What is the TPA?Teacher candidates must show through a work sample that

they have the knowledge, skills, and abilities required of a beginning teacher

This is required to pass EDCI 401, to graduate and get certifiedWill be scored by U of I faculty the end of April and there will

be one opportunity to remediate – also submitted for national scoring

WHY?The basic purpose is to create an initial teacher licensing

assessment that can be available nationwide – Washington will be using this as early as next year

What do I have to do?

Learning Segment: 3-5 lessons (elementary) or 3-5 hours of instruction (secondary) of a set of lessons that build one upon a big idea or an essential question, with a clearly defined beginning and end

Centered around a specified subject-it needs to have a specific focus

Think of this as a “mini-unit”

Tasks in TPA Assessment

1. Planning Instruction and Assessment2. Instructing and Engaging Students in Learning3. Assessing Student Learning4. Analyzing Teaching

Context and academic language are integrated into all tasks

TPA Assessment Structure

“Learning Segment”(3 to 5 Hours/Days)

Planning

•Context for Learning•Lesson Plans•Handouts, overheads, student work•Lesson Commentary

Instruction

•Video clip(s)•Teaching Commentary

Assessment

•Analysis of Whole Class Assessment •Analysis of learning of 2 students•Feedback to 2 students•Next steps in instruction

• Evidence of Academic Language Development

• Final Retrospective Reflection Commentary

Targeted Areas and RubricsPLANNINGPlanning for content

understandingsUsing knowledge of

students to inform teaching

Planning assessments to monitor and support student learning

INSTRUCTIONEngaging students in

learningDeepening student

learning during instruction

ASSESSMENTAnalyzing student workUsing assessment to guide

further learningUsing feedback to guide

further learningREFLECTIONAnalyzing Teaching

Effectiveness

ACADEMIC LANGUAGEIdentifying language demands Supporting students’

academic language development

Evidence of language use

Rubric TemplateTask name: Rubric Title

Level 1 Level 2 Level 3 Level 4 Level 5

Struggling candidate, not ready to teach

Some skill but needs more

practice to be teacher of

record

Acceptable level to begin

teaching

Solid foundation of

knowledge and skills

Stellar candidate (top 5%)

TPAC Artifacts of PracticePlanning Instruction Assessment

• Instructional and social context • Lesson plans • Handouts, overheads, student work • Planning Commentary

• Video Clips • Instruction Commentary

• Analysis of Whole Class Assessment • Analysis of learning and Feedback to two students • Instructional next steps • Assessment Commentary

Daily Reflection Notes Analysis of Teaching Effectiveness Commentary Evidence of Academic Language Development

Rubric 1 Main PointsPlanning for Content Understanding

Alignment of standards/objectives, learning tasks, lesson plans and assessments to the a big idea or central focus of the learning segment

Sequenced instruction; how do the lessons build on each other and the students’ prior knowledge to help them to make connections between facts and thinking skills

Rubric 2 Main PointsUsing Knowledge Of Students To Inform Teaching and

Learning

Justification of how the learning tasks and materials are appropriate for this group of students. Explanation of how the tasks reflect students’ academic development, social/emotional development, experience, and interests

Explanation of how instruction focuses on students’ strengths and not just their weaknesses

Explanation of strategies, adaptations, modifications, and scaffolding to support and meet learning needs of specific individuals or groups.

Rubric 3 Main PointsPlanning Assessments To Monitor

And Support Student Learning

Alignment of assessments with standards/objectives

Assessments provide multiple evidence of student learning, with evidence at higher levels going beyond simple memorization

Modifications/adaptations for students who have difficulty demonstrating learning. This includes any modifications that need to be made to assessments to meet the needs of IEPs or 504 plans.

Rubric 4 Main PointsEngaging Students in Learning

Video shows discussions, tasks or activities that engage students. Students are given opportunities to analyze, interpret, and evaluate information to develop their own understandings

Video shows strategies for relating the current content to students’ prior knowledge, abilities, and experience

Observation to make sure that classroom management does not interfere with learning

Rubric 5 Main PointsDeepening Student Learning During Instruction

Questioning skills; eliciting responses that require analysis rather than merely a correct or incorrect response

Making connections between facts and interpretations and prompting students make connections themselves to develop a deeper understanding of the material

Observation to make sure that significant content inaccuracies do not interfere with learning

Rubric 6 Main PointsAnalyzing Student Work

Clear, well-defined evaluation criteria is aligned with central focus, standards and objectives

Analysis of student work focuses on student errors and skills,; at higher levels this goes beyond simply right/wrong answers to look at patterns of student understandings, skills, and misunderstandings

Analysis supported by work samples and identifies pays attention to all students in the class. patterns for individuals and subgroups in addition to whole class

Rubric 7 Main Points Using Feedback To Guide Further Learning

Quality of feedback to students; how specific, accurate, and useful is it to students

Examination of how will students be able to use the feedback - ranging from simply correcting errors to improving and evaluating their own work at higher levels

Rubric 8 Main PointsUsing Assessment to Inform Instruction

Explains the next steps of instruction based on analysis of assessment information

Next steps are related to and aimed at improving student understanding of learning objectives

At higher levels, adjustments are based on targeted support for individuals/subgroups rather than general modifications

Rubric 9 Main PointsAnalyzing Teaching Effectiveness

Extent to which adjustments to instruction address student needs in relation to their performance. Were the areas where student performance were low addressed?

Now, explain why the students did not get the concept(s). How do you explain the need for your proposed instructional changes? Was it a lack of students’ prior knowledge or experience, academic language issues or unsuccessful teaching practices?

Academic LanguageAcademic language is the oral and written language used in school

necessary for students to learn content.

Academic language is different from everyday language. Some students are not exposed to this language outside of school.

Much of academic language is discipline-specific.

Unless we make academic language explicit for learning, some students will be excluded from classroom interaction and future opportunities that depend on having acquired this language.

The “F” Words of Academic Language

This includes not just the language forms or vocabulary of each discipline (rectangle, metaphor, metabolize, democratic)

But the functions of language, or the “instructional language” used to engage students’ in learning content. This includes directions to tasks, wording of questions, and the language needed to communicate ideas to both the teacher and to other students. (compare, analyze, infer, evaluate, justify)

The objective is to increase students’ fluency to give them the best possible chance of academic success.

Rubric 10 Main PointsUnderstanding Students’ Language Development and

Associated Language Demands

Accurate description of students’ academic language strengths and needs with all levels of language development represented in the classroom.

Identification of the specific language demands that are needed for students to actively participate in the learning segment including vocabulary, symbols, and/or the function/forms

Identifying language demands that are important to the central focus of the learning segment.

Rubric 11 Main PointsScaffolding Students’ Academic Language and

Deepening Content Learning

Explanations of the design of the scaffolds or language support, why they were chosen, and how they are likely to help students understand the academic language related to the learning segment

Do students have an opportunity to use academic language to participate in the discussions, tasks, and/or activities?

Rubric 12 Main PointsDeveloping Students’ Academic Language and Deepening

Content Learning

Evidence is provided either in the video or student work samples that students had an opportunity to understand and use the academic language necessary to participate in academic tasks