Category E: Teaching Performance Expectations and the Teaching Performance Assessment
The Multiple Subject credential program at Fresno State provides multiple opportunities
for each candidate to learn, practice, and reflect on each Teaching Performance Expectation
(TPE). Embedded in each of the content-specific coursework and fieldwork placements
are formative assessments of each candidate’s performance on pedagogical assignments
and tasks similar to those used in the institution’s performance assessment, FAST.
Formative assessment activities are designed to contribute to the candidate’s overall
demonstration of competence and the capacity to pass the performance assessment embedded
in the program.
The planned curriculum of coursework and fieldwork embeds multiple opportunities for
candidates to learn, apply, and reflect on each Teaching Performance Expectation (TPE).
Candidates in the Multiple Subject credential program at Fresno State enroll in a
sequential series of coursework and concurrent fieldwork that supports them in the
systematicacquisition of knowledge and teaching skills related to the subject areas they will
teach. Instructors in the pedagogy classes provide demonstrations, classroom video
examples, and simulated practice in the teaching strategies candidates will be expected
to perform in their field placements. The Teaching Performance Expectations (TPEs)
are discussed in both coursework and field placement seminars, and candidates are
given multiple opportunities to practice the teaching behaviors, reflect on their
own abilities and expectations, and refine their teaching practices in the fieldwork
placements ( EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study B: Grades K-3, and EHD 170: Final Student Teaching).
As each candidate progresses through the program of sequenced coursework and supervised
fieldwork, clearly defined pedagogical assignments within the program are increasingly
complex and challenging. The candidate is appropriately coached and assisted so he/she
can satisfactorily complete these assignments. The scope of the pedagogical assignments
(a) addresses the TPEs as they apply to the subjects to be authorized by the credential,
and (b) prepares the candidate for the teaching performance assessment (TPA).
Candidates experience a number of assignments and assessments directly related to
the Teaching Performance Expectations. Candidates are required complete performance
assessments directly related to the standards. Assignments were developed and identified
to resemble those required in the performance assessments. The Teaching Sample Project
is a performance assessment requirement in Phase 3. During Phase 1 and 2 components
of that project are covered in specific courses. For example, in LEE 172: Cultural and Language Contexts of the Classroom, ‘Students in Context’ are taught
and practiced. The TPE 3 - Interpretation of Assessment, is taught and formatively
assessed in CI 171: Understanding the Learner, Instructional Design and Assessment and LEE l72: Cultural
and Language Contexts of the Classroom (Phase 1). It is applied in CI 176: Mathematics Instruction and Applied Assessment and LEE 177: Teaching Reading and the Arts in K-3 in Phase 2. The TPE 3 is summatively assessed
in the performance assessments in the Holistic Proficiency Project and the Teaching
Sample Project in Phase 3. Faculty provide feedback for these assessments in each
phase. All TPEs are taught, formatively assessed, and summatively assessed in the
same manner. [See Multiple Subject Overview Matrixand Multiple Subject ECE Overiew Matrix.]
Each of these components of the Teaching Sample Project is then reviewed in SPED 179: Differentiated Instruction and Classroom Management during the beginning of Phase
3. The Teaching Sample Project is required as part of the teacher candidate’s fieldwork
assignments during Final Student Teaching ( EHD 170). Feedback is provided by course faculty related to class and/or fieldwork assignments
during each phase. The course assessments serve as formative assessments related
to their knowledge base and, in the case of performance assessments, their ability
to perform duties expected of successful teachers.
The formative assessments in fieldwork assignments are directly related to candidates’
abilities to teach effective and appropriate lessons that meet the standards and respond
to the assessed needs of the students enrolled in the field placement class (both
English speakers and English learners). Master Teachers and university supervisors
observe the candidates on a daily/weekly basis and provide constructive feedback to
support each candidate’s growing competence. A minimal level of expertise is required
of each candidate at the conclusion of the EHD 178: Field Study B: Grades K-3 semester before that candidate can be advanced to EHD 170: Final Student Teaching.
Formative assessments are embedded into the ECE coursework required of Multiple Subject
Credential Early Childhood Education Program (ECE) candidates in much the same way
as described above. However, in lieu of the Teaching Sample components being reviewed
in SPED 179, ECE candidates complete a Teacher Work Sample, which is closely related to the Teaching
Sample Project as part of their LEE 148.pdf">LEE 148: Integrated Curriculum and concurrent
EHD 178ECE Fieldwork B requirements. [See LEE 148 & EHD 178ECE syllabi.]
Qualified supervisors formatively assess each candidate’s pedagogical performance
in relation to the TPEs and provide complete, accurate formative and timely performance
feedback regarding the candidate’s progress toward meeting the TPEs.
Candidates experience a number of formative assessments related to the mastery of
content knowledge and their ability to plan effective lessons and units in all of
the content-specific courses ( CI 171, 175, 176; LEE 172, 173, 177; and SPED 179). Candidates are concurrently enrolled in field placements as they build their content
knowledge and are required to demonstrate their abilities to translate this knowledge
into effective, appropriate instruction in the field placements. Formative and summative
assessments are part and parcel of each and every class and field placement that candidates
experience in the Multiple Subject credential program. Each course includes formative
assessments, and each phase contains a summative assessment that includes performance
assessments of the candidate’s ability to translate theory into effective practice.
In addition, candidates must pass a phonics exam in LEE 177: Teaching Reading and the Arts in K-3, and a grammar exam in LEE 173: Teaching Reading and Social Studies in Grades 4-8, in order to get credit for the courses. In the field placements, candidates are observed and scored on a rubric based on identified Teacher Performance Expectations. As they progress through Phase 2 in EHD 178: Field Study B: Grades K-3, teacher candidates are scored on the Site Visitation performance assessment, and in Phase 3, Final Student Teaching ( EHD 170), teacher candidates are measured on the Holistic Proficiency and Teaching Sample Project performance assessments. Teacher candidates cannot be advanced to Final Student Teaching ( EHD 170) unless they meet minimal standards on the Teaching Performance Expectations at the conclusion of Phase 2.
Intern Program Delivery Model:
Each internship program includes a preservice component that provides candidates with the opportunity to develop the requisite knowledge and skills prior to entering the classroom as the teacher of record. The preservice component is delivered in a sustained, intensive and classroom-focused manner, and the content of the preservice component includes introductory preparation relative to the TPEs and connects to the remaining preparation that is completed while the intern is serving as the teacher of record.
This preparation is enhanced by the presence of an on-site Cooperating Teacher (selected
by the site principal), the intern program Support Provider and the monthly staff
development seminars attended by the teacher interns.
Candidates in the Teacher Internship Multiple Subject credential program at Fresno State enroll in a sequential series of coursework and concurrent fieldwork that supports them in the systematicacquisition of knowledge and teaching skills related to the subject areas they will teach. Instructors in the pedagogy classes provide demonstrations, classroom video examples, and simulated practice in the teaching strategies candidates will be expected to perform in their field placements. The Teaching Performance Expectations (TPEs) are discussed in both coursework and field placement seminars, and candidates are given multiple opportunities to practice the teaching behaviors, reflect on their own abilities and expectations, and refine their teaching practices in the fieldwork placements ( EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study B: Grades K-3, and EHD 160A and 160B (internship teaching assignment).
The interns receive their pre-service component prior to becoming an intern by taking the following classes in Phase 1 and in Phase 2 of their course sequence. (Phases 1 and 2 must be completed prior to entering the internship program):
CI 171, LEE 172, LEE 173, EHD 174 (Phase 1)
CI 175, CI 176, LEE 177, EHD 178 (Phase 2)
Note: EHD 174 and EHD 178 are field study courses in K-8 classrooms. The TPE’s are taught in their coursework and applied in the field study and internship assignments.