Fresno Assessment of Student Teachers (FAST) Teaching Sample Project (TSP) Jeanie Behrend, FAST Coordinator Janine Quisenberry, FAST Assistant Spring 2019

FAST: Fresno Assessment of Student Teachers Teaching Performance Assessments (TPAs) are required by California Commission on Teacher Credentialing (CCTC) to earn a Multiple Subject or Single Subject teaching credential. There are currently 3 TPA systems: CalTPA EdTPA FAST – unique to Fresno State, embedded in the credential program

FAST: Two Performance Tasks Site Visitation Project formal observation of teaching completed in EHD 178 or EHD 110D Teaching Sample Project written unit of study with focus on assessment completed in EHD 170 or EHD 170ECE or EHD 160A/B

Teaching Sample Project integrated unit of study with focus on (a) content knowledge and literacy (b) assessment In Multiple Subject Program, focus must be on English Language Arts (ELA) with an integrated content, such as science, social science, math, visual or performing arts, health, etc. Due: March 29, 2019 Scored by faculty and coaches on April 4

Parts of the Teaching Sample Project See page 2 in TSP manual Before Teaching the Unit Students in Context Learning Outcomes Assessment Plan Design for Instruction After Teaching the Unit Instructional Decision Making Analysis of Student Learning Reflection and Self-Evaluation

Students in Context Learning Outcomes Assessment Plan Initial Planning Components of Teaching Sample Project Students in Context Learning Outcomes Assessment Plan You should have these sections written before you begin teaching your unit.

Students in Context What do I know about my students that will help me plan? How will I manage behavior and routines to enhance learning? pages 4-5 in TSP manual

Format of each section Heading of section General Teaching Standard and TPEs

General Description of this Section

Use as HEADINGS in your document Key Elements of this Section --you need to include!!

Key Elements of this Section Use as HEADINGS in your document --you need to include!!

Checklist of what should be included

Students in Context Questions to consider: What data do I need to collect? What do I need to do in the Implications for instruction section? What do I need to include for the classroom management plan?

Students in Context Collect school and classroom data Students in Context form, p. 16 in FAST manual Implications for instruction for students with: Different levels of English proficiency Identified special needs Other instructional needs Classroom management plan [see next page]

Students in Context Classroom management plan expectations and consequences for: students taking responsibility instances of intolerance other classroom routines two examples describe how established (communicated) and maintained

Questions related to the Students in Context rubric. Are the descriptions of instructional approaches in alignment with the needs of students with (a) a range of English proficiency, (b) identified special needs, and (c) different instructional needs? Does the classroom management plan include expectations for behavior related to: (a) individual responsibility, (b) intolerance, and (c) an inclusive climate? Do the descriptions of expectations include both positive recognition of behavior meeting the expectations AND consequences for not meeting the expectations? Do the descriptions of the routines include both why the routines enhance learning AND how the routines were communicated to the students?

Students in Context Review the scoring rubric on page 17.

Learning Outcomes What should I teach? How is it relevant to my students? pages 6-7 in TSP manual

Learning Outcomes Question to consider: What standards will I use when planning my unit? How many Unit Learning Outcomes might I have in the unit? How will I align them with the standards? What types of things should I write about to justify that the unit is appropriate for my students?

Learning Outcomes Description of integrated unit addresses literacy (ELA standards) and content knowledge (NGSS, History/Social Science, Mathematics, Visual and Performing Arts, OR other content standards) ”big picture” ideas in unit Learning outcomes related to standards 3 to 5 learning outcomes Content standards from 2 or more disciplines, one must be English Language Arts, connected to outcomes on Learning Outcomes table Rationale of appropriateness for students how develops content knowledge and literacy skills connections to past learning, prerequisite knowledge, or future learning relevance to your students

Outcome 1 ELA & Science Outcome 2 ELA Outcome 3 ELA & Science Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Each unit outcome should be addressed in one or more lessons. Each lesson may address one or more outcomes.

Questions related to the Learning Outcomes rubric. Are the unit learning outcomes in alignment with both literacy standards (ELA) and another content area? Do the unit learning outcomes match the level of learning in the standards (e.g. DOK level)? Do the unit learning outcomes represent a range of levels of learning, including higher level learning? Does the rationale for the unit learning outcomes include justification for: (a) developing content knowledge and literacy skills; (b) past learning, pre-requisite knowledge, or future learning, and (c) relevance for the students?

Learning Outcomes Review the scoring rubric on page 18.

Assessment Plan How will I know what and whether my students are learning? pages 8-10 in TSP manual

Assessment Plan Questions to consider: How many unit learning outcomes must I address in my Assessment Plan? What are requirements for Pre- and Summative Assessments? How will I describe my formative assessments? Is the data from the assessments included in this section? Why or why not?

Assessment Plan For 2 learning outcomes, descriptions of pre- and summative assessments scoring criteria (see next slide for additional information) Descriptions of 2 specific formative assessments Respond to questions to justify your choice of format and assessment items Do NOT include any assessment data/results in this section. Pre-assessment results should be included in Design for Instruction section. Pre-assessment and summative assessment results should be included in Analysis of Student Learning section.

REMEMBER: Include copy of assessments How will you know what students learned? REMEMBER: Include copy of assessments

Questions related to the Assessment Plan rubric. Are the assessments congruent with unit learning outcomes in both content and level of learning (e.g. DOK)? Do the assessments assess both content knowledge and literacy skills? Are the prompts, directions, scoring procedures and criteria for meeting learning outcomes clearly described? How well do the assessment items and format match the unit learning outcomes and the purpose of assessing?

Assessment Plan Review the scoring rubric on page 19.

Implementation and Reflection Components of Teaching Sample Project Design for Instruction Instructional Decision Making Analysis of Student Learning Reflection and Self-Evaluation

Design for Instruction How will I design cohesive lessons that are relevant and engaging to all students AND support the content? pages 11-12 in TSP manual

Design for Instruction Questions to consider: What information do I need to include in this section? How many lessons should I include in the unit overview? How many lesson plans must I include in this section? What topics will I address in the questions about the lessons?

Design for Instruction Summary of pre-assessment data Unit summary and overview – a minimum of 5 cohesive lessons in your unit; describe ALL of the lessons included in your unit Three lesson plans, written by you – using a lesson plan format of your choosing Select lessons that reflect a variety in instruction. Description and rationale for: ACCESS to CONTENT ENGLISH LANGUAGE DEVELOPMENT AND LITERACY SKILLS TECHNOLOGY

Questions related to the Design for Instruction rubric. Are the lessons in alignment with pre-assessment results and contextual factors AND unit learning outcomes? Do the lessons provide access to content and develop literacy skills for identified special needs, different levels of English language proficiency, and different instructional needs? How are the lessons providing a variety of instructional methods and engagement activities? What opportunities for critical and creative thinking are included in the lessons?

Design for Instruction Review the scoring rubric on page 20.

Instructional Decision-Making How will I monitor students during lessons and adjust instruction based on their learning? page 13 in TSP manual

Instructional Decision Making Questions to consider: What do I need to include in this section? How am I making decisions about the adjustments I make to the lessons? How are the adjustments related to the unit learning outcome?

Instructional Decision-Making Instructional Decision A & Instructional Decision B Techniques for monitoring student learning Adjustments made to instruction based on student learning Why did adjustment improve students’ progress toward the learning outcome?

Questions related to Instructional Decision Making rubric. How were students monitored during instruction? Was the focus on (a) external factors, (b) behavior or lesson structure or (c) student learning and engagement? Are there examples of appropriate adjustments made specifically to address the needs of the students in this class and aligned with learning outcomes? What reasons were given to show the adjustments would improve student progress?

Instructional Decision Making Review the scoring rubric on page 21.

Analysis of Student Learning Did my students learn the content of the unit? What is the evidence? page 14 in TSP manual

Analysis of Student Learning Questions to consider: What data do I need to include in this section? What evidence do I have that students met (or did not meet) the unit learning outcomes? What should I include in the progress report? How will I select the student for the progress report?

Analysis of Student Learning Class Analysis Results of assessments - DATA Analysis and conclusions of student learning related to unit learning outcomes Progress report (for one student who struggled during the unit) Analysis of learning with supporting data Suggestions – support provided by teacher, school, and/or parents

Questions related to Analysis of Student Learning rubric. Does the analysis provide clear evidence of the number of students meeting each of the two learning outcomes? Does the analysis describe how the data/scores reflect learning related to each of the two learning outcomes? Does the progress report use appropriate data and examples to describe strengths and areas for growth related to at least one learning outcome? Are the suggestions in the progress report realistic?

Analysis of Student Learning Review the scoring rubric on page 22.

Reflection and Self-Evaluation How effective was the unit? What would I change? page 15 in TSP manual

Reflection and Self-Evaluation Questions to consider: What students do I need to address when describing effective instruction? What else do I have to reflect on in this section? If I have a chance to teach this unit again, what will I change to improve student learning? What are the requirements for writing a professional goal?

Reflection and Self-Evaluation Reflect on your performance as a teacher: effective instructional strategies for ALL learners, make sure to include references to students with: a range of English proficiency identified special needs different instructional needs alignment and effectiveness of assessments influence of subject-matter knowledge Suggested changes to the unit Professional goal related to the unit, with next steps

Questions related to Reflection and Self-Evaluation rubric. How are the described instructional activities effective for range of English proficiency? How are the described instructional activities effective for students with identified special learning needs or students with different learning needs. What are the suggestions for redesigning learning outcomes, instruction, or assessments and how would these adjustments improve student learning? Is there a reasonable professional learning goal connected to the unit? Are the specific steps related to reaching this professional learning goal?

Reflection and Self-Evaluation Review the scoring rubric on page 23.

Talk to your Mentor Teacher Teaching Sample Project Have you written the Students in Context section? Have you identified the unit topic and projected time line? Unit should be taught by the middle of March due March 29

Feedback on Teaching Sample Project Unacceptable forms of support: Editing and providing specific feedback on the unit by the University Coach, Mentor or colleague. Make the unit and lessons your own: Some units may be planned with school colleagues; however, you need to put your own stamp on the elements of the unit and the written lesson plans. You must write all portions of the TSP yourself.

Teaching Sample Project Submission Information Hard copy to Coach AND submitted on Tk20. Passing Score: 2 or better on each of the 7 sections. Score of 1 on any section: That section must be revised and scored again. Remember to include Section Headings and headings within each section No binders or folders. Staple or clip together. Anonymity for school, teachers, and students. DUE DATE: Friday, MARCH 29 .