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The main concern I have is just trying to manage all my work. I am struggling being able to finish all that I need to get done honestly.

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There are students going on independent study and will be absent on the week of finals. Many of these students who will be gone early would not be able to do the project that I am planning on the last week before final. Do I provide them with an alternative assignment or still give them an option of doing the project?

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If I have a video from last semester can use this video for TPA 1 or 2.

Also what should I do if my students are not listening to instruction. I have send a few out to the office but that does not work any more. What would be your advice. This is now getting a little frustrating because other students are getting annoyed.

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One concern I have is motivating students that do not do any work. I have 2-3 students in my class that have not turned in a single assignment this whole semester. I have tried to keep them after class and talk to them and I have not had any luck getting through to them. I don't know weather to focus on them during class or focus on the rest of my students.

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For TPA, what is the student self-assessment rubric? How are we going to use that?

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I have a student who rarely speaks. His father let me know he was approaching medical help at the beginning of the school year. We finally held a Student Study Team and he is being evaluated for an IEP. He's struggling with SEVERE social anxiety. Today he came in and sat down on the ground under a desk. Yesterday he paced during the whole class. I'm struggling to help him.

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For the formal and self-assessment, it asks to upload a rubric and an assessment. For the assessment, is it just a brief description of what the students will be doing for the assessment?

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Stress has built. Turns out I had an issue with my intern credential and it wasn't all done. So I got notified I might lose my position. It's been a wild couple of weeks.

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For recording video for a Theatre Performance Assessment where feedback is provided, do you think it is better to record straight-on facing the students with my back to the camera, then I can stand up to address the class and camera, or would you recommend I record from the side angle to be able to see the entire class in the frame but to only see the performance from a limited view.

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For the TPA'z do we need a rubric for the student self- assessment and the formal assessment.

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My main concerns and questions have already been stated on other posts, but one of my questions involves student behavior/classroom management. I have tried a few things when students are disruptive during class activities while my back is turned and I'm busy helping other students. What are some methods you recommend in keeping students on track in the classroom?

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For my tpa's if I miss something in the recording, can I explain this in my annotations? If not in the annotations, where can I explain? I felt a bit rushed during filming and didn't cover everything the tpa's want us to film.

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Question about TPA Rubric 2.2 Step 1: Plan: According to the rubric, candidates earn a "4" for having a "learning plan that builds in multiple access points to learning content and multiple modes of expression." (I know that we should strive to at least have a score of 3.) I understand how to provide multiple access points to learning content, but how are we supposed to have multiple modes of expression if our assessment is focused on a specific writing standard? My learning segment is focused on having students meet Writing standard 8.1: Write arguments with clear reasoning and relevant evidence. It seems like students need to actually write in order to meet this standard, so it wouldn't be appropriate to give students the option of demonstrating their learning in a different way (e.g., in an oral presentation or some kind of poster). How do I sufficiently provide multiple modes of expression in my learning sequence?

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My question, I think falls under pedagogy, is do we have to follow our district approved textbook’s pace and order? There is no solid answer from my department on how much of the textbook to follow. Some teachers follow it exactly as it is written and some don’t use it at all. My biggest issue with our textbook is its tendency to gloss over heavy topics and then reference back to them more in-depth months and some times grade levels later.

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Professional Responsibilities

I have similar TPA questions, but I am seeing other students are addressing them already, so I'll ask on a different topic. I know that I am going above and beyond as a teacher, and sometimes it is discouraging to get a simple request denied.

Many students are leaving for the holidays and are going on independent studies. Some are getting approved and others denied, not sure what the criteria is on that.

This is yet another burden on the load of work I have teaching 2 different subjects. I created packets for my students who are leaving and asked the office personnel to make an announcement over the intercom (during lunch) so that my students could come in during lunch. The plan was to go over the packet and get students' signatures on the pertinent forms.

Apparently 30 seconds of the office staff time was a little too much and they were unable to do that. The reasoning behind that decision was not very convincing.

We are currently doing site testing and it would have been so much more reasonable to have all my students who are leaving for the holidays, in my room, at the same time, so that we could just get this process addressed in a time efficient manner.

My question is, should I have gone to an administrator to address this issue? I feel like the staff in the front office needs to have a better attitude, but I do not want to create a negative environment with anyone. It is just irritating that they are so unwilling to work with teachers (I am not the only one with this issue.)

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For TPA cycle 2, do the three to five lessons that we do have to be in order or can I choose whatever lessons I want from the unit (not in order)? For example, if I were to do lesson 1 which would be the start of the unit for lesson 1, could I do lesson 4 of the unit for lesson #2 on the TPA document?                                                           - Toni Adams 

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For TPA cycle 2, do the three to five lessons that we do have to be in order or can I choose whatever lessons I want from the unit (not in order)? For example, if I were to do lesson 1 which would be the start of the unit for lesson 1, could I do lesson 4 of the unit for lesson #2 on the TPA document?                                                           - Toni Adams 

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I have built amazing relationships with my students. They share their stories and art with me. They can come in during lunch. I go to their sports games. I participate in rallies and activities with them. I can say with confidence that I have a great connection with 99% of my students. HOWEVER, some of my students are a little too comfortable with me! By this I mean they come to me with a lot of things that I really think they shouldn't normally be mentioning to me. A lot of my students come to me to vent about drama, boyfriend/girlfriend problems, issues with other teachers, etc. I maintain neutrality throughout these conversations and I don't really respond. I just listen to them. I don't really mind when they vent to me, but I am worried that maybe it might be inappropriate? I just want some feedback about this. It is usually the girls. Is this normal? I am happy they feel comfortable with me, but I never talked to my teachers about this kind of stuff! - Gabrielle

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Does everything that is outlined on the TPA clips requirements have to be caught in the actual five minute clip we upload? Or can some parts of the lesson that land outside of the 5 minute clip be explained in the annotations? Sometimes I feel rushed to make sure I record everything required in under 5 minutes and it feels unnatural and unfair to the students. For example, I feel as though I am not taking the necessary time to teach thoroughly, answer questions, model, and for my students to process information just because I need to squeeze everything in under five minutes for my TPA videos.
-Toni Cantu

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TPA Videos

I feel like I have a great relationship with my students. However, I am struggling to get students to act natural during our videos. I have already explained that there is no reason for them to be nervous or shy. Typically, this period in particular has great responses and participation. As soon as they walk in and notice the camera, they become shy to speak. There have been one or two videos where students did not know there was a video being recorded and they did great! So my question is, should I just go over my video expectations again or just film them without giving them a heads up?

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1. Is the self-assessment on the informal assessment we wrote about in the narrative? Or is it on the formal assessment we wrote about in the narrative?
2. What are the two rubrics about? I know one is for the formal and the other is for the self-assessment, (separate from the actual self-assessment) my question is, how are these two rubrics different?
3. Just to confirm, for video #3 does it have to coincide with the informal assessment rubric? Or can it be any informal check (whiteboards etc.) where we give in-the-moment feedback and add extra teaching moments?
The TPA makes it seem like the self-assessment is for an informal assessment which makes little to no sense to me.
4. For the self-assessment clip, is it more important that we show ourselves modeling the rubric and self-assessment, or helping students? This seems nearly impossible to do in 5 minutes especially when my formal assessment is an essay. After I explain it, my students need a minute or two to read their essays! So which one can I show and which one can I explain in my annotations?

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For the TPAs, if we make a mistake during a lesson while recording, should we re-record? Or is it okay if we clarify in our annotations? Example: In my lesson I meant objective but said subjective. I realized during class and caught myself and let the class know, but my video didn’t include that part since it’s only 5 minutes.