Ratings Used in Teaching Performance Assessments (TPAs) (стр. 3 )

Creating and Maintaining Effective Environments

TPE 10 Instructional Time

Allocate instructional time to maximize student achievement.

Establish procedures for routine tasks and manage transitions to maximize

instructional time.

Adjust the use of instructional time to optimize learning opportunities and

outcomes for all students.

TPE 11 Social Environment

Develop and maintain clear expectations for academic and social behavior.

Promote student effort and engagement/create a positive climate for

learning.

Implement a student discipline plan.

Establish rapport with all students and their families through caring, respect

and fairness.

Respond appropriately to sensitive issues and classroom discussions.

Help students learn to work responsibly with others and independently.

Analyze how well the social environment maximizes academic achievement

for all students and make necessary changes.

TPE 10 Rubric for Observation Worksheet

TPE 10 Instructional Time

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Allocating instructional time inappropriately. Establishing inappropriate or no procedures for routine tasks and transitions. No sense of time management. No demonstration of ability to adjust the use of instructional time to optimize learning. Example: A high school intern teacher dismisses his class ten minutes early because his lesson is finished. He spends the ten minutes picking up trash the class left behind. He realizes he forgot to give the class their homework.
Level 2 Minimal Partial Limited	Occasionally allocating instructional time inappropriately. Establishing inconsistent or minimal procedures for routine tasks and transitions. Some sense of time management. Some demonstration of ability to adjust the use of instructional time to optimize learning. Example: Sometimes the high school intern teacher can be seduced by questions from his class to talk about his college experiences for part of a class period. Sometimes he forgets to collect the homework. He has started putting an assignment on the board for students to begin as soon as the bell rings and to make students clean up their area before dismissal.
Level 3 Appropriate Accurate Clear	Allocating instructional time appropriately. Establishing appropriate procedures for routine tasks and petent sense of time management. Demonstrates ability to adjust the use of instructional time to optimize learning. Example: The high school intern teacher consistently puts an assignment on the board for students to start with when the bell rings and leaves time at the end of the period to assign and clarify homework and clean up the room. He has student monitors each period who check in the homework and make sure supplies are available. As he monitors student progress in the lesson, he can make informed decisions on when to slow down or speed up.
Level 4 Convincing Connected Consistent	Allocating instructional time appropriately. Establishing clear and consistent procedures for routine tasks and transitions with a plan to teach these to new students. Strong sense of time management. Clear and consistent demonstration of ability to adjust the use of instructional time to optimize learning. Example. The high school intern has all of Level 3. He shares with students planning for time use and offers a long-term plan as well as weekly plans for time use. He includes group work in his classes and has taught the students how to transition to groups efficiently by playing Beat the Clock.

TPE 11 Rubric for Observation

TPE 11 Social Environment

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Develops and maintains inappropriate or no expectations for academic and social behavior. Creates a climate that is inappropriate for learning. Provides no consequences for behavior, either positive or negative. The teacher seems uncaring and/or unfair. Little or no sensitivity or courtesy is modeled in classroom discussions. Students are not required to take responsibility for their actions or learning. Teacher doesn’t see need to make a change. Example: When asked about her chaotic classroom, the intern teacher says, “What can you expect from kids nowadays. Their parents never discipline them.” She turns to yell at the students who just laugh.
Level 2 Minimal Partial Limited	Develops and maintains some appropriate expectations for academic and social behavior. Creates a climate that is sometimes appropriate for learning. Provides some consequences for negative behavior. The teacher seems to care but is inconsistent. Some sensitivity or courtesy is modeled in classroom discussions. Students are encouraged to take responsibility for their actions or learning. Teacher is concerned on bad days and looking for alternatives. Example: The intern is worried about being too harsh and about being too easy. Some days go well but other days the intern can’t accomplish anything. One day she sent five students to the office but has been told not to do that again. She is afraid to try more interesting lessons until she has more control
Level 3 Appropriate Accurate Clear	Develops and maintains clear expectations for academic and social behavior. Creates a climate that is appropriate for learning. Provides consequences for behavior, both positive and negative. Is caring and concerned about fairness. Sensitivity and courtesy are modeled in classroom discussions. Students are required to take responsibility for their actions or learning. Teacher monitors the climate consistently to see if there’s a need to make a change. Example: The intern uses misbehavior as a chance to review with the class the expectations and consequences and reasons for each. She has both rewards and a hierarchy of negative consequences which she applies calmly and patiently. The focus of the class is on rewards. Most lessons go well and students seem comfortable in the classroom.
Level 4 Convincing Connected Consistent	Develops and maintains clear and consistent expectations for academic and social behavior with the students. Creates a positive climate for learning. Provides logical and natural consequences for behavior, either positive or negative. Is clearly caring and concerned about fairness. Clearly models sensitivity and courtesy in classroom discussions. Students are required to take responsibility for their actions and learning. Teacher monitors the climate consistently to see if there’s a need to make a change and regularly checks with class members for their perceptions of climate. Example: The intern holds regular class meetings to discuss issues that arise and adjust rules and consequences. Students help each other follow rules.

TPE Area C

Make Subject Matter Comprehensible

Specific standards for each core subject area are provided (samples below) and each area includes ‘Demonstrate the ability to teach state-adopted academic content standards.’

TPE 1A Subject Specific Pedagogical Skills for Multiple Subject Teaching Assignments

ELA – Teach students to have a command of written and oral English conventions.

Help students master foundational skills for using language as a tool for

thinking, communication and learning.

Math – Enable students to understand basic math computations, concepts and

symbols and use these tools to solve common problems.

Model and encourage students to use and discuss multiple ways to solve

problems.

Science – Balance the focus of instruction between information, concepts and

investigations.

Provide explanations, demonstrations and class activities to illustrate science

concepts and principles.

HSS – Use timelines and maps to give students temporal and spatial scale.

Help students understand events from multiple points of view.

TPE 1B Subject Specific Pedagogical Skills for Single Subject Teaching Assignments

ELA – Teach students to comprehend and produce complex text including a

variety of writing forms.

Teach the advanced skills of research-based discourse and use technology

as a tool for research, publishing and presentation.

Math – Help students understand math as a logical system and to understand and

use math notation and advanced symbols.

Assign and assess work that includes illustrations of student thinking.

Science – Demonstrate and encourage use of multiple ways to measure and

record scientific data, including math symbols.

Guide and monitor students during investigations and experiments.

History/Social Science – Help students see the connections of essential facts and

information to broad themes, concepts and principles.

Help students relate HSS content to current and future issues.

DRAFT TPE 1A Rubric for Observation DRAFT

TPE 1A Subject Specific Pedagogical Skills for Multiple Subject Teaching

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Demonstrates inappropriate subject-specific pedagogical methods. Demonstrates little understanding of the subject matter knowledge. Demonstrates little or no ability to make the subject matter understood by the students or relevant to them. Example – An intern assigns a research paper to fourth graders without teaching students how to find research, take research notes or organize a paper. A middle school ST lectures on world history for the whole period without any visual references or structured note-taking systems.
Level 2 Minimal Partial Limited	Demonstrates limited ability to teach the subject matter. Shows a partial understanding of effective teaching methods for the subject and grade level. Has some ability to make the subject understood and relevant to the students Example – An intern does one lesson on finding and using research to write a paper before assigning a research paper to fourth graders. A middle school ST outlines on the over head as she lectures on world history for the whole period. She tells students they should take notes.
Level 3 Appropriate Accurate Clear	Demonstrates skillful ability to teach subject matter. Shows an understanding of the methods pertinent to the curricular area at a given grade level. Makes the subject matter comprehensible and relevant. Example – An intern incorporates instruction on writing a research paper with a social studies unit. Students first learn to chose a topic and find appropriate research. The teacher provides feedback at every step. A middle school ST describes the structure of her world history presentation as an advance organizer, models note-taking and stops frequently to check on students’ notes.
Level 4 Convincing Connected Consistent	Demonstrates mastery of the subject matter and the methods pertinent to teaching the subject matter at a given grade level. Consistently makes subject matter comprehensible and relevant to students. Example – An intern models the creation of a research paper by writing a paper as a class project. In the next unit, the teacher creates projects for each step of writing a research paper so students can practice individually. A ST does everything described at Level 3 but has students model the note-taking and check each other’s notes. Students are allowed to use their notes on a quiz.

DRAFT TPE 1B Rubric for Observation DRAFT