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  • Teacher Performance Assessment (TPA)

    Secondary Mathematics

    Assessment Handbook

    October 2011

    This handbook is intended for use only by participants in the TPA Field Test.

    This Field Test TPA Handbook is valid through August 31, 2012, and will be superseded by an updated version for Operational Use beginning Fall 2012.

  • TPA Secondary Mathematics Assessment Handbook FIELD TEST FINAL HANDBOOK

    The Teacher Performance Assessment stems from a 25-year history of development in performance-based assessments of teaching quality. The Teacher Performance Assessment Consortium (Stanford and AACTE) acknowledges the National Board for Professional Teaching Standards, the Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for California Teachers (PACT) for their pioneering work using discipline-specific portfolio assessments to evaluate teaching quality. The 201112 field test version of this handbook has been developed with thoughtful input from teachers and teacher educators representing various national design teams, national subject matter organizations (ACEI, IRA, NASPE, NCSS, NCTE, NCTM, NSTA, etc.), and content validation review teams. All contributions are recognized and appreciated.

    This document was prepared by Pearson under agreement with Stanford University. Copyright 2011 Board of Trustees of the Leland Stanford Junior University. All rights reserved. Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. and/or its affiliates.

  • TPA Secondary Mathematics Assessment Handbook FIELD TEST FINAL HANDBOOK

    Contents

    Overview of the Teacher Performance Assessment in Secondary Mathematics 1

    Purpose......................................................................................................................................................1 Summary of Tasks ....................................................................................................................................1 Structure of the Handbook.......................................................................................................................3 Assessment Components at a Glance....................................................................................................4 Professional Responsibilities ..................................................................................................................7

    Task 1: Planning Instruction and Assessment 8 What to Think About.................................................................................................................................8 What Do I Need to Do? .............................................................................................................................8 What Do I Need to Write? .........................................................................................................................9 How Will the Evidence of My Teaching Practice Be Assessed?...........................................................11

    Task 2: Instructing and Engaging Students in Learning 13 What to Think About.................................................................................................................................13 What Do I Need to Do? .............................................................................................................................13 What Do I Need to Write? .........................................................................................................................14 How Will the Evidence of My Teaching Practice Be Assessed?...........................................................15

    Task 3: Assessing Student Learning 16 What to Think About.................................................................................................................................16 What Do I Need to Do? .............................................................................................................................16 What Do I Need to Write? .........................................................................................................................17 How Will the Evidence of My Teaching Practice Be Assessed?...........................................................18

    Task 4: Analyzing Teaching 20 What to Think About.................................................................................................................................20 What Do I Need to Do? .............................................................................................................................20 What Do I Need to Write? .........................................................................................................................20 How Will the Evidence of My Teaching Practice Be Assessed?...........................................................20

    Glossary of Terms: Secondary Mathematics 22 Rubrics 25

    Planning Rubrics ......................................................................................................................................25 Instruction Rubrics ...................................................................................................................................28 Assessment Rubrics ................................................................................................................................30 Analyzing Teaching Rubric ......................................................................................................................33 Academic Language in Mathematics Rubrics ........................................................................................34

    Secondary Mathematics Evidence Chart 36 Task 1: Artifacts and Commentary Specifications.................................................................................36 Task 2: Artifacts and Commentary Specifications.................................................................................37 Task 3: Artifacts and Commentary Specifications.................................................................................38 Task 4: Commentary Specifications .......................................................................................................39

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  • TPA Secondary Mathematics Assessment Handbook FIELD TEST FINAL HANDBOOK

    Overview of the Teacher Performance Assessment in Secondary Mathematics

    Purpose The Teacher Performance Assessment (TPA) is being developed as a nationally available assessment of readiness to teach for novices. The assessment is focused on student learning and is designed around the principles applied by successful teachers:

    Develop knowledge of subject matter and subject-specific pedagogy.

    Develop and apply knowledge of students varied needs.

    Consider research and theory about how students learn.

    Reflect and act on evidence of the effects of their instruction on student learning.

    As a performance-based assessment, the TPA is designed to engage candidates in demonstrating their understanding of teaching and student learning in authentic, experiential ways.

    As a participant in this assessment, you will have an opportunity to develop a collection of materials that represents the ways in which you teach students in your student teaching classroom or other instructional settings. When developing your materials, you will be prompted to synthesize what you have learned throughout your preparation program and apply it with the students you currently teach. Your TPA evidence will demonstrate your current abilities, knowledge, and skills as a beginning teacher on your way to becoming a highly accomplished teacher.

    Summary of Tasks In this assessment, you will describe, analyze, and evaluate the teaching of a series of 35 mathematics lessons (or, if teaching mathematics within a large time block, about 35 hours of connected instruction) referred to as a learning segment. Consistent with the Common Core Standards1 and the Principles and Standards for School Mathematics (NCTM 2000), a learning segment prepared for this assessment should reflect a balanced approach to mathematics, including opportunities for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills as well as to communicate precisely.

    You will complete four tasks for the TPA assessment:

    1. Planning, Instruction, and Assessment

    2. Instructing and Engaging Students in Learning

    1 The Common Core State Standards for Mathematics (June 2010) can be found at http://www.corestandards.org/the-standards/mathematics.

    1 of 39 Copyright 2011 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

  • TPA Secondary Mathematics Assessment Handbook FIELD TEST FINAL HANDBOOK

    3. Assessing Student Learning

    4. Analyzing Teaching

    Evidence of Teaching Practice: Artifacts and Commentaries To complete the assessment, you will submit artifacts and commentaries as evidence of how you planned and implemented instruction to deepen student learning in mathematics. Artifacts represent authentic work completed by you and your students. These include lesson plans, copies of instructional and assessment materials, video clip(s) of your teaching, and student work samples.

    The commentaries are your opportunity to describe your artifacts, explain the rationale behind their use, and analyze and reflect on what youve learned about your teaching practice and your students learning. In each commentary, you will respond to prompts to provide evidence of what you know and understand about your students and their learning. Note that although your writing a

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