Ratings Used in Teaching Performance Assessments (TPAs) (стр. 1 )

Ratings Used in Teaching Performance Assessments (TPAs)

Teaching Performance Assessments (TPAs) are holistically scored using a four level rubric numbered 1 – 4. Students must have a 3 to pass a TPA. The TPAs consist of only written evidence until TPA 4 which includes a 20 minute videotape of the student teacher or intern teaching. Fieldwork supervisors will be the only source of observational feedback on the student teacher or intern’s classroom progress on the TPEs until they are assessed in TPA 4. So fieldwork supervisors will provide the formative feedback on how well the student teacher or intern is able to demonstrate the Teaching Performance Expectations (TPEs) while teaching in the classroom. There is no assessment of some TPEs (2, 5, 10 and 11) until TPA 4. What follows represents our progress in creating clear rubrics to be used in observations so that the feedback during fieldwork supervision is consistent with the assessment student teachers and interns must pass to be credentialed. The rubrics follow the descriptions in each area.

Rubrics Used in TPA scoring

Level 1 – Candidate (student teacher or intern) demonstrates little understanding of this TPE area. Descriptive words or phrases associated with this level – inaccurate, irrelevant, inappropriate, missing, does little or nothing to demonstrate the teacher candidate’s knowledge or skill

Level 2 – Candidate attempts this TPE area but is not yet skilled. Descriptive words or phrases associated with this level – minimal, cursory, partial, vague, limited, inconsistent, ambiguous, weak.

Level 3 – Candidate attempts this TPE area with some success. Descriptive words or phrases associated with this level – appropriate, clear, relevant, accurate.

Level 4 – Candidate demonstrates skill and success with this TPE area. Descriptive words or phrases for Level 4 are the same as those for Level 3 with the addition of purposeful, developmentally appropriate, connected, consistent and convincing.

Our observation forms also include the option of using NO for ‘not observed at this visit’. The use of NO does not imply that the student wasn’t demonstrating that TPE area during the lesson, only that the supervisor did not focus on that TPE area during the observation.

TPE Area A

Engaging and Supporting Students

TPE 4 Making Content Accessible

Prioritize and sequence essential skills in a logical way relative to students’

current level of achievement.

Vary instructional strategies according to purpose and lesson content.

Explain content clearly and reinforce content in multiple ways.

Provide opportunities and adequate time for students to practice and apply.

Encourage student creativity and imagination.

Motivate students and encourage student effort.

TPE 5 Student Engagement

Clearly communicate instructional objectives to students.

Ensure students know what they’re doing and monitor progress.

Analyze struggling or off-task students’ behavior and re-engage them.

Extend the intellectual quality of student thinking by asking stimulating

questions and challenging student ideas.

Teach students to respond to and frame meaningful questions.

TPE 6 Developmentally Appropriate Instruction

TPE 6A Kindergarten through Third Grade

Create a structured day with opportunities for movement.

Design activities that suit the attention span of young learners.

Connect instructional activity with the child’s immediate world.

Use hands-on experiences and manipulatives to help students learn.

Teach and model norms of social interaction.

Make plans for students who need help in exercising self-control.

TPE 6B Fourth through Eighth Grade

Build on students’ command of basic skills while providing intensive support

for those who lack basic skills.

Design learning experiences to extend students’ concrete thinking and foster

abstract reasoning and problem-solving skills.

Support students taking intellectual risks - sharing ideas including errors.

Help students develop learning strategies to cope with increasingly

challenging academic curriculum.

Distinguish between misbehavior and over-enthusiasm.

TPE 6C Ninth through Twelfth Grade

Establish intellectually challenging expectations.

Provide opportunities for students to develop advanced thinking.

Help students understand the connections between curriculum and life.

Support students in assuming increasing responsibility for learning.

Encourage behaviors important for work such as being on time.

Respond to the intense social pressure to conform during adolescence by

supporting signs of students’ individuality.

TPE 7 Teaching English Learners

Use instructional practices to support comprehensive instruction for English

learners.

Use instructional practices for English Language Development that lead to

comprehensive literacy in English.

Draw on students’ prior learning and assessed levels of language and

literacy to provide instruction differentiated for language abilities.

Use all available resources to support ELD including aides and specialists.

Use English that extends students’ current level of development but is still

comprehensible.

Analyze student errors in oral and written language and use this in planning

differentiated instruction.

Use instructional practices that support the development of academic

language and comprehension of the core curriculum.

Use instructional strategies such as contextualizing key concepts to make

curriculum content comprehensible to English learners.

Allow students to express meaning in a variety of ways including their first

language. Manage first language support such as peers or aides.

Use questioning techniques that model or represent familiar English

grammatical constructions.

Make learning strategies explicit.

When planning ELD and content lessons, consider how cognitive,

pedagogical and individual factors affect students’ language acquisition.

TPE 4 Rubric for Observation Worksheet

TPE 4 Making Content Accessible

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Uses little if any variety in instructional methods, materials, learning activities or time allocated for the content being taught. Makes no modifications to meet student needs. Does not listen to student ideas. Example: A fourth grade student teacher teaches US geography by having students take turns reading the text aloud, making all students answer the questions at the back of each chapter and giving a test. Studentcomments are not allowed and there are no modifications for any student.
Level 2 Minimal Partial Limited	Uses a small variety of instructional methods, materials and learning activities. Varies the amount of time for student work if the students get frustrated. Sometimes makes simple modifications for students with needs. Uses mostly closed-ended questions, calling on only a special few students. Example: A fourth grade ST teaches US geography as described above but if students are well-behaved all week, on Fridays she will hold a team competition Geography Bee. The ST allows some students to finish classwork as homework if they need more time.
Level 3 Appropriate Accurate Clear	Uses a variety of instructional methods, materials and learning activities appropriate for the content taught and the students. Varies the amount of time in anticipation of student needs. Modifies instruction and assignments as needed to meet student needs, always ensuring that the student reaches the state content standards for the grade level. Uses open-ended questions choosing students randomly. Teacher listens to student ideas. Example: A fourth grade ST teaching US geography asks students what impact US mountain ranges had on Western migration. She asks students to work with a partner and brainstorm ideas about this question. Students are partnered so that students with learning needs have a competent partner. She compiles the ideas as a class and then explains the impact to students.
Level 4 Convincing Connected Consistent	Uses a variety of instructional methods, materials and learning activities appropriate for the content taught and the students. Varies the amount of time in anticipation of student needs. Modifies instruction and assignments as needed to meet student needs, always ensuring that the student reaches the state content standards for the grade level. Uses open-ended questions choosing students randomly. Questions are designed to stimulate student interest and curiosity. Teacher listens to and uses student ideas and comments. Teaches students to form good questions. Example: A fourth grade ST teaching US geography asks students which way the major rivers in the US run. She creates discussion groups to research the question and create hypotheses about why. She encourages them to test their hypotheses by looking at major rivers in other countries. She creates the groups to provide academic and language support for students with needs.

TPE 5 Rubric for Observation

TPE 5 Student Engagement

Levels	Description and examples
Level 1 Inaccurate Inappropriate Little or none	Little or no communication about the purpose of the lesson. Little attempt to have all students participate. Lack of clarity about what students can or should do. Little monitoring of student engagement and few attempts to redirect off-task students. Little or no use of teacher or student questions. Example: A high school physics intern teacher lectures while some of his students sleep and others pass notes. At the end of the lecture, the teacher tells students to use the last few minutes to “revise and study your notes”.
Level 2 Minimal Partial Limited	Purpose of the lesson is casually mentioned and/or non-specific. Uses some questions directed at inattentive students to catch them off-guard. Uses student learning activities that require little explanation or student mental effort. Responds to student questions by repeating what has already been said. Manages minor misbehavior by sending students out of the room. Example: A high school physics intern introduces the lesson by pointing to the standards chart posted in the room and telling students, “You’ll need this for the test.” He uses fill-in-the-blanks note-taking for each lecture and sends three students out of the room for laughing inappropriately. He stops periodically in the lecture to review the note-taking page with students.
Level 3 Appropriate Accurate Clear	Lesson objective is clearly introduced. Some open-ended questions are used. Student learning activities are clearly explained and instructions are available in writing. Frequent student activities are used to elaborate on what is being learned. Student engagement is monitored. Example: A high school physics intern introduces a lesson by identifying the state content standards and pointing out the use of the physics principle in the design of transportation. He asks students about cars, planes and fast trains and what makes these aerodynamic. He calls on students who raise their hands, varying boys and girls, location in the room, etc. He assigns the students a section of the text to read and asks them to find three principles of aerodynamics.
Level 4 Convincing Connected Consistent	Lesson objective is clearly introduced and linked to applications. Students are called on randomly throughout the lesson and a mix of questions is used. Activities are clearly explained, instructions are available in writing and they are used to elaborate on what is being learned and apply it to students’ lives. Engagement is monitored and students are encouraged to do their best. Example: An intern introduces a lesson by identifying the state content standards and pointing out the use of the physics principle in car design. He asks pre-assigned student partners to tell each other about their favorite cars and whether they think the cars are aerodynamic. He calls on students randomly to share their thinking about what makes a car aerodynamic, either orally or by drawing. Students are then assigned to read a portion of the text, research the gas mileage of various cars on the Internet and use the principles to draw a Car of the Future that will require less gas to run. The assignment posted and the teacher circulates to monitor progress.

TPE 6A Rubric for Observation