Morehead State University
College of Education
Clinical Practice
Critical Performance
Teacher Performance Assessment (TPA):
x
x
x
x
Performance Tasks
Teaching Process Expectations
Scoring Rubrics
Instructional Sequence/Lesson Plan Format
A library of TPA-TWS resources can be found at
http://fp.uni.edu/itq
The Renaissance group manual for mentoring students to develop a TPA/TWS can be downloaded at:
http://fp.uni.edu/itq/PDF_files/mentoring_manual_june_2004.pdf
These tasks and scoring rubric are based on the work done by
The Renaissance Partnership for Improving Teacher Quality Project,
(http://fp.uni.edu/itq) a Title II federally funded project with offices at Western Kentucky University. (June
2008) Director: Roger Pankratz
Revised: July, 2010
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Overview of Teacher Performance Assessment (TPA)
The Vision: Successful teacher candidates support learning by designing a Teacher
Performance Assessment that employs a range of strategies and builds on each
student's strengths, needs, and prior experiences. Through this performance
assessment, teacher candidates provide credible evidence of their ability to facilitate
learning by meeting the following TPA expectations:
x The teacher uses information about the teaching/learning context and student
individual differences to set learning objectives, plan instruction and design
authentic purposeful assessments.
x The teacher selects significant, challenging, varied, and measurable learning
objectives.
x The teacher uses multiple assessment modes (formative and/or summative) and
instructional approaches aligned with learning objectives to assess student
learning before, during, and after instruction.
x The teacher designs instruction for specific learning objectives, student
characteristics and needs, and learning contexts.
x The teacher uses regular and systematic evaluations of student learning to make
instructional decisions.
x The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
x The teacher reflects on his or her instruction and student learning in order to
improve teaching practice and raise levels of student achievement.
x The teacher presents information in a professional manner which is marked by
use of Standard English, concise clear writing, absence of surface error (s), and
the systematic presentation of all information needed to understand the subject at
hand.
TPA Section Assignments: The TPA contains teaching processes identified by
research and best practice as fundamental to improving student learning. Each process
is followed by a TPA Expectation and a Task. A. Included with each section assignment
is a rubric. Rubric evaluation of the TPA section assignments targets performance
expectations and defines various levels of performance. The Tasks provide explicit
directions; and if addressed appropriately, will afford the candidate a high level of
mastery, when each TPA section assignment is completed.
Expectations include teaching a well-developed instructional sequence (3-5 lessons). The
scaffolding of section assignments is intentionally designed so that candidates will
experience and internalize a backwards design approach to lesson development; the
following steps are aligned with the backwards design approach:
x
x
x
Candidate will identify and describe contextual factors related to the teaching
and learning context. Factors are to be specifically focused on the learning
environment, which includes the individual students in the classroom where the
candidate is placed.
Candidate will identify learning objectives, based on state or district content
standards. As KY continues to address meeting national standards and raising
levels of student achievement, the following information is important to know:
™ 2010-2011 KY state tests will be aligned with Kentucky Core Content
™ 2011-2012 KY state tests will be aligned with the new KY Core
Standards
Candidate will create an assessment plan that is designed to measure student
performance before (pre-assessment), during (formative assessment) and after
(summative-assessment). This design of the plan should provide students with
learning experiences focused on high levels of mastery, as per the summative
assessment rubric criteria the candidate designs to measure student
achievement.
69
x
Candidate will analyze student learning and then reflect upon and evaluate
teaching, as related to student learning.
TPA Development Process Guidelines:
¾ University Supervisors will provide a timeline for submission of each
section assignment.
¾ Candidates will follow the university supervisor’s instructions and submit
each section assignment for review and feedback, as per the schedule
provided by the university supervisor. The schedule may vary from one
candidate to another, as individualization and differentiation may come
into play due to exceptionalities. That is to be determined by the
university supervisor.
¾ Candidates will move to the next section assignment, only when the
university supervisor directs them to do so. One assignment builds on
the other and this ensures that the scaffolding design is addressed
appropriately.
¾ Candidates with dual placements are to complete the TPA by the end of
the 1st 8 weeks of the clinical practice experience, Scheduled timelines
must be followed. Due dates may only be extended, in cases of
exceptionality. Permission for an extension must be received from the
university supervisor with the approval of the Educational Service
Director.
¾ Candidates with 16-week placements may be guided to address an
entirely different timeline schedule.
TPA Format (Candidate Instructions):
x Ownership. Complete a cover page that includes (a) your name, (b) date
submitted, (c) grade level taught, (d) subject taught, (d) your university, (e)
course number and title. (TPA page 1)
x Certification. The certification page attests that the entire document is your
original work. (A copy of a certification page is found at the conclusion of this
document.) (TPA page 2).
x Table of Contents. Provide a Table of Contents that lists the sections and
attachments in your TPA document with page numbers. (TPA page 3)
x Charts, Graphs and Attachments. Charts, graphs and assessment instruments
are required as part of the TPA document. Other attachments, such as student
work may be included. However, you should be very selective and make sure
attachments provide clear, concise evidence of performance related to TPA
expectations and students' learning progress.
x Narrative Length. There is some flexibility of length across components, but the
total length of your written narrative (excluding charts, graphs, attachments and
references) should not exceed 11-13 (plus any additional charts, etc.) word
processed pages, double-spaced in 12-point font, with 1-inch margins. The
narrative should be very specific and address factors that impact the students
learning (quality and not quantity) with the complete TPA not exceeding 50-60
typed pages.
x
References and Credits (not included in total page length). If you refer to
another person's ideas or material within the narrative, it is imperative that
you cite these under “References and Credits”, as directed, at the end of
each section assignment. You may use any standard form for references;
however, the American Psychological Association (APA) style is a recommended
format (explained in the manual entitled "Publication Manual of the American
Psychological Association").
70
x
x
Instructional Sequence/Lesson Plans. The plans (3-5) for the instructional
activities analyzed in the TPA should be attached in an appendix and follow the
lesson plan format included in the candidate packet provided at seminar II.
Anonymity. In order to ensure the anonymity of district classroom students, do
not include any student names or identification in any part of the narrative (TPA).
71
Teaching Processes Assessed by the Teacher Performance Assessment
Teaching Processes, Kentucky Teacher & IECE Standards, TPA Expectations, and Indicators
Contextual Factors
TPA Expectation
The candidate identifies information about the teaching and learning context as well as
student individual characteristics and can articulate how these factors will impact the
teaching and learning process.
Kentucky Teacher Standards
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 4: The Teacher Implements and Manages Instruction
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 1: The Teacher Designs and Plans Instruction
Standard 2: The Teacher Creates and Maintains Learning Climate
Standard 3: The Teacher Implements Instruction
Standard 6: The Teacher Collaborates with Colleagues/Families/Others
Standard 8: The Teacher Supports Families
Learning Objectives
TPA Expectation
The candidate establishes significant, challenging, varied, and appropriate learning objectives
aligned with content area standards.
Kentucky Teacher Standards
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 1: The Teacher Designs and Plans Instruction
Standard 2: The Teacher Creates and Maintains Learning Climate
Assessment Plan
TPA Expectation
he candidate uses a variety of assessments aligned with learning objectives to assess student
rning before (pre-assessment), during (formative), and after (summative) instruction.
Kentucky Teacher Standards
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 4: The Teacher Implements and Manages Instruction
Standard 5: The Teacher Assesses and Communicates Learning Results
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 1: The Teacher Designs and Plans Instruction
72
Standard 2: The Teacher Creates and Maintains Learning Climate
Standard 3: The Teacher Implements and Manages Instruction
Standard 4: The Teacher Assesses and Communicates Learning Results
Design for Instruction
TPA Expectation
The candidate designs instruction for specific learning objectives based on student
characteristics and needs, learning contexts, and best teaching practices.
Kentucky Teacher Standards:
Standard 1: The Teacher Demonstrates Applied Content Knowledge
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 4: The Teacher Implements and Manages Instruction
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 6: The Teacher Demonstrates the Implementation of Technology
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 1: The Teacher Designs and Plans Instruction
Standard 2: The Teacher Creates and Maintains Learning Climate
Standard 3: The Teacher Implements and Manages Instruction
Standard 4: The Teacher Assesses and Communicates Learning Results
Standard 6: The Teacher Collaborates with Colleagues/Families/Others
Standard 8: The Teacher Supports Families
Standard 9: The Teacher Demonstrates Implementation of Technology
Instructional Decision-Making
TPA Expectation
The candidate continually monitors and uses on-going analysis of student learning to make
instructional decisions.
Kentucky Teacher Standards
Standard 1: The Teacher Demonstrates Applied Content Knowledge
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 1: The Teacher Designs and Plans Instruction
Standard 2: The Teacher Creates and Maintains Learning Climate
Standard 6: The Teacher Collaborates with Colleagues/Families/Others
Standard 8: The Teacher Supports Families
73
Analysis of Student Learning
TPA Expectation
The candidate uses assessment data to profile and document students’ learning during the instructional
sequence.
Kentucky Teacher Standards
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 7: The Teacher Reflects On and Evaluates Teaching and Learning
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 4: The Teacher Implements and Manages Instruction
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 6: The Teacher Demonstrates the Implementation of Technology
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Self-Evaluation and Reflection
TPA Expectation
The candidate analyzes the relationship between his or her instruction, assessment data, and other
factors in order to improve teaching practice.
Kentucky Teacher Standards
Standard 7: The Teacher Reflects On and evaluates Teaching and Learning
Standard 9: The Teacher Evaluates Teaching and Implements Professional Development
Interdisciplinary Early Childhood Education (IECE) Standards
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 7: The Teacher Engages in Professional Development
Presentation
TPA Expectation
The candidate’s TPA is presented with accuracy, clarity and professionalism.
Professional Code of Ethics for Kentucky School Certified Personnel
16KAR1:200
KRS 161.028, KRS 161.030
74
Contextual Factors: TPA Section I
TPA Expectation
The candidate identifies information about the teaching and learning context
as well as student individual characteristics and can articulate how these
factors will impact the teaching and learning process.
Kentucky Teacher Standards
IECE Teacher Standards
Standard 2: Designs and Plans Instruction
Standard 3: Creates and Maintains Learning Climate
Standard 4: Implements and Manages Instruction
Standard 8: Collaborates with Colleagues/Parents/Others
Standard 1: Designs and Plans Instruction
Standard 2: Creates and Maintains Learning Climate
Standard 3: Implements Instruction
Standard 6: Collaborates with Colleagues/Families/Others
Standard 8: Supports Families
Task
Complete the contextual factors data chart to identify contextual factors, as
they are relevant to the class for which you are developing the TPA. In
doing so, you will address the following:
1) Contextual factors that impact the teaching and learning process
2) Specific types of strategies and techniques used to address these
unique characteristics and needs.
Include
x Credits and References
*Contextual Factors Data Chart follows…
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Contextual Factors Data
Complete the tables below with the requested information. Be sure to indicate the source
of your information for all items.
District, School, & Classroom Contextual Factors
District &
1. List economic characteristics of the school district
Community
2. List the population and diversity information for the school district
Factors
School Factors
1. List economic characteristics of your school
2. List the population and diversity information for the school
3. Describe the parent involvement in the school
Classroom
1. Describe the assistance you have in the classroom (i.e assistants,
Factors
volunteers, resource teachers, etc.)
2. Describe the classroom resources available to you (i.e. equipment,
technology, supplies, etc.)
3. Describe the physical learning environment of the classroom (i.e.
how are desks arranged, how easily can technology and supplies be
accessed, how is the classroom setup to engage students, etc.)
Student Contextual Factors
Grade level(s) in the class:
Student ages in the class:
Number of Students in the
Class:
# Students with IEP:
# of GSSP Students:
# of LEP Students:
Characteristics
1. Describe any language, cultural, socioeconomic, and/or
of Students
developmental differences of the students in the classroom.
2. Describe any special needs of the students in your classroom.
3. Describe any positive characteristics of students that impact
classroom learning (i.e. interests, talents, motivation, etc.)
Student Varied
Describe the different learning preferences of the students in the
Approaches to
classroom.
Learning
Student Skills
1. Estimate the achievement levels of the students in the classroom
and Prior
(i.e. approximately how many students are above, on, or below
Learning
grade level?)
2. Describe the prior instruction students have received regarding the
TPA topic.
Implications of Contextual Factors
Implications for
1. Select and describe two ways that the contextual factors listed
Assessment &
above will impact the assessment of students.
Instruction
2. Select and describe two ways that the contextual factors listed
above will impact the planning and instruction of the instructional
sequence.
References
References
List the sources for the above information in an appropriate
reference format.
Ex:
76
Contextual Factors Rubric
TPA Section I: The candidate identifies information about the learning and teaching context and
student individual characteristics and can articulate how these factors will impact the teaching and
learning process.
1
2
3
Indicator
Score
Not Met
Partially Met
Met
Candidate displays a
Candidate displays some
Candidate displays
Knowledge of
comprehensive
knowledge of the
minimal, irrelevant, or
Community,
understanding of the
characteristics of the
biased knowledge of the
School and
characteristics of the
community, school, and
characteristics of the
Classroom
classroom that may affect community, school, and
community, school, and
Factors
classroom that may affect
learning.
classroom.
KTS 2.2, 4.2
learning.
Candidate displays
Candidate displays
Candidate displays
Knowledge of
general knowledge of
general & specific
Characteristics minimal, stereotypical, or
irrelevant knowledge of
student differences (e.g.,
understanding of student
of Students
student
differences
(e.g.,
differences (e.g.,
development,
interests,
KTS 3.5, 4.2,
development, interests,
development, interests,
culture,
4.4
culture,
culture,
abilities/disabilities).
abilities/disabilities).
abilities/disabilities) that
may affect learning.
Candidate displays
Candidate displays
Candidate displays
Knowledge of
general & specific
general knowledge about
minimal, stereotypical, or
Students’
understanding of the
the different ways
irrelevant knowledge
Varied
different ways students
students learn (e.g.,
Approaches to about the different ways
learn (e.g., learning
learning styles, learning
students learn (e.g.,
Learning
styles, learning
modalities).
learning styles, learning
KTS 3.3, 4.2,
modalities) that may affect
modalities).
8.1
learning.
Candidate displays little or Candidate displays
Candidate displays
Knowledge of
general knowledge of
general & specific
students’ skills irrelevant knowledge of
students’ skills and prior
students’ skills and prior
understanding of
and prior
learning.
learning that may affect
students’ skills and prior
learning
learning.
learning that may affect
KTS 3.2, 3.3,
learning.
3.4, 3.5, 4.2,
4.4, 8.1, 8.2,
8.3
Candidate provides
Candidate provides
Candidate does not
Implications
specific implications for
general implications for
provide implications for
for
instruction and
instruction and
instruction and
Instructional
assessment based on
assessment based on
assessment based on
Planning and
student individual
student individual
student individual
Assessment
differences and
differences and
differences and
community, school, and
community, school, and
community, school, and
classroom characteristics classroom characteristics. classroom characteristics.
OR characteristics OR
provides inappropriate
implications.
Contextual Factors Mean Score
77
Learning Objectives: TPA Section II
TPA Expectation
The candidate establishes significant, challenging, varied, and appropriate learning
objectives aligned with content area standards.
Teacher Standards
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Task
Provide and justify the learning objectives for the instructional sequence.
The Objectives must:
x Define what students are expected to know and be able to do at the end of the
instructional sequence (Be sure that objectives focus on the “big picture” outcome,
not activities in which students will be participating during the lesson).
x Reflect the key concepts and skills of the discipline.
x Be challenging, varied, and relevant to the content and learners.
x Align with content area standards (Identify the source of your standards).
Include:
x A chart with the objective(s), standard(s), Depths of Knowledge (DOK), and
Bloom’s Taxonomy levels.
x A discussion of why the identified learning objectives are appropriate in terms of
the contextual factors and pre-requisite knowledge, skills, and other unique needs
of the student(s).
x Credits and References
78
Learning Objectives Rubric
TPA Section II: The candidate establishes significant, challenging, varied and appropriate learning
objectives aligned with content area standards.
1
2
3
Score
Indicator
Not Met
Partially Met
Met
Objectives reflect only
Objectives reflect several Objectives reflect several
Significance,
one type or level of
types or levels of learning types or levels of learning
Challenge, and
learning.
but lack significance or
and are significant and
Variety
challenge.
challenging.
KTS 2.4, 2.5, 3.1
Objectives are not stated Some of the objectives
Most of the objectives are
Clarity and
clearly and are activities
clearly stated as learning
are clearly stated as
Focus on
rather than learning
outcomes.
learning outcomes.
Learning
outcomes.
Outcomes
KTS 3.1
Most objectives are
Some objectives are
Appropriateness Objectives are not
appropriate for the
appropriate for the
appropriate for the
for Students
development; predevelopment; preKTS 2.2, 2.5, 3.1 development; prerequisite knowledge,
requisite knowledge,
requisite knowledge,
skills, experiences; and
skills, experiences; and
skills, experiences; or
other student needs.
other student needs.
other student needs.
Most of the objectives are
Some objectives are
Alignments with Objectives are not
explicitly aligned with
aligned with national,
aligned with national,
Content Area
national, state or local
state or local standards.
state or local standards.
Standards
standards.
KTS 2.1, 2.4
Learning Objectives Mean Score
79
Assessment Plan: TPA Section III
TPA Expectation
The candidate uses a variety of assessments aligned with learning objectives to assess student
learning before (pre-assessment), during (formative), and after (summative) instruction.
Teacher Standards
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 4: The Teacher Implements and Manages Instruction
Standard 5: The Teacher Assesses and Communicates Learning Results
Task
Design an assessment plan to monitor student progress toward learning objectives. Use a variety
of assessment modes and strategies to evaluate student learning before (pre-assessment), during
(formative), and after (summative) instruction. At least one assessment instrument must include
numerical data in order to easily compare pre- and summative assessment data.
The Assessment Plan Must:
x Directly align assessments with learning objectives
x Assess student knowledge and learning before, during, and after instruction
x Include a pre-assessment that must be completed and analyzed prior to beginning
instruction
x Include multiple types of assessments
x Clearly and appropriately measure student learning towards learning objectives
x Measure student learning focused on learning objectives throughout the instructional
sequence
x Include adaptations that are appropriate to meet the needs and exceptionalities of
individual students (refer to BRIGHT IDEAS – www.moreheadstate.edu/esu)
x Describe how student performance will be scored and evaluated. Include the criteria
used to determine whether or not learning objectives are met
x Include at least one original assessment instrument designed by the candidate
Include:
x An assessment plan, in table format, that shows (1) alignment of the assessment with
the learning objectives (2) multiple assessments and assessment modes (3) Depth of
Knowledge (DOK) level and (4) a brief overview of the assessment task and 5)
accommodations.
x A description of assessment activities that:
1. Explains how the assessments will be used to determine student progress
2. Justifies why the format used for assessment is the best choice
3. Describes how the assessment was customized to meet students’ needs
4. Explains how the contextual factors have helped shape assessment activities
x
An explanation of how formative assessment activities will be used to determine student
progress during the instructional sequence and why collecting this evidence is critical
related to the instructional design, delivery of the sequence and the
evaluation/assessment process.
80
x
x
Copies of your assessments, including directions provided to students and instruments used to score
and evaluate student performance (e.g., rubrics, checklists, rating scales, answer keys, etc.).
Credits and References
Assessment Plan Rubric
TPA Section III: The candidate uses a variety of assessments aligned with objectives to assess
student learning before (pre-assessment), during (formative), and after (summative) instruction.
1
2
3
Score
Indicator
Not Met
Partially Met
Met
Content and methods of
Although all objectives are Each of the objectives is
Alignment
assessment lack
assessed in some way, the assessed throughout the
with
congruence with objectives content and methods used assessment plan;
Learning
or lack cognitive
are not completely
assessments are
Objectives
complexity.
congruent or have minimal congruent with the
KTS 2.2,
cognitive complexity.
objectives in content and
2.3, 2.4, 4.2,
cognitive complexity.
5.1
Assessment criteria are
The assessments contain
Assessment criteria have
Clarity of
been developed, but they
clear and are explicitly
no clear criteria for
Criteria and
measuring student
are not clear or are not
linked to the objectives.
Standards
performance relative to the explicitly linked to the
for
objectives.
Performance learning goals.
KTS 2.3, 3.1
The assessment plan
The assessment plan
The assessment plan
Multiple
includes multiple formats
includes multiple
Formats and includes only one
but all are either
assessment formats
assessment format and
Methods of
pencil/paper based (i.e.,
(including, but not limited
Assessment does not assess students
before, during, and after
they are not performance
to, performance
(e.g., pre-,
assessments) and/or do
assessments, lab reports,
formative, & instruction.
not require the integration
research projects, etc.)
summative).
of knowledge, skills and
and assesses student
KTS 4.2, 6.4
reasoning ability.
performance throughout
the instructional sequence.
Assessments are not valid; Assessments appear to
Assessments are valid;
Technical
scoring procedures are
have some validity. Some scoring procedures are
Soundness
absent or inaccurate; items scoring procedures are
explained; most items or
KTS 2.2,
or prompts are poorly
explained; some items or
prompts are clearly written;
5.2, 5.3
written; directions and
prompts are clearly written; directions and procedures
procedures are unclear to
some directions and
are clear to students.
students.
procedures are clear to
students.
Candidate makes
Candidate makes
Adaptations Candidate does not adapt
assessments to meet the
adaptations to
adaptations to
Based on
individual needs of
assessments that are
assessments that are
Individual
students or these
appropriate to meet the
appropriate to meet the
Needs and
assessments are
individual needs of some
individual needs of most
Contextual
inappropriate.
students.
students.
Factors
KTS 2.2,
2.3, 2.4, 3.3
Assessment Plan Mean Score
81
Design for Instruction: TPA Section IV
TPA Expectation
The candidate designs instruction for specific learning objectives based on student
characteristics and needs, learning contexts, and best teaching practices.
Kentucky Teacher Standards:
Standard 1: The Teacher Demonstrates Applied Content Knowledge
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 4: The Teacher Implements and Manages Instruction
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 6: The Teacher Demonstrates the Implementation of Technology
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Task
Develop a 3-5 day lesson sequence designed to guide and assist students in achieving the
learning objectives. The lesson sequence is to be based on student characteristics and needs,
learning contexts, and best teaching practices.
The Design for Instruction must:
x Use pre-assessment data and analysis, student needs, and the contextual factors to
shape the design of the instructional sequence, the teaching to be used, and the
strategies and activities that will be used.
x Reflect a variety of instructional strategies, techniques, and activities
x Be appropriate for the content area
x Include appropriate use of available resources
Include:
x An overview of the pre-assessment data in a table, graphic organizer, narrative, or some
other form
x A summary of pre-assessment results that describe students’ prior knowledge related to
the objectives
x A table that provides an overview of the instructional sequence focused on identified
objectives, topics being discussed, and activities. Every activity must be shown to relate
to one or more of the objectives, and every objective must have a related activity.
x A detailed description of two or more selected activities that:
qDescribes the activities (clearly and concisely)
qShows a variety of instructional strategies and techniques/approaches are being used
qExplains why these activities are developmentally appropriate for the content area, and
the identified needs of the learners, the contextual factors, and the learning objectives
qExplains how the pre-assessment data influenced the design of the activities
qDiscuss how the assessment plan will be implemented during and after the activities
x A description of how technology will be used in planning and instructional delivery
x A description of how students will use technology during their learning activities. (Note: If
for some reason, student use of technology is not included during the instructional
sequence, a clear rationale should be provided for its omission.)
x Credits and References
82
Design for Instruction Rubric
TPA Section IV: The candidate designs instruction for specific learning objectives, student
characteristics and needs, learning contexts, and best teaching practices.
1
2
3
Indicator
Not Met
Partially Met
Met
Few lessons are explicitly
Most lessons are explicitly All lessons are explicitly
Alignment with
linked to objectives. Few
linked to objectives. Most
linked to objectives. All
Learning
learning activities,
learning activities,
learning activities,
Objectives
assignments and
assignments and
assignments and
resources are aligned with resources are aligned with resources are aligned
objectives. Not all
objectives. Most
with objectives. All
KTS 1.3, 2.4, 4.1
objectives are included in
objectives are included in
objectives are included
the design.
the design.
in the design.
Candidate’s use of content Candidate’s use of content Candidate’s use of
Accurate
appears to be mostly
content appears to be
Representation of appears to contain
numerous inaccuracies.
accurate. Shows some
accurate. Focus of the
Content
Content seems to be
awareness of the big ideas content is congruent
viewed more as isolated
or structure of the
with the big ideas of
skills and facts rather than discipline.
structure of the
KTS 1.1, 1.2, 1.4
as part of a larger
discipline.
conceptual structure.
The lessons within the unit The lessons within the unit All lessons within the
Lesson and Unit
are not logically organized. have some logical
unit are logically
Structure (KTIP
(e.g., sequenced).
organization and appear to organized and appear to
Lesson Plan
be somewhat useful in
be useful in moving
Format)
moving students toward
students toward
KTS 1.1, 1.2, 2.5,
achieving the objectives.
achieving the objectives.
4.5
Little variety of instruction, Some variety in
Significant variety
Use of a Variety
activities, assignments,
instruction, activities,
across instruction,
of Instruction,
and resources. Heavy
assignments, or resources activities, assignments,
Activities,
but with limited
and/or resources. This
Assignments and reliance on textbook or
single resource (e.g., work contribution to learning.
variety makes a clear
Resources
contribution to learning.
KTS 1.1, 1.2, 1.3, sheets).
1.4, 3.3
Some instruction has been Most instruction has
Use of Contextual Instruction has not been
designed with reference to designed with reference to been designed with
Information and
contextual factors and pre- contextual factors and pre- reference to contextual
Data to Select
assessment data.
assessment data. Some
factors and preAppropriate and
Activities and assignments activities and assignments assessment data. Most
Relevant
do not appear purposeful,
appear purposeful,
activities and
Activities,
productive, and
assignments are
Assignments and productive, and
appropriate for each
appropriate for each
purposeful, productive,
Resources
student.
and appropriate for each
KTS 1.3, 2.2, 4.2, student.
student.
4.3, 4.4, 8.2, 8.3
Technology is
Candidate uses
Candidate integrates
Use of
inappropriately used OR
technology but it does not
appropriate technology
Technology
candidate does not use
make a significant
that makes a significant
technology, and no (or
contribution to teaching
contribution to teaching
inappropriate) rationale is
and learning, OR
and learning, OR
provided.
candidate provides limited candidate provides a
rationale for not using
strong rationale for not
KTS 6.1, 6.2, 6.3,
technology.
using technology.
6.5
Design for Instruction Mean Score
83
Score
Instructional Decision-Making: TPA Section V
TPA Expectation
The candidate continually monitors and uses on-going analysis of student learning to make
instructional decisions.
Kentucky Teacher Standards
Standard 1: The Teacher Demonstrates Applied Content Knowledge
Standard 2: The Teacher Designs and Plans Instruction
Standard 3: The Teacher Creates and Maintains Learning Climate
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Task
Describe at least one instance during the instructional sequence when a student’s response to
the instruction prompted altering a teaching technique, strategy, or the sequence of events from
what was originally planned.
The Instructional Decision-Making Must:
x Be focused on changes to the instructional plan that were determined because of
student performance during the learning activities
x Be focused on changes to instruction after the pre-assessment, design for instruction,
and original lesson plan sequence were completed
Include:
x A description of the student actions that prompted a modification to the original design
x A description of the actions taken when modification/adaptation was identified
x A discussion of why the modification was made and selected as the best choice for
improving student learning
x A discussion of the effectiveness and impact of the modification
x Credits and References
84
Instructional Decision-Making Rubric
TPA Section V: The candidate continually monitors and uses on-going analysis of student learning to
make instructional decisions.
1
2
3
Score
Indicator
Not Met
Partially Met
Met
Most instructional
Instructional decisions are
Many instructional
Sound
decisions are
mostly appropriate, but
Professional decisions are
pedagogically sound (i.e.,
some decisions are not
inappropriate and not
Practice
they are likely to lead to
pedagogically sound (i.e., pedagogically sound (i.e.,
student learning).
they are likely to lead to
they are likely to lead to
student learning).
student learning).
KTS 1.2,
1.3, 3.2, 3.3
Appropriate modifications
Modifications Candidate treats class as Some modifications of the
instructional plan are made of the instructional plan are
“one plan fits all” with no
Based on
made to address individual
to address individual
modifications.
Analysis of
student needs. These
student needs, but these
Student
modifications are informed
are not based on the
Learning
by the analysis of student
analysis of student
learning/performance, best
learning, best practice or
practice, or contextual
contextual factors.
KTS 1.5, 2.2,
factors. Included
2.3, 3.1
explanation of why the
modifications would
improve student progress.
Modifications in instruction Modifications in instruction
Modifications in
Congruence
are congruent with
are somewhat congruent
instruction lack
Between
objectives.
with objectives.
Modifications congruence with
and Learning objectives.
Goals
KTS 3.3, 8.3
Instructional Decision-Making Mean Score
85
Analysis of Student Learning: TPA Section VI
TPA Expectation
The candidate uses assessment data to profile and document students’ learning during the
instructional sequence.
Kentucky Teacher Standards
Standard 5: The Teacher Assesses and Communicates Learning Results
Standard 7: The Teacher Reflects On and Evaluates Teaching and Learning
Standard 8: The Teacher Collaborates with Colleagues, Parents, and Others
Task
Analyze assessment data to determine students’ progress related to the learning objectives.
The Analysis of Student Learning Must:
x Compare pre-assessment and summative assessment data for learning objectives
x Provide documentation that clearly explains whether or not student progress toward
mastery of the identified learning objectives occurred
Include:
x An analysis of the entire class’s progress toward learning objectives by:
1. Creating a table that shows the pre-assessment and summative assessment data
for every student, as well as the class average of these assessments
2. Creating a graphic summary that compares the pre-assessment data with the
summative assessment data
3. Discussing what the data shows about student learning related to the learning
objectives
x An analysis that compares the assessment data for subgroups of students for ONE of
the learning objectives by:
1. Selecting a group characteristic to divide the class into two subgroups (i.e.,
performance level, age, gender, reading level)
2. Discussing why it is important to compare student results based on the
characteristic chosen
3. Creating a graphic summary that compares the pre-assessment and summative
assessment for the subgroups for one of the learning objectives
4. Discussing what the data shows about students’ learning related to the learning
objective and the subgroups chosen
x An analysis that compares the assessment data for two students by:
1. Selecting two students who demonstrated different levels of performance during
the instructional sequence
2. Summarizing the differences in the pre-assessment, formative assessment, and
summative assessment data for the two selected students
3. Including appropriate examples of the two students’ work
4. Discussing the similarities and differences between the students work (e.g.
assessment results, work product comparison, and mastery of learning objectives)
x Credits and References
86
Analysis of Student Learning Rubric
TPA Section VI: The candidate uses assessment data to profile student learning during
the instructional sequence.
1
2
3
Score
Indicator
Not Met
Partially Met
Met
Presentation is not
Presentation is
Presentation is easy
Clarity and
clear and accurate; it
understandable and
to understand and
Accuracy of
contains few errors.
contains no errors of
Presentation does not accurately
reflect the data.
representation.
KTS 7.2
Alignment
With
Objectives
Analysis of student
learning is not aligned
with objectives.
KTS 5.4
Interpretation Interpretation is
inaccurate and
of Data
conclusions are
missing or
KTS 5.4, 7.1, unsupported by data.
8.1
Analysis of student
Evidence of
learning fails to
Impact on
include evidence of
Student
impact on student
Learning
learning in terms of
numbers of students
KTS 5.5, 7.1, who achieved and
made progress toward
8.4
objectives.
Analysis of student
learning is partially
aligned with objectives
and/or fails to provide
a comprehensive
profile of student
learning relative to the
objectives for the
whole class,
subgroups, and two
individuals.
Interpretation is
technically accurate,
but conclusions are
missing or not fully
supported by data.
Analysis is fully
aligned with objectives
and provides a
comprehensive profile
of student learning for
the whole class,
subgroups, and two
individuals.
Interpretation is
meaningful and
appropriate
conclusions are drawn
from the data.
Analysis of student
Analysis of student
learning includes
learning includes
evidence of the impact
incomplete evidence
on student learning in
of the impact on
terms of number of
student learning in
students who
terms of numbers of
achieved and made
students who
progress toward each
achieved and made
objective.
progress toward
objectives.
Analysis of Student Learning Mean Score
87
Self-Evaluation and Reflection: TPA Section VII
TPA Expectation
The candidate analyzes the relationship between his or her instruction, assessment data, and
other factors in order to improve teaching practice.
Kentucky Teacher Standards
Standard 7: The Teacher Reflects On and evaluates Teaching and Learning
Standard 9: The Teacher Evaluates Teaching and Implements Professional Development
Task
Evaluate “teacher” performance, giving consideration to the lesson design, delivery of the
sequence, and student achievement results. Design a professional development action plan that
is focused on improving practice and professional growth in areas identified as needing
improvement.
The Reflection and Self-Evaluation must:
x Consider all factors relating to teaching the instructional sequence
x Focus on ideas for the future that will increase student achievement
Include:
x Identification of the learning objective with the highest student achievement.
Include the following:
1. Based primarily on the analysis of student learning, identify the learning objective
with the highest student achievement rating
2. Include at least two reasons for the success
3. Identify “teacher” improvements to be addressed when/if the lesson sequence is
taught again, in order for students to achieve higher levels of success and mastery
of the learning objectives
4. Consider the impact the contextual factors, objectives, instruction, assessments
and/or other conditions had on the instructional sequence and final results
x Identification of the learning objective with the lowest student achievement. Include
the following:
1. Based primarily on the analysis of student learning, identify the learning objective
with the lowest student achievement.
2. Discuss at least two reasons for this lower achievement
3. Identify what could be done differently or better in the future to improve students’
performance
4. In the discussion, consider how the objectives, instruction, assessments,
contextual factors, and/or other conditions may have hindered student
achievement
x Discussion of identified professional growth needs
1. Identify two areas in which professional development is necessary to improve
teaching skills and abilities
2. Describe how professional growth in the two identified areas will improve teaching
and enhance student learning results in your classroom
3. Discuss professional development activities in which you will engage to assist in
reaching higher levels of professional growth
x Credits and Reference
88
Reflection and Self-Evaluation Rubric
TPA Section VII: The candidate analyzes the relationship between his or her instruction, assessment
data, and other factors in order to improve teaching practice.
1
2
3
Indicator
Score
Not Met
Partially Met
Met
Uses evidence to support
Provides evidence but no
Interpretation No evidence or reasons
conclusions drawn in
(or simplistic, superficial)
provided to support
of Student
“Analysis of Student
reasons or hypotheses to
conclusions drawn in
Learning
support conclusions drawn Learning” section.
“Analysis of Student
Explores multiple
Learning” section.
in “Analysis of Student
hypotheses for why some
Learning” section.
KTS 7.1, 7.2
students did not meet
objectives.
Identifies successful and
Identifies successful and
Provides no rationale for
Insights on
unsuccessful activities and
unsuccessful activities or
why some activities or
Effective
assessments and provides
assessments and
assessments were more
Instruction
superficially explores
plausible reasons (based
successful than others.
and
reasons for their success
on theory or research) for
Assessment
or lack thereof (no use of
their success or lack
theory or research).
thereof.
KTS 7.1, 7.2
Logically connects learning
Connects learning goals,
Does not connect
Alignment
goals, instruction, and
instruction, and
learning goals,
Among
assessment results in the
assessment results in the
instruction, and
Goals,
discussion of student
Instruction
assessment results in the discussion of student
learning and effective
learning and effective
discussion of student
and
instruction.
instruction, but
learning and effective
Assessment
misunderstandings or
instruction and/or the
connections are irrelevant conceptual gaps are
KTS 7.3
present.
or inaccurate.
Provides ideas for
Provides no ides or
Provides ideas for
Implications
inappropriate ideas for
redesigning learning goals, redesigning objectives,
for Future
instruction and assessment
redesigning objectives,
instruction, and
Teaching
and explains why these
instruction, and
assessment but offers no
modifications would
assessment.
rationale for why these
improve student learning.
changes would improve
KTS 9.1, 9.3,
student learning.
9.4
Presents a small number of
Presents professional
Provides no professional
Implications
professional learning goals
learning goals that are not
learning goals or goals
for
that clearly emerge from
Professional that are not related to the strongly related to the
the insights and
Development insights and experiences insights and experiences
experiences described in
described in this section
described in this section.
this section. Describes
and/or provides a vague
plan for meeting the goals. specific steps to meet
KTS 7.3, 9.2
these goals.
Reflection and Self-Evaluation Mean Score
89
Presentation: TPA Section VIII
TPA Expectation
The candidate’s TPA is presented with accuracy, clarity and professionalism.
Professional Code of Ethics for Kentucky School Certified Personnel
16KAR1:200
KRS 161.028, KRS 161.030
Format and organization, formal writing and citations are related to the entire TPA.
Presentation
TPA Section VIII: The candidate presents their TPA with accuracy, clarity, and
professionalism.
1
Not Met
The TPA product quality
is unacceptable due to
format or organization
issues that make the
document difficult to
navigate, read, and
understand.
2
Partially Met
The TPA product format
and organization is
somewhat easy to
navigate, read and
understand. Some
problems or irregularities
in organization and
formatting detract from
the overall quality of the
document.
3
Met
The TPA product format
and organization is clear
and easy to navigate,
read, and understand.
Any problems or
irregularities in
organization and
formatting do not detract
from the overall quality of
the document.
Writing
The writing is largely
informal and there are
many errors in spelling,
punctuation, and
grammar. The writing
and grammar does not
represent minimal
teacher competency.
The writing is largely
formal and professional.
There are some errors in
spelling, punctuation and
grammar. The writing
and grammar represents
at least minimal teacher
competency.
The writing is always
formal and professional.
There are almost no
errors in spelling,
punctuation, and
grammar. The writing
and grammar is
representative of a highly
competent educator.
References
Materials, works, ideas,
and identities of others
are not consistently
treated in a professional
manner.
Format and
Organization
There is no evidence of
plagiarism. Materials,
works, and ideas that are
not developed by the
candidate are
appropriately credited to
original authors. Student
identities are protected at
all times.
Presentation Mean Score
90
Score
Certification of Originality
I certify that all work submitted in this document is my own work. I have completed all of the
assignments on my own without assistance from others except as indicated by appropriate
citation. I have read and understand the university policy on plagiarism and academic
dishonesty. I further understand that official sanctions will be imposed if there is any evidence of
academic dishonesty in this work.
Signature
Date
91