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

2. 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

3. 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

5. 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

6. 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

7. 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.

8. 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

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

10. General Description of this Section

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

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

13. Checklist of what should be included

14. 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?

15. 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]

16. 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

17. 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?

18. Students in Context
Review the scoring rubric on page 17.

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

20. 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?

21. 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

22. 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.

23. 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?

24. Learning Outcomes
Review the scoring rubric on page 18.

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

26. 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?

27. 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.

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

29. 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?

30. Assessment Plan
Review the scoring rubric on page 19.

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

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

33. 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?

34. 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

35. 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?

36. Design for Instruction
Review the scoring rubric on page 20.

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

38. 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?

39. 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?

40. 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?

41. Instructional Decision Making
Review the scoring rubric on page 21.

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

43. 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?

44. 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

45. 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?

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

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

48. 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?

49. 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

50. 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?

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

52. 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

53. 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.

54. 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 .