Performance
Assessment for
California
Teachers
What Is PACT?
 PACT (Performance Assessment for California Teachers)
is a consortium of teacher preparation programs at a
number of California Universities. These institutions have
joined together to develop a teacher performance
assessment. Successful completion of the teaching
performance assessment will be required to earn a
California Preliminary Multiple Subject or Single Subject
Teaching Credential.
 The teaching performance assessments consists of
Embedded Signature Assignments (ESAs) and the
Teaching Event. Together, the Embedded Assessments
and the Teaching Event measure all thirteen Teacher
Performance Expectations (TPEs)
2
Purpose of this PowerPoint
 To provide an interactive walk-through of the
PACT Teaching Event
 To guide you in the planning and design of
the Teaching Event
 To connect you to the necessary resources
for completion of the Teaching Event
3
The “Teaching Event” Process
Part A
Planning Curriculum,
Assessment & Instruction
Press arrow
to advance
through this slide
Reflective Commentary
1. Instructional Context
•School/Program/Class Data
•Implications for Teaching
Part D
Analyzing &
Reflecting
2. Goals/Concepts/Skills/
Language Development
3. Assessments (Formal/Inform.)
4. Instructional Activities
5. Daily Lesson Plans
6. Planning Commentary
Part B
Implementing
Instruction
Videotape Clips
Part C
Assessing Student Learning
Whole Class Learning Commentary
Individual Student Learning Commentary
Teaching Commentary
Overview of the PACT Teaching Event
Focus on student learning
 In this Teaching Event, you will show the strategies
you use to make content accessible to your students,
and how you support students in learning to read,
write, and use academic language.
 You will explain the thinking underlying your teaching
decisions and analyze the strategies you use to
connect students with the content you are teaching.
 You will examine the effects of your instructional
design and teaching practices on student learning,
with particular attention to students with diverse
cultural, language, and socio-economic backgrounds
and learning needs.
5
Overview of the PACT Teaching Event
(continued)
Select a learning segment
 A learning segment is a set of lessons that build upon one
another toward a central focus/big idea that reflects key
concepts and skills, with a clearly defined beginning and end. It
may be part of a larger instructional unit that includes multiple
learning segments. If you teach to more than one class of
students, focus on only one class.
 For the Teaching Event, you will plan a learning segment of
about one week (approximately 3-5 hours of instruction)
that is centered around key concepts and skills that underlie
specific student content standards.
 The learning segment should also develop students’ content
knowledge and should include learning objectives for both the
curriculum content and the development of academic language
related to that content.
6
Overview of the PACT Teaching Event
(continued)
Submit teaching artifacts and analysis
 You will submit an overview of your instruction and
assessment plan, copies of instructional and
assessment materials, two video clips of your
teaching, a summary of whole class learning, and an
analysis of student work samples.
 You will also write commentaries describing your
teaching context, analyzing your teaching practices,
and reflecting on what you learned about your
teaching practice and your students’ learning. The
instructions in the handbook will guide you in putting
together the instructional materials, video selection,
student work samples, and commentaries required in
this Teaching Event.
7
Overview of the PACT Teaching Event
(continued)
Assessment of your Teaching Event
 Your Teaching Event should clearly
demonstrate how your practice meets the
California Teaching Performance
Expectations (TPEs).
 Scoring rubrics have been developed to align
with these professional expectations for
classroom teachers.
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To get started …
 Make sure you have internet access, then click on this
Teaching Event Handbook link. When you get to the site,
identify the correct Teaching Event, then save the
document onto your computer’s hard drive.
 Also save the document called “Making Good Choices”
9
Next . . .
Click on this Teaching Event Rubric link, then save the
correct rubric onto your computer’s hard drive.
These Rubrics identify the criteria
used to evaluate your Teaching Event
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TEACHING EVENT TASKS TEMPLATE
1.
Context for Learning
2.
Planning Instruction & Assessment
3.
Instructing Students & Supporting Learning
4.
Assessing Student Learning
5.
Reflecting on Teaching & Learning
1. Context For Learning
What to Do
 Provide relevant
information about your
instructional context
and your students as
learners within the
learning segment.
What to Submit
 Context Form
 Context Commentary
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Purpose and Overview of Task 1
Purpose
 The Context for Learning task is a brief overview of important features
of your classroom context that influence your instructional decisions
during the learning segment. It provides evidence of: 1) your
knowledge of your students; and 2) your ability to identify and
summarize important factors related to your students’ learning and the
school environment.
Overview of Task
 Select a central focus/big idea for your learning segment and reflect on
the relevant features of your classroom context that will impact your
planning, instruction, and assessment. The focus of your learning
segment should provide opportunities to develop students’ abilities to
use scientific concepts to make sense of one or more real world
phenomena by using key scientific inquiry skills.
 Provide descriptive information about your instructional context and
instructional resources.
 Describe important features of your class that will affect your
instructional decisions.
13
Task 1 (part 1). Context for Learning
Form
What Do I Need to Do?
 Complete the Context for Learning Form.
 The key features of this form are about:
1.
2.
3.
the course you are teaching,
the students in your class, and
the school curriculum and resources
 The complete form is located in your
Teaching Event Handbook.
14
Task 1 (part 2). Context for
Learning Commentary
 Respond to each of the prompts in the
Context Commentary.
 Write a commentary of about three singlespaced pages that addresses the prompts.
You can address each prompt separately,
through a holistic essay, or a combination of
both, as long as all prompts are addressed.
 You will find the complete prompts in your
Teaching Event Handbook.
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2. Planning Instruction & Assessment




What to Do
Select a learning segment of 35 hours of instruction that is
centered around key concepts,
skills and knowledge that
underlie specific student content
standards.
Create an instruction and
assessment plan for the
learning segment.
Write a commentary that
explains your thinking in writing
the plans.
Record daily reflections, to
submit in the reflection section
of the Teaching Event.
What to Submit
 Overview of Plans for Learning
Segment Form
 Instructional Materials
 Planning Commentary
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Purpose and Overview of Task 2
Purpose
 The Planning Instruction & Assessment task describes and explains
your plans for the learning segment. It demonstrates your ability to
organize curriculum, instruction, and assessment to help your students
meet the standards for the curriculum content and to develop academic
language related to that content. It provides evidence of your ability to
select, adapt, or design learning tasks and materials that offer your
students equitable access to curriculum content.
Overview of Task
 Identify the central focus/big idea, student academic content standards,
English Language Development (ELD) standards (if applicable), and
learning objectives for the learning segment. The 3-5 hours of
instruction in the learning segment should develop students’ use
appropriate concepts skills to the content area you are teaching.
 Identify objectives for developing academic language, taking into
account your students’ prior language development and the language
demands of the learning tasks and assessments.
 Select/adapt/design and organize instructional strategies, learning
tasks, and assessments to promote your students’ learning during the
learning segment.
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Task 2 (part 1). Overview of Plans
for Learning Segment Form
What Do I Need to Do?
 Complete the Overview of Plans for Learning Segment form to
describe your instruction and assessment plans. The form is located in
the handbook.
 When responding to the following prompts, provide enough detail so
that an educator reading your overview understands what you and your
students will be doing and how you will be assessing student learning,
both formally and informally. This form is designed to be completed
electronically, so the blank space does not represent the space
needed. Use as much space as you need.
1.
2.
What is the central focus/big idea of the learning segment? (TPE 1A)
What student standards are addressed?
 Include both state-adopted academic content standards and English
Language Development (ELD) standards, as appropriate. Please list
the standard number, followed by the text of the standard. If only a
portion of a standard is being addressed, then only list the relevant
part(s).
 Complete the table provided with the Overview of Plans for Learning
Segment Form in your handbook
 NOTE: As you list learning objectives in the table, include objectives
for both content and for academic language.
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Instructional
Lesson
Attention to
Learning
Students’
Objectives
Formal and
Background,
and Related
Informal
Interests,
Assessments
Student
and Needs
(TPE 2)
Standards
(TPE 1A)
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
(TPE
4,6A/B,7,8,9)
Strategies
and
Learning
Tasks to
Support
Student
Learning
(TPE
1A,4,5,6A/B,
9,10)
Resources
and
Materials
(TPE 4,9c)
Task 2 (part 2) Instructional Materials
What Do I Need to Do?
 Submit copies of all instructional materials, including class handouts, overheads,
assessments (including homework), and informal and formal assessment tools
(including evaluation criteria) used during the learning segment. If any of these
are included from a textbook, please provide a copy of the appropriate pages. If
longer than four pages, provide a summary of relevant features in lieu of a
photocopy. (TPE 1A, 2,4,7,9)
 Label each document or group of documents with a corresponding lesson
number.
 Provide appropriate citations for all materials whose sources are from published
text, the Internet, or other educators.
 Record a daily reflection after teaching each lesson by responding to the
following prompts: (TPE 12, 13)
1.
2.
What is working? What is not? For whom? Why? (Consider teaching and
student learning with respect to both content and academic language
development.)
How does this reflection inform what you plan to do in the next lesson?
Daily reflections will be submitted with Task 5. Reflecting on Teaching &
Learning.
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Task 2 (part 3). Planning
Commentary
What Do I Need to Do?
 Write a commentary of about five singlespaced pages that addresses the prompts
identified on the next slide. These prompts
are also provided in your handbook.
 You can address each prompt separately,
through a holistic essay, or a combination of
both, as long as all prompts are addressed.
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Planning Commentary Prompts
1.
2.
3.
4.
5.
6.
Apart from being present in the school curriculum, student academic content
standards, or ELD standards, why is the content of the learning segment important
for your particular students to learn? (TPE 1A)
How do key learning tasks in your plan build on each other to support student
learning of the curriculum content and the development of academic language
related to that content? Describe specific strategies that help build student learning
across the learning segment. Reference the instructional materials you have
included, as needed. (TPE 1A, 4, 9)
For this learning segment, identify students’ possible common sense
understandings or misconceptions that contrast with accepted understandings.
How will you detect and attempt to change these common sense understandings or
misconceptions?
What language demands of the learning and assessment tasks are likely to be
challenging for your students? Explain how specific features of your learning and
assessment tasks in your plan support students in meeting these language
demands.[1] (TPE 7)
Explain how the collection of assessments from your plan allows you to evaluate
your students’ learning of specific student standards/objectives. (TPE 2, 3)
Describe any teaching strategies you have planned for your students who have
identified educational needs (e.g., English learners, GATE students, students with
IEPs). Explain how these features of your learning and assessment tasks will
provide students access to the curriculum and allow them to demonstrate their
learning. (TPE 9. 12)
[1] Language demands include such things as grammatical structures, vocabulary, language
conventions within a genre such as lab reports, or scientific and mathematical notation.
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3. Instructing Students & Supporting
Learning





What to Do
Review your plans and prepare to
videotape your class. Identify
opportunities for student learning.
Videotape the lesson(s) you have
identified.
Review the videotape to identify two
video clips portraying the required
features of your teaching. The total
running time should not exceed 20
minutes.
Provide a copy of the plan for the
lesson(s) from which the clips were
taken.
Write a commentary that analyzes
your teaching and your students’
learning in the video clips.




What to Submit
Video Clips
Video Label Form
Lesson Plan
Instruction Commentary
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Purpose and Overview of Task 3
Purpose
 The Instructing Students & Supporting Learning task illustrates
how you work with your students to improve their skills and
strategies and knowledge of concepts. It provides evidence of
your ability to engage students in meaningful tasks and monitor
their understanding.
Overview of Task
 Examine your plans for the learning segment and identify
learning tasks in which students are actively engaged in learning
activities.
 Videotape one or more of these tasks.
 View the video(s) to check the quality of the video, analyze your
teaching, and select the most appropriate video clips to submit.
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Task 3(part 1). Video Clips
What Do I Need to Do?
 Videotape your classroom teaching
 Provide two video clips of no more than twenty minutes total. The
first clip should illustrate how you facilitated your students’ engagement
in meaningful scientific thinking while they are conducting a scientific
inquiry. The second clip should illustrate how you actively engaged
students in analyzing, interpreting, and synthesizing the results of that
investigation. The clips should include interactions among you and
your students and your responses to student comments, questions, and
needs. (TPEs 1A, 2, 4, 5, 6A/B, 11)
 Videotape Guidelines






A video clip should be continuous and unedited, with no interruption in the
events. The two clips can come from the same lesson or from different lessons.
The clips can feature either the whole class or a small group of students.
Both you and your students should be visible and clearly heard on video
submitted.
Provide a copy of any relevant writing on the board, overhead, or walls if it is not
clearly visible on the video. Attach documents to the Instruction Commentary.
PACT Videotaping Policies
PACT Videotaping Procedures
25
Task 3(part 2). Video Label Form
What Do I Need to Do?
 Complete the Video Label Form and either attach it to
the videotape or put it in a folder with the video files.
The form below is also located in your handbook.
Task 3. Video Label Form
Candidate ID # ___________________________________
Clip # 1
Lesson from which clip came: Lesson # _____
Clip # 2
Lesson from which clip came: Lesson # _____
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Task 3(part 3). Lesson Plan
What Do I Need to Do?
 Provide a complete lesson plan for each lesson from which a
video clip came.
 Lesson Plan Guidelines
 Each lesson plan should detail what you and your students
will be doing during the lessons to achieve the learning
objectives. Use the lesson plan format preferred in your
teacher education program.
 If a lesson plan changed prior to the instruction seen in the
clips (e.g., in response to student learning in previous days),
you may either note the changes on the original or revise it
to reflect the changes and submit the revised plan.
 Label each lesson plans as Lesson 1, 2, etc. to correspond
with the lesson described in the document Overview of
Plans for Learning Segment.
 Record the lesson plan number(s) on the Video Label form.
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Task 3(part 4). Instruction
Commentary
What Do I Need to Do?
 Write a commentary of about four singlespaced pages that addresses the prompts
on the following slide.
 You can address each prompt separately,
through a holistic essay, or a combination
of both, as long as all prompts are
addressed.
28
Instruction Commentary Prompts
1.
2.
3.
4.
5.
6.
Other than what is stated in the lesson plan(s), what occurred immediately prior to
and after each video clip that is important to know in order to understand and
interpret the interactions between and among you and your students? Please
provide any other information needed to interpret the events and interactions in the
video clips.
Describe any routines or working structures of the class (e.g., group work roles,
class discussion norms) that were operating in the learning tasks seen on the video
clips. If specific routines or working structures are new to the students, how did you
prepare students for them? (TPE 10)
How did you further the students’ knowledge and skills and engage them
intellectually conducting a scientific inquiry or analyzing and interpreting data?
Provide examples of both general strategies to address the needs of all of your
students and strategies to address specific individual needs. (TPE 1A, 2, 4, 5, 7,
11)
Describe any language supports used to help your students (including English
learners as well as other students struggling with language) understand the content
and/or academic language central to the lesson. If possible, give one or two
examples from the video clip(s) of how you implemented these supports. (TPE 4,
7)
Describe the strategies you used to monitor student learning during the learning
task shown on the video clips. Cite one or two examples of what students said
and/or did in the video clips or in assessments related to the lessons that indicated
their progress toward accomplishing the lessons’ learning objectives.
Reflect on the learning that resulted from the experiences featured in the video
clips. Explain how, in your subsequent planning and teaching, successes were 29
built upon and missed opportunities were addressed.
4. Assessing Student Learning
What to Do
 Select one student assessment
from the learning segment and
analyze student work.
 Identify three student work
samples that illustrate class
trends in what students did and
did not understand.
 Write a commentary that
analyzes the extent to which the
class met the
standards/objectives, analyzes
the individual learning of two
students represented in the
work samples, and identifies
next steps in instruction.
What to Submit
 Student Work Samples
 Evaluative Criteria or Rubric
 Assessment Commentary
30
Purpose and Overview of Task 4
Purpose
 The Assessment of Student Learning task illustrates how you diagnose
student learning needs through your analysis of student work samples.
It provides evidence of your ability to 1) select an assessment tool and
criteria that are aligned with your central focus/big idea, student
standards, and learning objectives; 2) analyze student performance on
an assessment in relation to student needs and the identified learning
objectives; and 3) use this analysis to identify next steps in instruction
for the whole class and individual students.
Overview of Task
 Summarize and analyze meaningful patterns in whole class
performance on a selected student assessment from the learning
segment.
 Demonstrate a variety of student performances for the assessment
using three student work samples.
 Analyze the performance of two individual students and diagnose
individual learning needs.
Click here for additional Assessment guidelines.
31
Task 4 (part 1). Student Work Samples
What Do I Need to Do?
 Provide a copy of the directions/prompt for
the assessment, if these are not apparent
from the student work samples.
 Collect student work from your entire class.
Analyze the student work to identify patterns
in understanding across the class.
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Task 4 (part 2). Evaluative Criteria or
Rubric
What Do I Need to Do?
 Provide any evaluative criteria (or rubric) that you used to
assess the student work. Evaluative criteria are categories that
you use to assess student learning.
 Select three student work samples which together represent
what students generally understood and what a number of
students were still struggling to understand. At least one of
these students should be an English Learner[1]. If multiple
drafts of the assessment were collected, you may include all
drafts as the work sample.
 Label these work samples as “Work Sample A”, “Work Sample
B”, and “Work Sample C”.

[1]
If you do not have any English language learners, select a student who is
challenged by academic English. Examples may include students who speak
varieties of English or special needs learners with receptive or expressive
language difficulties.
33
Task 4 (part 3). Assessment
Commentary
What Do I Need to Do?
 Write a commentary of about five singlespaced pages that addresses the prompts.
 You can address each prompt separately,
through a holistic essay, or a combination of
both, as long as all prompts are addressed.
34
Assessment Commentary Prompts
1.
2.
3.
4.
5.
6.
Identify the specific standards/objectives for this student assessment. You may just cite the
appropriate lesson(s) in the Overview of Plans for the Learning Segment if you are assessing
all of the standards/objectives listed for the lesson(s).
How do the evaluative criteria (or rubric) measure student proficiency for your
standards/objectives? Evaluative criteria are categories that you use to assess student learning.
Examples of evaluative criteria include understanding of a particular science concept, the
relationship between two concepts, or the fit between evidence and conclusions.
Create a summary of student learning across the whole class relative to your evaluative criteria (or
rubric). Summarize the results in narrative and/or graphic form (e.g., table or chart). (You may use
the optional chart provided following the Assessment Commentary prompts to provide the
evaluative criteria and descriptions of student performance.)
Discuss what most students appear to understand well, and, if relevant, any misconceptions,
confusions, or needs (including a need for greater challenge) that were apparent for some or most
students. Cite evidence to support your analysis from the three student work samples you
selected.
From the three students whose work samples were selected, choose one English Learner and one
other student. For these two students, describe their prior knowledge of the content and their
individual learning strengths and challenges (e.g., academic development, language proficiency,
special needs). What did you conclude about their learning during the learning segment? Cite
specific evidence from the work samples. You may also cite specific evidence from the work
samples or from other classroom assessments relevant to the same evaluative criteria (or rubric).
Based on the student performance on this assessment, describe the next steps for instruction for
the class. If different, describe any individualized next steps for the two students whose individual
learning you analyzed. These next steps may include feedback to students, a specific instructional
activity, or other forms of re-teaching to support or extend continued learning of objectives,
standards and/or central focus/big idea for the learning segment. In your description, be sure to
explain how these next steps follow from your analysis of the class or individual student
performances. (TPEs 2, 3, 13)
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5. Reflecting on Teaching & Learning
What to Do
 Provide your daily
reflections.
 Write a commentary
about what you learned
from teaching this
learning segment.
What to Submit
 Daily Reflections
 Reflective Commentary
36
Purpose and Overview of Task 5
Purpose
 The Reflecting on Teaching & Learning Task describes what you
learned from teaching the learning segment. It provides evidence of
your ability to analyze your teaching and your students’ learning to
improve your teaching practice.
Overview of Task
 Record your reflections after teaching each lesson, discussing how the
lesson went in general terms as well as for specific students. (See
instructions in the daily reflection box in Part 1. Planning Instruction and
Assessment.)
 Review your daily reflections and your analyses of the effectiveness of
instructional and assessment strategies in previous tasks. Use these
specific analyses and reflections to identify more general patterns
within your planning, instruction, and assessment practices across the
learning segment.
 Reflect on your experience teaching the learning segment in light of 1)
your observations of the effectiveness of your teaching practice in
helping your students learn; and 2) the theoretical perspectives and
research principles that you learned during teacher preparation.
37
Task 5 (part 1). Daily Reflections
What Do I Need to Do?
 Submit
the daily reflections completed
as part of Task 2. Planning Instruction &
Assessment.
38
Task 5 (part 2). Reflective
Commentary
What Do I Need to Do?
 Write a commentary of about three single-spaced pages that
addresses the following prompts. You can address each prompt
separately, through a holistic essay, or a combination of both, as long
as all prompts are addressed.
 When you consider the content learning of your students and the
development of their academic language, what do you think explains
the learning or differences in learning that you observed during the
learning segment? Cite relevant research or theory that explains what
you observed.
 Based on your experience teaching this learning segment, what did you
learn about your students as science learners (e.g., easy/difficult
concepts and skills, easy/difficult learning tasks, common
misconceptions)? Please cite specific evidence from previous
Teaching Event tasks as well as specific research and theories that
inform your analysis. (TPE 13)
 If you could go back and teach this learning segment again to the same
group of students, what would you do differently in relation to planning,
instruction, and assessment? How would the changes improve the
learning of students with different needs and characteristics? (TPE 13)
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Required Format for the Teaching Event
The following guidelines should be used to prepare all parts of
your Teaching Event. This format will allow faculty/supervisors to
efficiently review and score all Teaching Events.
Commentaries Submitted on Paper
 Commentaries are your written descriptive, analytic, and reflective
responses to specific prompts in the Teaching Event directions.
Commentaries should be in the following format.
 Typed or word processed on 8.5" by 11" white paper in black ink
 Single spaced, with a blank line between paragraphs, and 1" margins
 Font size should be at least 12 point size and Times, Times New
Roman, or Arial
 Length kept within specified page limits, which are based on previous
experience with Teaching Event submissions
 Individual pages should not be enclosed in plastic page protectors.
40
Required Format for the Teaching Event
(continued)
Video Clips
 Video clip(s) are submitted as part of Task 3. Instructing Students &
Supporting Learning. Video should be submitted in the following
format.
 Video formats will be specified by your program based on the formats
that it can accept. Select appropriate equipment based on your
program’s requirements.
 The time length of the video to be submitted is specified in the Teaching
Event directions.
 The teacher and students should be clearly visible and audible.
 Individual video clips should be continuous and unedited, with no
interruption in events.
 If possible, use a tripod to avoid wobbling.
 Further recommendations for videotaping your class are available in
Procedures for Classroom Videotaping, located on the PACT
website, www.pacttpa.org.
41
Required Format for the Teaching Event
(continued)
Student Work Samples
 Student work samples will be submitted in Task 4. Assessing
Student Learning. Student work samples should be submitted
in the following format.
 Select samples to meet the criteria indicated by the Teaching
Event directions.
 Work samples should be written by the students.
 Names of students, yourself, and the school should be removed
with correcting fluid, tape, or marker prior to copying/scanning.
 Your written feedback to the students should be included with
the work samples. If feedback was oral, provide a summary of
the oral feedback.
 Label work samples as Student A, B, or C.
42
Required Format for the Teaching Event
(continued)
Documentation of Lessons
 Documentation of lessons such as lesson plans, handouts,
assessments, rubrics, overhead transparencies, or other
instructional materials will be submitted with various Teaching
Event tasks to demonstrate the events that occurred in the
learning segment. Documentation should be submitted in the
following format.
 Label all documents with a corresponding lesson number from
the Overview of Plans for Learning Segment if applicable.
Page Numbering
 Number every page of the paper copy of your Teaching Event
sequentially from beginning to end, including pages of student
work and documentation of lessons. Page numbers may be
handwritten on paper copies.
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Required Format for the Teaching Event
(continued)
Candidate Identification Number
 Label all pages of the paper copy of your Teaching Event (commentaries,
student work samples, and lesson documentation) with your Candidate ID
number. This consists of your campus student ID, unless it is your Social
Security Number, in which case your program will give you instructions about a
new ID. If you use a word processor, include your Candidate ID number as a
running header or footer on every page. You may find it saves time to print a
sheet of labels containing your Candidate ID number and apply the labels in the
top or bottom margin of student work samples and lesson documentation.
Electronic Format for Teaching Events
 Each program using an electronic submission format may provide additional
guidelines for completing the Teaching Event that are specific to its electronic
format. However, if you use a mixed format (i.e., part electronic and part paper),
submit two copies of any paper portions (e.g., student work samples).
Use of Submitted Materials
 Your Teaching Event and related materials may be used for training scorers,
faculty, or cooperating teachers, or for purposes of research for validating the
assessment. Your name, school, and students’ names will be kept confidential.
If your Teaching Event is to be used for any other purpose, your written
permission will be requested.
44
Checklist for Assembling Your
Teaching Event
For the paper copy of your Teaching Event, place the following materials in the order listed. If you are constructing an electronic
Teaching Event, make sure that all of the following are included. The Teaching Event Authenticity Sign-Off Form should be
submitted as a paper copy with both paper and electronic formatted Teaching Events.
 Required Forms (these can be downloaded from www.pacttpa.org)


Teaching Event Authenticity Sign-Off Form
Checklist for Assembling Your Teaching Event (Available in your
Handbook)
 Task 1. Context for Learning


Context for Learning Form
Commentary on your instructional context
 Task 2. Planning for Instruction & Assessment



Overview of Plans for Learning Segment Form
Instructional materials, e.g., class handouts, overheads, assessments,
and formal assessments (including evaluation criteria) labeled by the
lesson number(s) (e.g., Lesson 1, Lessons 2-3) for which each
document will be used
Commentary explaining your thinking behind your instruction and
assessment plans
45
Checklist for Assembling Your
Teaching Event (continued)
 Task 3. Instructing Students & Supporting Learning




Video clips
Video Label Form
Lesson plan(s) from video clips
Commentary explaining and analyzing the teaching and learning
portrayed in the video
 Task 4. Assessing Student Learning



Work samples from three students to illustrate what students generally
understood and what a number of students were still struggling to
understand
Evaluative criteria or rubrics used to assess student performance on
the assessment
Commentary analyzing student learning and identifying next steps in
instruction
 Task 5. Reflecting on Teaching & Learning


Daily reflections for each lesson taught within your learning segment
Commentary analyzing what you learned about your students and your
teaching practice from teaching the learning segment and identifying
changes you might make in your teaching practice based on this
analysis
46
Submitting Your Teaching Event
Submit Two Copies to Your Program
 To enable validation of the assessment process across multiple campuses, you need to
submit TWO copies of all text submitted as a paper copy (e.g., student work, instructional
materials) and all video. If your Teaching Event is submitted via electronic files on a CD,
submit two copies of the CD. You need not submit multiple copies of electronic Teaching
Event materials that are stored electronically on a common platform.
 Follow the instructions from your program as to when and where your Teaching Event
should be submitted.
Organizing your Teaching Event for Submission
 Organize the commentaries and paper documentation in the order shown in the Checklist
for Assembling Your Teaching Event.
 Fasten all pages together in order. Do not submit pages in plastic protectors.
 Place all materials (Teaching Event documentation, video, and/or CD) into a large envelope.
 Write your candidate ID number on the outside of the envelope.
 Retain for your own records a complete copy of your Teaching Event, including:
 1)
Computer file copies of all commentaries and other materials created by you
 2)
Paper copies of materials from other sources (e.g., student work, assessment
instruments)
 3)
A copy of the videotape or file(s) with the video clip(s)
Electronic Teaching Events
 Follow the directions provided by your program for format specifications.
 Provide two sets of paper copies of all documents if you are submitting a mixed format
Teaching Event.
 A paper copy of the Teaching Event Authenticity Sign-Off Form should be submitted with47
electronic formatted Teaching Events.
Teaching Performance Expectations
(TPEs)
A. Making subject matter comprehensible to students
TPE 1. Specific Pedagogical Skills for Subject Matter Instruction
B. Assessing student learning
TPE 2. Monitoring Student Learning During Instruction
TPE 3. Interpretation and Use of Assessments
C. Engaging and supporting student learning
TPE 4. Making Content Accessible
TPE 5. Student Engagement
TPE 6. Developmentally Appropriate Teaching Practices
TPE 7. Teaching English Learners
D. Planning instruction and designing learning experiences for students
TPE 8. Learning about Students
TPE 9. Instructional Planning
E. Creating and maintaining effective environments for student learning
TPE 10. Instructional Time
TPE 11. Social Environment
F. Developing as a professional educator
TPE 12. Professional, Legal, and Ethical Obligations
TPE 13. Professional Growth
48
Language Demands & Special
Needs -- online resources
English Learner Initiative:
http://csmp.ucop.edu/csp/initiative.html
SDAIE Handbook: Techniques, Strategies, and Suggestions for
Teachers of LEP and Former LEP Students
http://www.csupomona.edu/~tassi/sdaie.htm
Disabilities, Teaching Strategies & Resources
http://www.as.wvu.edu/~scidis/sitemap.html
Planning Programs for High Ability Learners
http://ericec.org/digests/e546.html
Back to
Planning
Commentary
49
A big idea…
(from Grant Wiggins, Understanding by Design)
 Is a focusing lens
 Provides great breadth, connections
 Lies at the heart of expert understanding of
the subject
 Requires uncoverage because its
meaning/value – not obvious, is counterintuitive, prone to misunderstanding
50
Big Ideas Typically appear as:
(from Grant Wiggins, Understanding by Design)
 Concept (migration, function, quantum)
 Theme (“Coming of Age,” “Go West…”
 Debate (“nature vs. nurture”, conservatives vs.






liberals)
Point of view (deconstruction, vegetarianism)
Paradox (Freedom must have limits, imaginary
numbers)
Theory (evolution, Manifest Destiny)
Principle (“All men are created equal”, F=ma)
Underlying assumption (fair play, texts have
meaning)
Question (Why leave home? Can we prove it?)
51
Some questions for identifying
“big ideas”
(from Grant Wiggins, Understanding by Design)
 Does it have many layers and nuances, not obvious to the





naïve or inexperienced person?
Do you have to dig deep to really understand its meanings
and implications – beyond a surface grasp?
Is it prone to misunderstanding and/or disagreement?
Are you likely to change your mind about its meaning and
importance over a lifetime?
Does it yield optimal depth and breadth of insight into the
subject?
Does it reflect the core ideas as judged by experts?
52
Essential Questions help identify
Big Ideas
Essential Questions (from Grant Wiggins, Understanding by Design)
 Have no simple “right” answer – they are arguable,





intended to lead to more questions or to unobvious
understandings
Raise other important questions
Often address philosophical or conceptual
foundations of a discipline
Naturally and appropriately recur to highlight big
ideas and issues
Can effectively provoke and sustain student inquiry,
while also focusing learning and final performance(s)
Can be overarching and topical, guiding or provoking
53
Sample Essential Questions
(from Grant Wiggins, Understanding by Design)
1.
2.
3.
4.
5.
Can we look but not see?
Are insects strong since
they are survivors?
What is “clean” water?
How do we come to know
the natural world and our
place in it?
“No Pain, No Gain” – A
useful tip about fitness or
harmful advice?
When is it “bending” the
rules and when is it
“breaking” the rules in
sports?
7. What makes a great book
great?
8. Does food that is good for
you have to taste bad?
9. Is global warming real?
10. Is it due more to bad habits
or lack of knowledge that
we do not eat right?
6.
Back to
Task 2 54
Planning Assessment:
 Involves asking “what evidence will indicate
whether or not students have achieved the
goals & outcomes identified for the teaching
event?”
 Three categories of Assessment:



Diagnostic
Formative
Summative
 Includes multiple methods collected over time
Last
Page
viewed
Return to
Planning
55
Segment
Diagnostic Assessments:


Measure existing knowledge & skills
Measure mastery of preceding sets of
content standards
 Serve as a diagnostic tool to help plan
instruction
 Provide “pre-test” data to be compared to
“post-test” data at the end of the unit
 Should be administered under same
conditions for all students
56
Formative (Progress Monitoring)
Assessments:
 Monitor student progress on an ongoing basis
throughout the unit
 Inform the teacher about what is working,
what isn’t and what adjustments to the plan
are needed
 Identify struggling students who need direct
interventions
 Provide quick feedback to students with
opportunities to improve
57
Summative quizzes, tests, prompts,
and/or other assessments:
End-of-unit measurement of students’ ability
to apply the science knowledge and skills
they have acquired.
 Require students to demonstrate the extent
they have met the goals and objectives
identified in Stage 2
 Provide a “post-test” comparison to the “pretest” conducted before the unit began

Return to
Planning
58
Assessment
Multiple Assessment Methods
Authentic
Essays/Prompts
Informal Checks
for Understanding
Traditional
Click on the link for more
details or the button below
to return to planning
assessment
Return to
Planning
59
Assessment
Informal Checks for
Understanding
 Hand Signals (thumbs up, thumbs down, wave hand)
 Index Card Summaries (“Summarize a big idea you got from this






lesson”)
Index Card Questions (“State one thing you don’t understand
about...”)
Question Box (a place to leave questions about concepts &
processes)
Misconception Checks (State a common misconception & ask if
they agree/disagree—why or why not?)
Observations
Interviews, Dialogues, Open-Ended Questions
Daily journal entries
60
Traditional Assessment
 Multiple Choice – potentially useful for baseline
measurement of content knowledge & vocabulary
 True-False – More useful to assess attitudes &
applications of ideas versus content/vocabulary
 Matching – More responses that list items increases
likelihood of higher level thinking
 Completion/Short Answers – Reduces guesswork but
need careful wording to avoid ambiguous answers
61
Essays/Prompts
 Useful in the assessment of problem-solving skills
and complex interrelationships between concepts
and processes
 Provides opportunities for students to develop written
communication skills
 Shortcomings include the subjective nature of essay
questions (no single right/wrong answer) and English
Language learner variabilities
 Important to provide expectations and use some kind
of grading rubric
62
Authentic Assessment
 Performance-based



may be used to assess correct answers and the processes
used to get there
usually involves use of concrete materials
may include models, scientific illustrations & diagrams,
experiments, and other contextualized demonstrations
 Projects – students investigate authentic questions and use
processes of investigation & experimentation to find solutions
 Interviews & Student Journals – a good way to identify thinking &
problem-solving abilities, misconceptions, and communication skills
 Portfolios – a collection of student work over time that provides
evidence and reflections demonstrating knowledge, abilities &
understanding
 Graphic Organizers – such as concept maps & Venn diagrams –
help assess students’ grasp of the interrelationship among
concepts
63
Models of Instruction
Strategies
Direct Instruction
Concept Teaching
Presentation
Classroom
Discussion
Problem-Based
Cooperative
Learning
Click on any model for more details.
Return to
Planning
Segment
Presentation Model of Instruction


A tightly structured teacher-centered model
designed to help students acquire & assimilate
information expected to be learned
4 phases:
1.
2.
3.
4.
Presenting objectives
Use of advanced organizers to scaffold new
information
Presenting information to be learned
Helping students extend and strengthen their thinking
65
Using Presentation Lessons in the
Classroom
 Connect content and advance organizers to
student’s prior knowledge
 Be sure lesson delivery is clear by explaining
links of information, providing examples with
rules, and carefully planned verbal transitions
 Help students extend and discipline their
thinking by using higher order questioning
and discussions
66
Web Links for the Presentation
Model
 Increasing Comprehension by Activating Prior
Knowledge. ERIC Digest
 Critical Presentation Skills–Research to
Practice, ERIC Digest #449
 Advance Organizers
 Increasing Comprehension by Activating Prior
Knowledge. ERIC Digest
 Schema Activation, Construction, and
Application. ERIC Digest.
Return to
Models of
Instruction
67
Direct Instruction Model

Designed to help students master well
structured academic content and acquire
specified skills in step-by-step fashion
 5 phases
1.
2.
3.
4.
5.
Establish rationale/goals of the lesson
Explain and/or demonstrate knowledge or skill
Guided practice
Debrief/feedback/check for understanding
Extended practice
68
Using Direct Instruction Lessons in
the Classroom
 Prepare specific learning objectives that
address student behavior, testing situation,
and performance criteria (STP)
 Break tasks/skills into logical steps
 Proceed through the 5 phases (goals,
demonstrate, guided practice, debrief,
extended practice)
69
Web Links to Direct Instruction
 The Madeline Hunter Direct Instruction Model
 Association for Direct Instruction
 Direct Instruction “really works”
 What direct instruction is & is not, with more
links
 Observational (Social) Learning
 Praise in the Classroom
Return to
Models of
Instruction
70
Concept Teaching



Involves the learning of specific concepts, the
nature of concepts, and the development of logical
reasoning & critical thinking
May be deductive (rule to example) or inductive
(example to rule)
Proceeds through 4 primary phases:
1.
2.
3.
4.
Clarify goals & conditions
Illustrate examples & nonexamples
Students provide examples & nonexamples to
demonstrate attainment of concept
Guide students to think about their own thinking
(examine their decisions, consequences of choices,
how concept fits in with bigger picture)
71
Using Concept Teaching in the
Classroom
 Select Big Idea concepts and determine the best
approach:


inductive through direct presentation of the concept first, or
Deductive (Concept Attainment) through
examples/nonexamples & guided discovery
 Clarify aims/establish a “hook” to draw students in
 Proceed through the selected inductive or deductive
approach using examples & nonexamples
 Get students to demonstrate their understanding
 Employ higher-level questioning & discussion strategies -help students analyze their own thinking processes
72
Web Links to Concept Teaching
 Concept Teaching strategies with additional links
 Concept Mapping Homepage
 Overview of Concept Attainment Teaching
 Concept Attainment
 Concept Formation
 Discovery Learning
 Concept Teaching through Inquiry
 Inductive Approach
 Inductive/Deductive links
Return to
Models of
Instruction
73
Problem-Based Learning


A problem situation is presented to students who
then investigate & problem solve to find solutions.
5 major phases:
1.
2.
3.
4.
5.
Orientation to the problem & lesson objectives
Review logistical details to tackle the problem
Oversee student activities such as data collection,
experimenting & finding solutions
Extend the findings by preparing appropriate
presentations, models, reports, etc.
Reflective analysis on the processes & results student
results
74
Using Problem-Based Learning in
the Classroom
 Careful planning is paramount – in particular:
clearly defined goals & objectives, puzzling &
ill-defined problems to spark interest, &
logistical organization of resources & tools.
 Work through the 5 phases of PBL instruction,
bearing in mind that the teacher facilitates
and the students investigate & problem-solve.
75
Web Links to Problem-Based
Learning
 Problem-Based Learning Tutorial & Resource Guide
 Project-Based Learning with Multimedia
 Projects-L Listserv
 Center For Problem-Based Learning
 Project Approach in Early and Elementary Education
 Problem-Based Learning Overview & Resources
 PBL Checklist for Science (& other subjects)
Return to
Models of
Instruction
76
Cooperative Learning


Students work together in small groups and learn
through interaction with each other while the teacher
coaches the process
5 major phases:
1. Teacher clarifies goals, provides a hook and
introductory information
2. Organize student teams with clearly defined roles
3. Facilitate team activities, including academic learning,
social skills & cooperative behavior
4. Assess student knowledge throughout the process
and/or by team presentations
5. Recognize both group & individual efforts such as
active participation and taking responsibility for
learning
77
Using Cooperative Learning in the
Classroom

Organize materials, learning experiences and small
group activities by paying attention to 4 key
features:
1.
2.
3.
4.

Form heterogeneous teams
How students will work together in small groups
How behavior and results will be recognized or
rewarded
Realistic time estimate
Decide on type of cooperative learning experience
(STAD, Jigsaw, Group Investigation, Structural
Approach)
78
Web Links to Cooperative
Learning
 A guide to Cooperative Learning
 Essential Elements of Cooperative Learning in the Classroom,








ERIC Digest
Cooperative Learning
Overview of Cooperative Learning Strategies
Jigsaw
Group Investigation
Methods of Cooperative Learning
Cooperative Learning Strategies and Children, ERIC Digest
Cooperative Learning in the ESL classroom
The Collaborative Classroom
Return to
Models of
Instruction
79
Classroom Discussion


An enhanced form of everyday class discussions,
characterized by explicit attention to improved
conceptual understanding, thinking processes,
communication and social skills.
5 phases:
1.
2.
3.
4.
5.
Establish aims & ground rules of the discussion
Ask a leading question or provide discrepant
event/discussion topic
Keep the flow going with questioning, responses, wait
times, paraphrasing, summarizing, and so on
Summarize the discussion
Students self-evaluate the discussion and thinking
processes
80
Using Classroom Discussion in the
Classroom
 Recognize that good discussions require planning just like any
other lesson. Look at the different kinds of discussions &
choose the one that fits your purposes.
 In preparation, take into account the purpose of the discussion
and students’ prior knowledge & communication/discussion
skills.
 Remember the use of physical space – seating in a U-shape or
circle is more conducive to engaging discussions that straight
rows.
 Work through the 5 phases with attention to convergent &
divergent questions (many prepared ahead of time), slowing the
pace to broaden participation, use of wait time, refocusing the
discussion as needed, and so on.
81
Web Links to Classroom
Discussion






Leading Classroom Discussions
Teaching Science with Classroom Discussions
The Socratic Method: Teaching by Asking Instead of by Telling
Asking the Essential Questions
Convergent, Divergent, Memory & Evaluative Questions
Using "Think-Time" and "Wait-Time" Skillfully in the Classroom,
ERIC Digest
 Classroom Questions, ERIC/AE Digest
 Questioning Techniques for Gifted Students
 Communication Apprehension: The Quiet Student in Your
Classroom
Return to
Models of
Instruction
82
Instructional Strategies
 The web links to the strategies that follow
represent some, but not all, of researchbased strategies that work.
 You should pick and choose those strategies
that best support your lesson’s success.
Next
Page
83
Web Links to Instructional
Strategies
Assigned Questions
Interactive Journaling
Author's Chair
Inquiry
Integrating the Arts
Balanced Literacy
Bloom’s Taxonomy Questioning Interdisciplinary Approach
Jigsaw
Book Talks
Brain-Based Artistic Approaches Journal Writing
K-W-L
Brainstorming
Learning Contracts
Case Studies
Learning Logs
Categorizing
Lecture
Cloze Procedure
Literature Circles
Concept Attainment
Mind Mapping
Concept Formation
Oratory, Public Speaking and
Concept Maps
Speech Writing
Cooperative Learning
Picture Books and Illustrator
Debates
Studies
Didactic Questions
Picture Word Inductive Model
Discussion
(PWIM)
Drill & Practice
Quick Writes
Focused Imaging
RAFT
Graphic Organizers
Read Aloud
Guided & Assisted Reading
Guided Reading & Thinking
Reading for Meaning
Readers' Theater
Reciprocal Teaching
Reflective Discussion
Research Projects
Response Journal
Role Playing
Scaffolding
Science Fairs
Science Olympics
Simulations
Story Mapping
Storytelling
Structured Controversy
Synetics
Think Alouds
Think, Pair, Share
Visual Imaging
Webbing
WebQuests
Word Walls
Writing to Inform
Return to
Models of
Instruction
84