teacher Assesses and Communicates Learning Results Standard 7: The Teacher Engages in Professional Development

Presentation

TPA Expectation The candidate’s TPA is presented with accuracy, clarity and professionalism.

Professional Code of Ethics for Kentucky School Certified Personnel 16KAR1:200 KRS 161.028, KRS 161.030

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Contextual Factors: TPA Section I

TPA Expectation The candidate identifies information about the teaching and learning context as well as student individual characteristics and can articulate how these factors will impact the teaching and learning process.

Kentucky Teacher Standards Standard 2: Designs and Plans Instruction Standard 3: Creates and Maintains Learning Climate Standard 4: Implements and Manages Instruction Standard 8: Collaborates with Colleagues/Parents/Others

IECE Teacher Standards Standard 1: Designs and Plans Instruction Standard 2: Creates and Maintains Learning Climate Standard 3: Implements Instruction Standard 6: Collaborates with Colleagues/Families/Others Standard 8: Supports Families

TaskComplete the contextual factors data chart to identify contextual factors, as they are relevant to the class for which you are developing the TPA. In doing so, you will address the following:

1) Contextual factors that impact the teaching and learning process 2) Specific types of strategies and techniques used to address these

unique characteristics and needs.

Include

Credits and References

*Contextual Factors Data Chart follows…

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Contextual Factors Data Complete the tables below with the requested information. Be sure to indicate the source of your information for all items.

District, School, & Classroom Contextual Factors District & CommunityFactors

1. List economic characteristics of the school district

2. List the population and diversity information for the school district

School Factors 1. List economic characteristics of your school2. List the population and diversity information for the school

3. Describe the parent involvement in the schoolClassroomFactors

1. Describe the assistance you have in the classroom (i.e assistants, volunteers, resource teachers, etc.)

2. Describe the classroom resources available to you (i.e. equipment, technology, supplies, etc.)

3. Describe the physical learning environment of the classroom (i.e. how are desks arranged, how easily can technology and supplies be accessed, how is the classroom setup to engage students, etc.)

Student Contextual Factors Grade level(s) in the class: Student ages in the class: Number of Students in the

Class:# Students with IEP: # of GSSP Students: # of LEP Students:Characteristics of Students

1. Describe any language, cultural, socioeconomic, and/or developmental differences of the students in the classroom.

2. Describe any special needs of the students in your classroom.3. Describe any positive characteristics of students that impact

classroom learning (i.e. interests, talents, motivation, etc.)Student Varied Approaches to

Learning

Describe the different learning preferences of the students in the classroom.

Student Skills and Prior Learning

1. Estimate the achievement levels of the students in the classroom (i.e. approximately how many students are above, on, or below grade level?)

2. Describe the prior instruction students have received regarding the TPA topic.

Implications of Contextual Factors Implications for Assessment & Instruction

1. Select and describe two ways that the contextual factors listed above will impact the assessment of students.

2. Select and describe two ways that the contextual factors listed above will impact the planning and instruction of the instructional sequence.

ReferencesReferences List the sources for the above information in an appropriate

reference format. Ex:

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Contextual Factors Rubric

TPA Section I: The candidate identifies information about the learning and teaching context and student individual characteristics and can articulate how these factors will impact the teaching and learning process.

Indicator 1

Not Met 2

Partially Met 3

Met Score

Knowledge of Community, School and Classroom Factors

Candidate displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom.

Candidate displays some knowledge of the characteristics of the community, school, and classroom that may affect learning.

Candidate displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning.

KTS 2.2, 4.2

Knowledge of Characteristics of Students

Candidate displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g., development, interests, culture, abilities/disabilities).

Candidate displays general knowledge of student differences (e.g., development, interests, culture,abilities/disabilities).

Candidate displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning.

KTS 3.5, 4.2, 4.4

Knowledge of Students’ Varied Approaches to Learning

Candidate displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Candidate displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities).

Candidate displays general & specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning.

KTS 3.3, 4.2, 8.1

Knowledge of students’ skills and prior learning

Candidate displays little or irrelevant knowledge of students’ skills and prior learning.

Candidate displays general knowledge of students’ skills and prior learning that may affect learning.

Candidate displays general & specific understanding of students’ skills and prior learning that may affect learning.

KTS 3.2, 3.3, 3.4, 3.5, 4.2, 4.4, 8.1, 8.2, 8.3

Implications for Instructional Planning and Assessment

Candidate does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR characteristics OR provides inappropriate implications.

Candidate provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Candidate provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.

Contextual Factors Mean Score

78

Learning Objectives: TPA Section II

TPA Expectation The candidate establishes significant, challenging, varied, and appropriate learning objectives aligned with content area standards.

Teacher Standards Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate

TaskProvide and justify the learning objectives for the instructional sequence.

The Objectives must:

Define what students are expected to know and be able to do at the end of the instructional sequence (Be sure that objectives focus on the “big picture” outcome, not activities in which students will be participating during the lesson).

Reflect the key concepts and skills of the discipline. Be challenging, varied, and relevant to the content and learners. Align with content area standards (Identify the source of your standards).

Include:

A chart with the objective(s), standard(s), Depths of Knowledge (DOK), and Bloom’s Taxonomy levels.

A discussion of why the identified learning objectives are appropriate in terms of the contextual factors and pre-requisite knowledge, skills, and other unique needs of the student(s).

Credits and References

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Learning Objectives Rubric

TPA Section II: The candidate establishes significant, challenging, varied and appropriate learning objectives aligned with content area standards.

Indicator1

Not Met 2

Partially Met 3

Met Score

Significance, Challenge, and Variety

Objectives reflect only one type or level of learning.

Objectives reflect several types or levels of learning but lack significance or challenge.

Objectives reflect several types or levels of learning and are significant and challenging. KTS 2.4, 2.5, 3.1

Clarity and Focus on LearningOutcomes

Objectives are not stated clearly and are activities rather than learning outcomes.

Some of the objectives are clearly stated as learning outcomes.

Most of the objectives are clearly stated as learning outcomes.

KTS 3.1

Appropriateness for Students

Objectives are not appropriate for the development; pre-requisite knowledge, skills, experiences; or other student needs.

Some objectives are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs.

Most objectives are appropriate for the development; pre-requisite knowledge, skills, experiences; and other student needs.

KTS 2.2, 2.5, 3.1

Alignments with Content Area Standards

Objectives are not aligned with national, state or local standards.

Some objectives are aligned with national, state or local standards.

Most of the objectives are explicitly aligned with national, state or local standards. KTS 2.1, 2.4

Learning Objectives Mean Score

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Assessment Plan: TPA Section III

TPA Expectation The candidate uses a variety of assessments aligned with learning objectives to assess student learning before (pre-assessment), during (formative), and after (summative) instruction.

Teacher Standards Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results

TaskDesign an assessment plan to monitor student progress toward learning objectives. Use a variety of assessment modes and strategies to evaluate student learning before (pre-assessment), during (formative), and after (summative) instruction. At least one assessment instrument must include numerical data in order to easily compare pre- and summative assessment data.

The Assessment Plan Must:

Directly align assessments with learning objectives Assess student knowledge and learning before, during, and after instruction Include a pre-assessment that must be completed and analyzed prior to beginning

instruction Include multiple types of assessments Clearly and appropriately measure student learning towards learning objectives Measure student learning focused on learning objectives throughout the instructional

sequence Include adaptations that are appropriate to meet the needs and exceptionalities of

individual students (refer to BRIGHT IDEAS – www.moreheadstate.edu/esu) Describe how student performance will be scored and evaluated. Include the criteria

used to determine whether or not learning objectives are met Include at least one original assessment instrument designed by the candidate

Include:

An assessment plan, in table format, that shows (1) alignment of the assessment with the learning objectives (2) multiple assessments and assessment modes (3) Depth of Knowledge (DOK) level and (4) a brief overview of the assessment task and 5) accommodations.

A description of assessment activities that: 1. Explains how the assessments will be used to determine student progress 2. Justifies why the format used for assessment is the best choice 3. Describes how the assessment was customized to meet students’ needs 4. Explains how the contextual factors have helped shape assessment activities

An explanation of how formative assessment activities will be used to determine student progress during the instructional sequence and why collecting this evidence is critical related to the instructional design, delivery of the sequence and the evaluation/assessment process.

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Copies of your assessments, including directions provided to students and instruments used to score and evaluate student performance (e.g., rubrics, checklists, rating scales, answer keys, etc.).

Credits and References

Assessment Plan Rubric

TPA Section III: The candidate uses a variety of assessments aligned with objectives to assess student learning before (pre-assessment), during (formative), and after (summative) instruction.

Indicator1

Not Met 2

Partially Met 3

Met Score

Alignment with Learning Objectives

Content and methods of assessment lack congruence with objectives or lack cognitive complexity.

Although all objectives are assessed in some way, the content and methods used are not completely congruent or have minimal cognitive complexity.

Each of the objectives is assessed throughout the assessment plan; assessments are congruent with the objectives in content and cognitive complexity.

KTS 2.2, 2.3, 2.4, 4.2, 5.1

Clarity of Criteria and Standards for Performance

The assessments contain no clear criteria for measuring student performance relative to the learning goals.

Assessment criteria have been developed, but they are not clear or are not explicitly linked to the objectives.

Assessment criteria are clear and are explicitly linked to the objectives.

KTS 2.3, 3.1

Multiple Formats and Methods of Assessment (e.g., pre-, formative, & summative).

The assessment plan includes only one assessment format and does not assess students before, during, and after instruction.

The assessment plan includes multiple formats but all are either pencil/paper based (i.e., they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.

The assessment plan includes multiple assessment formats (including, but not limited to, performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence.

KTS 4.2, 6.4

Technical Soundness

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are unclear to students.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.

Assessments are valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

KTS 2.2, 5.2, 5.3

Adaptations Based on Individual Needs and Contextual Factors

Candidate does not adapt assessments to meet the individual needs of students or these assessments are inappropriate.

Candidate makes adaptations to assessments that are appropriate to meet the individual needs of some students.

Candidate makes adaptations to assessments that are appropriate to meet the individual needs of most students.

KTS 2.2, 2.3, 2.4, 3.3

Assessment Plan Mean Score

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Design for Instruction: TPA Section IV

TPA Expectation The candidate designs instruction for specific learning objectives based on student characteristics and needs, learning contexts, and best teaching practices.

Kentucky Teacher Standards: Standard 1: The Teacher Demonstrates Applied Content Knowledge Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 4: The Teacher Implements and Manages Instruction Standard 5: The Teacher Assesses and Communicates Learning Results Standard 6: The Teacher Demonstrates the Implementation of Technology Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Task Develop a 3-5 day lesson sequence designed to guide and assist students in achieving the learning objectives. The lesson sequence is to be based on student characteristics and needs, learning contexts, and best teaching practices.

The Design for Instruction must:

Use pre-assessment data and analysis, student needs, and the contextual factors to shape the design of the instructional sequence, the teaching to be used, and the strategies and activities that will be used.

Reflect a variety of instructional strategies, techniques, and activities Be appropriate for the content area Include appropriate use of available resources

Include:

An overview of the pre-assessment data in a table, graphic organizer, narrative, or some other form

A summary of pre-assessment results that describe students’ prior knowledge related to the objectives

A table that provides an overview of the instructional sequence focused on identified objectives, topics being discussed, and activities. Every activity must be shown to relate to one or more of the objectives, and every objective must have a related activity.

A detailed description of two or more selected activities that: Describes the activities (clearly and concisely) Shows a variety of instructional strategies and techniques/approaches are being used Explains why these activities are developmentally appropriate for the content area, and

the identified needs of the learners, the contextual factors, and the learning objectives Explains how the pre-assessment data influenced the design of the activities Discuss how the assessment plan will be implemented during and after the activities

A description of how technology will be used in planning and instructional delivery A description of how students will use technology during their learning activities. (Note: If for some reason, student use of technology is not included during the instructional sequence, a clear rationale should be provided for its omission.)

Credits and References

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Design for Instruction Rubric

TPA Section IV: The candidate designs instruction for specific learning objectives, student characteristics and needs, learning contexts, and best teaching practices.

Indicator1

Not Met 2

Partially Met 3

Met Score

Alignment with Learning Objectives

Few lessons are explicitly linked to objectives. Few learning activities, assignments and resources are aligned with objectives. Not all objectives are included in the design.

Most lessons are explicitly linked to objectives. Most learning activities, assignments and resources are aligned with objectives. Most objectives are included in the design.

All lessons are explicitly linked to objectives. All learning activities, assignments and resources are aligned with objectives. All objectives are included in the design.

KTS 1.3, 2.4, 4.1

AccurateRepresentation of Content

Candidate’s use of content appears to contain numerous inaccuracies. Content seems to be viewed more as isolated skills and facts rather than as part of a larger conceptual structure.

Candidate’s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline.

Candidate’s use of content appears to be accurate. Focus of the content is congruent with the big ideas of structure of the discipline.

KTS 1.1, 1.2, 1.4

Lesson and Unit Structure (KTIP Lesson Plan Format)

The lessons within the unit are not logically organized. (e.g., sequenced).

The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the objectives.

All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the objectives.

KTS 1.1, 1.2, 2.5, 4.5

Use of a Variety of Instruction, Activities, Assignments and Resources

Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).

Some variety in instruction, activities, assignments, or resources but with limited contribution to learning.

Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. KTS 1.1, 1.2, 1.3,

1.4, 3.3

Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources

Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear purposeful, productive, and appropriate for each student.

Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear purposeful, productive, and appropriate for each student.

Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments are purposeful, productive, and appropriate for each student.

KTS 1.3, 2.2, 4.2, 4.3, 4.4, 8.2, 8.3

Use of Technology

KTS 6.1, 6.2, 6.3, 6.5

Technology is inappropriately used OR candidate does not use technology, and no (or inappropriate) rationale is provided.

Candidate uses technology but it does not make a significant contribution to teaching and learning, OR candidate provides limited rationale for not using technology.

Candidate integrates appropriate technology that makes a significant contribution to teaching and learning, OR candidate provides a strong rationale for not using technology.

Design for Instruction Mean Score

84

Instructional Decision-Making: TPA Section V

TPA Expectation The candidate continually monitors and uses on-going analysis of student learning to make instructional decisions.

Kentucky Teacher Standards Standard 1: The Teacher Demonstrates Applied Content Knowledge Standard 2: The Teacher Designs and Plans Instruction Standard 3: The Teacher Creates and Maintains Learning Climate Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

Task Describe at least one instance during the instructional sequence when a student’s response to the instruction prompted altering a teaching technique, strategy, or the sequence of events from what was originally planned.

The Instructional Decision-Making Must:

Be focused on changes to the instructional plan that were determined because of student performance during the learning activities

Be focused on changes to instruction after the pre-assessment, design for instruction, and original lesson plan sequence were completed

Include:

A description of the student actions that prompted a modification to the original design A description of the actions taken when modification/adaptation was identified A discussion of why the modification was made and selected as the best choice for

improving student learning A discussion of the effectiveness and impact of the modification Credits and References

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Instructional Decision-Making Rubric

TPA Section V: The candidate continually monitors and uses on-going analysis of student learning to make instructional decisions.

Indicator 1

Not Met 2

Partially Met 3

Met Score

Sound Professional Practice

Many instructional decisions are inappropriate and not pedagogically sound (i.e., they are likely to lead to student learning).

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound (i.e., they are likely to lead to student learning).

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

KTS 1.2,1.3, 3.2, 3.3

Modifications Based on Analysis of Student Learning

Candidate treats class as “one plan fits all” with no modifications.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Included explanation of why the modifications would improve student progress.

KTS 1.5, 2.2, 2.3, 3.1

CongruenceBetween Modifications and Learning Goals

Modifications in instruction lack congruence with objectives.

Modifications in instruction are somewhat congruent with objectives.

Modifications in instruction are congruent with objectives.

KTS 3.3, 8.3

Instructional Decision-Making Mean Score

86

Analysis of Student Learning: TPA Section VI

TPA Expectation The candidate uses assessment data to profile and document students’ learning during the instructional sequence.

Kentucky Teacher Standards Standard 5: The Teacher Assesses and Communicates Learning Results Standard 7: The Teacher Reflects On and Evaluates Teaching and Learning Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others

TaskAnalyze assessment data to determine students’ progress related to the learning objectives.

The Analysis of Student Learning Must:

Compare pre-assessment and summative assessment data for learning objectives Provide documentation that clearly explains whether or not student progress toward

mastery of the identified learning objectives occurred

Include:

An analysis of the entire class’s progress toward learning objectives by: 1. Creating a table that shows the pre-assessment and summative assessment data

for every student, as well as the class average of these assessments 2. Creating a graphic summary that compares the pre-assessment data with the

summative assessment data 3. Discussing what the data shows about student learning related to the learning

objectivesAn analysis that compares the assessment data for subgroups of students for ONE of the learning objectives by:

1. Selecting a group characteristic to divide the class into two subgroups (i.e., performance level, age, gender, reading level)

2. Discussing why it is important to compare student results based on the characteristic chosen

3. Creating a graphic summary that compares the pre-assessment and summative assessment for the subgroups for one of the learning objectives

4. Discussing what the data shows about students’ learning related to the learning objective and the subgroups chosen

An analysis that compares the assessment data for two students by: 1. Selecting two students who demonstrated different levels of performance during

the instructional sequence 2. Summarizing the differences in the pre-assessment, formative assessment, and

summative assessment data for the two selected students 3. Including appropriate examples of the two students’ work 4. Discussing the similarities and differences between the students work (e.g.

assessment results, work product comparison, and mastery of learning objectives) Credits and References

87

Analysis of Student Learning Rubric

TPA Section VI: The candidate uses assessment data to profile student learning during the instructional sequence.

Indicator1

Not Met2

Partially Met3

MetScore

Clarity and Accuracy of Presentation

Presentation is not clear and accurate; it does not accurately reflect the data.

Presentation is understandable and contains few errors.

Presentation is easy to understand and contains no errors of representation.

KTS 7.2

AlignmentWithObjectives

Analysis of student learning is not aligned with objectives.

Analysis of student learning is partially aligned with objectives and/or fails to provide a comprehensive profile of student learning relative to the objectives for the whole class, subgroups, and two individuals.

Analysis is fully aligned with objectives and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals.

KTS 5.4

Interpretation of Data

Interpretation is inaccurate and conclusions are missing or unsupported by data.

Interpretation is technically accurate, but conclusions are missing or not fully supported by data.

Interpretation is meaningful and appropriateconclusions are drawn from the data.KTS 5.4, 7.1,

8.1

Evidence of Impact on StudentLearning

Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward objectives.

Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward objectives.

Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each objective.

KTS 5.5, 7.1, 8.4

Analysis of Student Learning Mean Score

88

Self-Evaluation and Reflection: TPA Section VII

TPA Expectation The candidate analyzes the relationship between his or her instruction, assessment data, and other factors in order to improve teaching practice.

Kentucky Teacher Standards Standard 7: The Teacher Reflects On and evaluates Teaching and Learning Standard 9: The Teacher Evaluates Teaching and Implements Professional Development

TaskEvaluate “teacher” performance, giving consideration to the lesson design, delivery of the sequence, and student achievement results. Design a professional development action plan that is focused on improving practice and professional growth in areas identified as needing improvement.

The Reflection and Self-Evaluation must:

Consider all factors relating to teaching the instructional sequence Focus on ideas for the future that will increase student achievement

Include:

Identification of the learning objective with the highest student achievement. Include the following:

1. Based primarily on the analysis of student learning, identify the learning objective with the highest student achievement rating

2. Include at least two reasons for the success 3. Identify “teacher” improvements to be addressed when/if the lesson sequence is

taught again, in order for students to achieve higher levels of success and mastery of the learning objectives

4. Consider the impact the contextual factors, objectives, instruction, assessments and/or other conditions had on the instructional sequence and final results

Identification of the learning objective with the lowest student achievement. Include the following:

1. Based primarily on the analysis of student learning, identify the learning objective with the lowest student achievement.

2. Discuss at least two reasons for this lower achievement 3. Identify what could be done differently or better in the future to improve students’

performance4. In the discussion, consider how the objectives, instruction, assessments,

contextual factors, and/or other conditions may have hindered student achievement

Discussion of identified professional growth needs 1. Identify two areas in which professional development is necessary to improve

teaching skills and abilities 2. Describe how professional growth in the two identified areas will improve teaching

and enhance student learning results in your classroom 3. Discuss professional development activities in which you will engage to assist in

reaching higher levels of professional growth Credits and Reference

89

Reflection and Self-Evaluation Rubric

TPA Section VII: The candidate analyzes the relationship between his or her instruction, assessment data, and other factors in order to improve teaching practice.

Indicator 1

Not Met 2

Partially Met 3

Met Score

Interpretation of Student Learning

No evidence or reasons provided to support conclusions drawn in “Analysis of Student Learning” section.

Provides evidence but no (or simplistic, superficial) reasons or hypotheses to support conclusions drawn in “Analysis of Student Learning” section.

Uses evidence to support conclusions drawn in “Analysis of Student Learning” section. Explores multiple hypotheses for why some students did not meet objectives.

KTS 7.1, 7.2

Insights on Effective Instruction andAssessment

Provides no rationale for why some activities or assessments were more successful than others.

Identifies successful and unsuccessful activities or assessments and superficially explores reasons for their success or lack thereof (no use of theory or research).

Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof.

KTS 7.1, 7.2

AlignmentAmongGoals,Instruction andAssessment

Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate.

Connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction, but misunderstandings or conceptual gaps are present.

Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction.

KTS 7.3

Implicationsfor Future Teaching

Provides no ides or inappropriate ideas for redesigning objectives, instruction, and assessment.

Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.

Provides ideas for redesigning objectives, instruction and assessment and explains why these modifications would improve student learning. KTS 9.1, 9.3,

9.4

ImplicationsforProfessionalDevelopment

Provides no professional learning goals or goals that are not related to the insights and experiences described in this section.

Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals.

Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals.

KTS 7.3, 9.2

Reflection and Self-Evaluation Mean Score

90

Presentation: TPA Section VIII

TPA Expectation The candidate’s TPA is presented with accuracy, clarity and professionalism.

Professional Code of Ethics for Kentucky School Certified Personnel 16KAR1:200 KRS 161.028, KRS 161.030

Format and organization, formal writing and citations are related to the entire TPA.

Presentation

TPA Section VIII: The candidate presents their TPA with accuracy, clarity, and professionalism.

1Not Met

2Partially Met

3Met

Score

Format and Organization

The TPA product quality is unacceptable due to format or organization issues that make the document difficult to navigate, read, and understand.

The TPA product format and organization is somewhat easy to navigate, read and understand. Some problems or irregularities in organization and formatting detract from the overall quality of the document.

The TPA product format and organization is clear and easy to navigate, read, and understand. Any problems or irregularities in organization and formatting do not detract from the overall quality of the document.

Writing The writing is largely informal and there are many errors in spelling, punctuation, and grammar. The writing and grammar does not represent minimal teacher competency.

The writing is largely formal and professional. There are some errors in spelling, punctuation and grammar. The writing and grammar represents at least minimal teacher competency.

The writing is always formal and professional. There are almost no errors in spelling, punctuation, and grammar. The writing and grammar is representative of a highly competent educator.

References Materials, works, ideas, and identities of others are not consistently treated in a professional manner.

There is no evidence of plagiarism. Materials, works, and ideas that are not developed by the candidate are appropriately credited to original authors. Student identities are protected at all times.

Presentation Mean Score

91

Certification of Originality

I certify that all work submitted in this document is my own work. I have completed all of the

assignments on my own without assistance from others except as indicated by appropriate

citation. I have read and understand the university policy on plagiarism and academic

dishonesty. I further understand that official sanctions will be imposed if there is any evidence of

academic dishonesty in this work.

Signature Date