Category E:  Teaching Performance Expectations and the Teaching Performance Assessment

Standard 16:  Learning, Applying, and Reflecting on the Teaching Performance Expectations

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.

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