Ratings Used in Teaching Performance Assessments (TPAs) (стр. 4 )

TPE 1B Subject Specific Pedagogical Skills for Single 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: A geometry intern teacher uses incorrect terms while lecturing without any visual references.
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: A geometry intern teacher asks students to follow along in the text while she lectures. She refers to text diagrams and asks students if they have any questions.
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: A geometry intern teacher uses an animated Power Point presentation to lead students through a proof. The intern asks students what to do next at several points and then asks why that is the next step.
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: A geometry intern provides materials to groups of students who each work on a different proof. Each group develops a Power Point to illustrate their proof for the whole class. Class members are encouraged to offer alternate proofs to those the groups present.

TPE Area D

Planning Instruction and

Designing Learning

TPE 8 Learning About Students

Reflect their understanding of patterns of child and adolescent

development in their discussion of their students.

Assess students’ prior mastery of academic knowledge/skills/language

with formal and informal methods and maximize learning opportunities.

Interact with students to learn about their abilities/interests/aspirations

Encourage parents to become involved and support parent efforts to

improve student learning.

Reflect their understanding of the multiple factors that impact student

behavior and ability to learn including gender and health in their

reflections on individual students.

Identify students needing specialized instruction including gifted or those

with disabilities or health issues and design instructional adaptations.

TPE 9 Instructional Planning

Plan instruction that is comprehensive in relations to content standards

and the subject matter to be taught.

Establish short-term and long-term goals for student learning in relation

to student achievement.

Use explicit teaching methods to help students meet or exceed grade level

expectations.

Plan how to explain content clearly and make abstract concepts concrete

and meaningful.

Plan and use appropriately a variety of instructional techniques with

awareness of their purposes, strengths and limits. Show improvement in

this with experience and reflection.

Sequence instruction so that lessons connect to past and future lessons.

Select or adapt instructional strategies and materials to meet student

goals and needs.

Connect lessons to student language, experience and interests to enhance

meaning.

Plan differentiated instruction to meet varied student needs.

Plan how to use any available support personnel (aides, volunteers)

TPE 8 Rubric for Observation

TPE 8 Learning About Students

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Makes little or no effort to involve themselves in learning about students (abilities, ideas, interests, aspirations, culture, health, language, development, etc). Demonstrates no ability to apply knowledge of child or adolescent development when discussing students. Does not encourage parent or family involvement. Does not adapt instruction for student needs. Example: The sixth grade student teacher still doesn’t know all the students’ names at the mid-quarter evaluation. She states that she certainly hopes parents won’t try to volunteer because it would make her nervous and the students would be embarrassed by their parents. She is surprised to learn that the student who refused to run on a hot day last week really does have asthma.
Level 2 Minimal Partial Limited	Makes some effort to involve themselves in learning about students (abilities, ideas, interests, aspirations, culture, health, language, development, etc). Demonstrates some ability to apply knowledge of child or adolescent development when discussing students. Provides some encouragement for parent or family involvement. Adapts some instruction for student needs. Example: The sixth grade ST knows the students’ names and completed a student card file where every student answered a set of questions but she has been too busy to read it. She did send a letter to the families of the students to introduce herself and ask permission to videotape for TPA4. She talked with her supervisor about the issues some of the early-developing girls were facing with peer teasing which she defined as ‘normal’.
Level 3 Appropriate Accurate Clear	Involves themselves in learning about students (abilities, ideas, interests, aspirations, culture, health, language, development, etc). Demonstrates ability to apply knowledge of child or adolescent development when discussing students. Encourages parent or family involvement. Adapts instruction for student needs and uses student information to make lessons more motivating. Example: The sixth grade ST can discuss any student her supervisor asks about except the two new students. She explained that she started a debate club to help students see two sides to issues and move toward formal operational thought. She is also working with the students to produce a newsletter for families with ideas for supporting the social studies unit.
Level 4 Convincing Connected Consistent	Learns about students (abilities, ideas, interests, aspirations, culture, health, language, development, etc) and continues to update on any new students. Demonstrates strong ability to apply knowledge of child or adolescent development when discussing students, expressing concern for atypical development. Encourages parent or family involvement. Adapts instruction for student needs/uses student information to make lessons meaningful. Example: The sixth grade ST knows all the students well and makes a special effort to talk to new students. She does all the Level 3 things and also plans lessons that include topics like skate boarding or pets that interest her students. She has made the classroom a No Teasing zone and talks to students about cliques using current references like the movie, Mean Girls.

TPE 9 Rubric for Observation

TPE 9 Instructional Planning

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	No short or long-term student goals established. Little direct or explicit teaching occurs. Few if any lesson plans. No sense of sequencing lessons or activities within a lesson. Repetitious instruction with no differentiated instruction planned. Does not use resources (aides, volunteers, technology). Example: The student teacher has no lesson plans and states, “I’m just going to do whatever the teacher manual says to.” He does not appear to have read the teacher’s manual before the lesson. There are no specific lesson objectives and it is unclear how this lesson builds on past lessons.
Level 2 Minimal Partial Limited	Some short or long-term student goals established. Some direct or explicit teaching occurs. Brief lesson plans identify the state content standard and include notes on materials, activities or assessment. Some sense of sequencing lessons or activities within a lesson but much is based on following the teacher manual. Lesson plans look very similar to each other even across subject areas. Little differentiated instruction is planned. Occasional use of resources (aides, volunteers, technology). Example: The student teacher offers a brief lesson plan and promises a longer plan next time. The sequence of activities is confusing on the plan and the student teacher gets confused while teaching. There is no assessment planned for the lesson. The student teacher explains that she is differentiating instruction by asking easier questions to the slower kids
Level 3 Appropriate Accurate Clear	Short and long-term student goals established. Direct or explicit teaching occurs. Lesson plans identify the state content standard and clear description of objectives, procedures, materials, grouping and assessment. Clear sequencing lessons or activities within a lesson. Lesson plans show varied instructional approaches. Differentiated instruction is planned. Appropriate resources are used (aides, volunteers, technology). Example: The student teacher keeps a binder for the supervisor which houses all the lesson plans and assignments, reflections and analysis of student work. Lesson plans are complete and show a variety of lessons. Sequencing is logical and the student teacher can explain it. Differentiated instruction is planned to meet the needs of EL or special education students.
Level 4 Convincing Connected Consistent	Short and long-term student goals established; some goals set by students. Direct or explicit teaching occurs along with other lesson types. Lesson plans identify the state content standard and clear description of objectives, procedures, materials, grouping and assessment. Lesson plans and reflections available for all lessons taught, not just those observed. Clear sequencing lessons or activities within a lesson. Lesson plans show varied instructional approaches. Differentiated instruction is planned based on assessed student needs. Appropriate resources are used frequently (aides, volunteers, technology). Example: All of Level 3 for every lesson taught.

TPE Area E