Catergory E: Teaching Performance Expections and the Teaching Performance Assissment

Standard 16: Learning, Applying, and REflecting on the Teaching Performance Expections

The planned curriculum of coursework and fieldwork embeds multiple opportunities for candidates to learn, apply, and reflect on each Teaching Performance Expectation (TPE).

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 asthey apply to the subjects to be authorized by the credential, and (b) prepares the candidate for the teaching performance assessment (TPA). 

Qualified supervisors formatively assess each candidate’s pedagogical performance in relation to the TPEsand providecomplete, accurateformativeand timely performance feedbackregarding the candidate’s progress toward meeting the TPEs.

The course work throughout the program addresses the TPEs and prepares students for the summative assessments in the Fresno Assessment of Student Teachers (FAST). The Teacher Performance Course Matrix in Standard 1 shows which courses address which TPEs and to what degree. (See Teacher Performance Expectations Course Matrix.)

As the matrix indicates each course has assignments that contribute to the achievement of the TPEs. For example, in CI 151 Social Foundations of Education, candidates are asked to design a lesson that illustrates their ability to consider culture, class and gender in designing instruction. They are asked to explain how each factor is taken into account in their lesson. (See CI 151 syllabus.) In CI 152 Educational Psychology, candidates develop an assessment instrument. They are asked to explain 1) who and
2) what are to be assessed, 3) why the particular format was chosen, 5) what provisions will assure the technical quality of the assessment data, and 6) how the assessment data (the scores, for example) are to be interpreted. (See CI 152 syllabus.) In CI 159 Curriculum and Instruction, candidates examine principles of good instructional design and use them to create effective media including digital slides, posters, fliers, and instructional handouts. (See CI 159 syllabus.) For SPED 121 Teaching Students with Special Needs in the Secondary General Education Setting, candidates select one student with special needs whom they are currently working with in EHD 155A student teaching. They review the student’s IEP for long-term goals and accommodations. They are then asked to submit a paper that includes three lesson plans from the time that they were solely responsible for instruction in the classroom. They are to indicate what accommodations and/or modifications they made to meet the needs of students with disabilities. Finally they are asked to reflect on the information and lessons they have and state their opinion as to the appropriateness of the special services provided to the student and to suggest ways they could be improved. (See SPED 121 syllabus.) In LEE 154 Language and Literacy for Secondary Learners, candidates create a text-set for their content area that contains five or six different types of texts and texts from different reading levels. The use of text-sets is one strategy for differentiating instruction. (See LEE 154 syllabus.) In CI 161, candidates develop units of instruction that require them to engage in most facets of instructional planning. (See CI 161 syllabi.) 

The fieldwork is designed to take students from observing, to instructing individuals and small groups in a whole class setting, to occasional part-time teaching, to continuous part-time teaching, and finally to assuming the full responsibilities of a classroom teacher. Students are aware of their primary goal from the first day of field experience, which is to satisfactorily meet the Teaching Performance Expectations (TPEs). Assignments during the two semesters of fieldwork become increasingly complex with assignments resembling those required in the Teacher Performance Assessments (TPAs). Ultimately, students are expected to design daily lessons and whole units of instruction which are standards-based, presenting a sound rationale for their plans, to implement instruction effectively, to assess students progress toward the goals and objectives they have met, using a variety of appropriate assessment techniques, and finally to engage in thoughtful reflection on the results, using this reflection as a guide to planning future instructional sequences, and as a guide to where they need to improve as teachers.  They are assisted throughout their fieldwork by their master teachers and university supervisors.

Frequent discussion of appropriate assignments and fieldwork tasks takes place in regular program meetings attended by the program coordinator, program faculty and university supervisors (program-based supervisor). Master teachers discuss fieldwork requirements on a regular basis with university supervisors. They also express their views at master teacher meetings, by telephone, and in writing.

Fieldwork becomes increasingly complex.

In initial student teaching, when candidates begin whole class instruction, they follow the master teacher’s unit and lesson plans, and often “shadow” the teacher, i.e., they watch their master teacher teach the lesson in question and then teach the same lesson to another class in the same manner. Next, they follow the teacher’s plans, but teach before they have seen the lesson taught by the teacher. Then they become responsible for designing their own daily lesson plans. These are submitted in advance to the master teacher for possible revision. Designing daily assessment activities is considered part of lesson planning. In final student teaching, candidates plan and implement complete units of instruction, as well as daily lessons. They are responsible for designing formative and summative assessment instruments and activities. In final student teaching, candidates have multiple opportunities to practice every TPE.

During initial student teaching (EHD 155A), the schedule of a typical student teacher would be as follow:

Weeks 1 and 2

Orientation on campus and observing throughout the school and becoming familiar with the classes that will be taught

Weeks 3, 4, and 5

Observing and assisting the master teacher

Weeks 6 through 10

Assisting the master teacher and teaching on an occasional basis (perhaps two day each week)

Weeks 11 through 15

Teaching two classes or the equivalent, five days per week

During final student teaching, a typical schedule for a fifteen-week semester would be as follows:

Week 1

Observe and assist

6 periods

Weeks 2 through 5

Observe/prep/conference Teach (solo or team)

4 periods

2 periods

Weeks 6 through 13

Observe/prep/conference Teach (solo)

2 periods

4 periods

Weeks 14 and 15

Observe/prep/conference Teach (solo)

1 or 2 periods

4 or 5 periods

To help ensure that students have the opportunity to address the TPEs in the major subdivisions of their subject, they are placed at one level of instruction in initial student teaching (typically middle school) and another level of instruction for final student teaching (typically high school). They also teach at two different grade levels (e.g., 9 th grade English and 11 th grade English) or two different content areas (e.g., American History and American Government) in final student teaching. All student teachers are expected to help their students improve their reading and writing skills with instruction that is appropriately embedded in content area instruction. All students have ample opportunity to address TPE 7 as they all teach classes containing English learners. In Fresno Unified School District, where many student teachers are placed, about 33 percent of the students are English learners and 101 different languages are spoken. Many surrounding rural districts have an even higher percentage of English learners.

Formative assessment.

As previously described, student teachers have multiple opportunities to practice the TPEs during their two semesters of fieldwork. Also, they are formatively assessed on the TPEs and other teacher competencies during their fieldwork prior to their summative student teaching evaluations. They are formatively assessed in student teaching by their university supervisors all of whom are knowledgeable about the TPEs and are trained assessors of student teachers. Training in the Teacher Performance Assessment has been offered to all university supervisors.

Getting feedback.

The FAST system allows for students to receive detailed feedback on work related to the TPEs via a system called Taskstream, prior to submitting work for summative assessment. Detailed scoring rubrics have been developed for guidance of students and their evaluators. The fact that feedback is delivered electronically speeds up the process. University supervisors guide students as they complete assignments in their fieldwork that resemble the Fast assessments. The program coordinator, the program student advisor, and all faculty members assist students in understanding the program expectations.

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.

Interns take CI 151 Social Foundations of Education, CI 152 Educational Psychology, CI 159 Curriculum and Instruction, SPED 121 Teaching Students with Special Needs in a General Secondary Education Setting, and EHD 155A (initial student teaching) as their pre-service component. These courses and this fieldwork introduces interns to all the TPEs prior to entering the classroom as the teacher of record.

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