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Candidates

Adult professionals already in career, some with permanent status, yet still need to complete the TPA with varying levels of success.  What is the missing link?  Gave them leeway on lesson plan format and need to tighten up to be more successful.

Pattern lesson plan after the sample in Assessment Guide.

Construct daily lesson plans that are aligned with the requirements of the TPAs.

Discuss with candidates the vocabulary and rubrics within the Assessment Guide.

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What do students know and what are they able to do?

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What do students know and what are they able to do?

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"California teachers recognize, respect, and utilize each student’s strengths, experiences, and background"

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"California teachers recognize, respect, and utilize each student’s strengths,experiences, and background as assets for teaching and learning."

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"California teachers recognize, respect, and utilize each student’s strengths,experiences, and background as assets for teaching and learning."

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Helping student candidates to RECOGNIZE assets is a first step in helping them to confront institutional and historical practices that have been rooted in deficit approaches to learning.

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All students are important and deserve an opportunity to learn and excel in school and in life.

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The information presented in the preamble that states "California teachers recognize, respect, and utilize each student's strengths, experiences, and backgrounds as assets for teaching".  Diving deep into what asset based teaching really is as teachers naturally jump to what students are lacking or have trouble doing.

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The information presented in the preamble that states "California teachers recognize, respect, and utilize each student's strengths, experiences, and backgrounds as assets for teaching".  Diving deep into what asset based teaching really is as teachers naturally jump to what students are lacking or have trouble doing.

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Equity & Culturally Responsive Practices

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Equity & Culturally Responsive Practices

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The candidates should be prompted to review what they learned in their courses around culturally relevant pedagogy and using the UDL framework. Along with anything they may have gained from DEI work, which should be embedded in all of their courses.

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Effective teachers "strive" always learning to do better.

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Effective teachers "strive" always learning to do better.

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California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as
assets for teaching and learning.

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"exhibit a wide range of learning and behavioral characteristics" Novice teachers are often challenged with meeting all whole student needs.

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information about the CalTPA program can be found on the California Educator CredentialingAssessments website.

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information about the CalTPA program can be found on the California Educator CredentialingAssessments website.

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Instruction is driven by equity and culturally responsive practices.

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Effective teachers confront and alter institutional biases of
student marginalization, deficit-based schooling, and low expectations.

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Experiences - Build relationships so you can get to KNOW your students.

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Experiences - Build relationships so you can get to KNOW your students.

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California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning. 

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California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning. 

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Students must have the right mindset when approaching this task i.e. viewing each student by what they bring to the classroom
rather than what they lack.

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Maintaining Equitable and culturally responsive practices to ensure the success of all students

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Maintaining Equitable and culturally responsive practices to ensure the success of all students

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"Effective teachers confront and alter institutional biases of student marginalization, deficit-based school, and low expectations."

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"Students may exhibit a wide range  of learning and behavioral characteristics, as well as disabilities, dyslexia,* intellectual or  academic advancement, and differences based on ethnicity, race, socioeconomic status,  gender, gender identity, gender expression, sexual orientation, culture, language, religion,  and/or geographic origin"

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"Students may exhibit a wide range  of learning and behavioral characteristics, as well as disabilities, dyslexia,* intellectual or  academic advancement, and differences based on ethnicity, race, socioeconomic status,  gender, gender identity, gender expression, sexual orientation, culture, language, religion,  and/or geographic origin"

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Students exhibit wide range of abilities and characteristics....concentrate on what positive aspect each student brings to the learning setting.

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Many students do not understand what is meant by assets and why they are important. The sentence, "California teachers recognize, respect, and utilize each student's strenghts, experiences, and background as assets for teaching and learning" definitely helps bring understanding to that issue.

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"California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning. Effective teachers confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations."

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"California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning. Effective teachers confront and alter institutional biases of student marginalization, deficit-based schooling, and low expectations."

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. Students may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia,* intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, gender expression, sexual orientation, culture, language, religion, and/or geographic origin.

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. Students may exhibit a wide range of learning and behavioral characteristics, as well as disabilities, dyslexia,* intellectual or academic advancement, and differences based on ethnicity, race, socioeconomic status, gender, gender identity, gender expression, sexual orientation, culture, language, religion, and/or geographic origin.

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"California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning "

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I wanted to add that candidates do need to be directed to the glossary in the assessment guide often! CalTPA clearly defines "assets" and candidates should be using the language found in the glossary.

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 "California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning "

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 "California teachers recognize, respect, and utilize each student’s strengths, experiences, and background as assets for teaching and learning "

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Effective planning and instruction for all students

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Effective planning and instruction for all students

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Helping student candidates recognize and confront biases that create inequities in schools and promote stronger planning practices that leverage all students' strengths.

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Teachers need to really know their students in order to concentrate on asset based instruction. To do this, teachers must build relationships with students (and for younger children, families) They also need to do work towards knowing themselves as cultural beings in a society, so I start with teachers taking a look at themselves first. 

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Teachers need to really know their students in order to concentrate on asset based instruction. To do this, teachers must build relationships with students (and for younger children, families) They also need to do work towards knowing themselves as cultural beings in a society, so I start with teachers taking a look at themselves first. 

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All Students need to experience equity and access to high quality learning. Through identification of asset based instruction.

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All Students need to experience equity and access to high quality learning. Through identification of asset based instruction.

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Each of those terms speak to student centered instruction. A discussion of these terms will lead to understanding of what student centered instruction is and why it is important.

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Best Practices for developing & supporting culturally responsive teaching and equity in classrooms for ALL students.

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Best Practices for developing & supporting culturally responsive teaching and equity in classrooms for ALL students.

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Focus on student’s strengths, experiences, and background as assets is in the first paragraph, a priority.

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My teaching should model use of assets and student strengths during our instruction. My example(s) strenghens their understanding.

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Providing opportunities for teacher candidates to experience and engage in quality instruction highlighting all 6 Theories of Action in coursework. Engaging Teacher Candidates in self-reflection, and rich discussions in coursework, within clinical practice, with fellow teacher candidates, and with Mentor Teachers.

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UDL- Offer PD on, but many students come from programs with some basic knowledge, work with mentors on this in induction.  Work on building Induction and TPA together because it is a comment language, like UDL.

UDL embedded into the way teaching coursework. UDL lesson plan framework, PD for faculty on UDL- syllabi and materials- model it for candidates.  Work with candidates on identifying UDL in their own lessons

Resource folder that they can refer back to with materials

Connect to NAYCE standards

PD for instructors and supervisors in the field- some are not up to date on what it is

UDL embedded in curriculum

Point out to candidates that they are doing this already- they need to learn how to identify what they are doing and explain it

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UDL Now by Kaite Novak is a book all candidates have and the stratigies are used in coursework, university supervision and lesson building. 

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UDL Now by Kaite Novak is a book all candidates have and the stratigies are used in coursework, university supervision and lesson building. 

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UDL is huge! Did a lot of work with Katie Novak. Looked at how we were teaching concepts, and trained all instructors in UDL principles. Mentors/support supervisors are also trained in UDL principles. 

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UDL is huge! Did a lot of work with Katie Novak. Looked at how we were teaching concepts, and trained all instructors in UDL principles. Mentors/support supervisors are also trained in UDL principles. 

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Recongnizing when mentor/candidate pairings are not a good fit. This is unfortunate, but can also help a candidate understand what NOT to do.

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Recongnizing when mentor/candidate pairings are not a good fit. This is unfortunate, but can also help a candidate understand what NOT to do.

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Feedback during post obervation conferences- key to understanding important concepts like the difference between reflection and summarizing. Constructive, detailed feedback is critical. 

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Feedback during post obervation conferences- key to understanding important concepts like the difference between reflection and summarizing. Constructive, detailed feedback is critical. 

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When we model the strategies, it is helpful when we call out these strategies and why we use them. Also, how these strategies are tied to the components of Cycle 1 and/or 2.

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UDL
Self-reflection is critical to candidate effectiveness.  Embedded within curriculum and induction.

UDL by Katie Novak is required reading.

Lesson plan template includes UDL strategies.

One and one consultation with each candidate.

UDL Toolkit available for all candidates.

Google classroom for candidates, support supervisors, and instructors

Regular newletters

Learner Variability Navigator by Digital Promise — https://lvp.digitalpromiseglobal.org/

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UDL is now one of the textbooks used in the program.

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UDL is now one of the textbooks used in the program.

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Teaching candidates how to teach with UDL strategies "on an island". Sometimes candidates are told not to use these strategies when they are working with mentor teachers.

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Helping candidates navigate issues/coaching them in how to handle working with more seasoned teachers who may wish to stay in their comfort zone.

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Helping candidates navigate issues/coaching them in how to handle working with more seasoned teachers who may wish to stay in their comfort zone.

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Working on ELD goal and standards and aligning to content standards and objectives- they all need to work together.  This is really about how to work with language.  First thing we work on in every single lesson planning segment- what is the standard, goal and what are the language supports- could maybe use more exemplars and embed throughout curriculum more strongly

Use in lesson plan format in program and give feedback to candidates

Looking and using the new literacy TPEs

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UDL: Candidates tend to look at UDL as a "what" rather than a "why." It should naturally flow out of the idea that we are supporting ALL students. Important concepts include relevance, unique, supporting independent learning. Engagement is key. What we are doing: REFLECTION on coursework, lesson planning, and CalTPA work, especially regarding knowing about your students. Querying candidates about what they already do know and can do.

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Chico State has added a support course for the TPA. The course provides candidates with a structure, timeline, getting their theory of action in place to meet TPA guidelines. Last semester passage rate for Cycle 1 was 76%.

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Chico State has added a support course for the TPA. The course provides candidates with a structure, timeline, getting their theory of action in place to meet TPA guidelines. Last semester passage rate for Cycle 1 was 76%.

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Dedicated Google classroom for CalTPA. Sample submissions, videos, tips/tools. This is for faculty/instructors & candidates. Q&A as well. 

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Dedicated Google classroom for CalTPA. Sample submissions, videos, tips/tools. This is for faculty/instructors & candidates. Q&A as well. 

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Cal State Teach has designated specific faculty as contact people for CalTPA. 

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Cal State Teach has designated specific faculty as contact people for CalTPA. 

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Group 2: Program Support of Foundational Knowledge....

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Group 2: Program Support of Foundational Knowledge....

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Modeling for candidates how to make the connections between the foundational knowledge principals and their plans explicit. Provoke thinking of candidates by requiring specific evidence and demonstrate how to make those connections clear. Require students to articulate the SPECIFICS of what they know and are doing. Avoid global statements, "UDL is a great way to engage students"  to "The UDL principle of Engagement is facilitated by fostering choice and autonomy in student work. For example, I can allow students to CHOOSE how they will represent their understanding of theme by writing procedures, creating a graphic, design a visual that shows the process of identifying theme."

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Important to teach what asset means not only to candidates but also to their mentors in the field as this is new vocabulary.

Imbedding it in courses. Modeling it and using it ourselves.

Stopping and making the connection for the candidate that this is "a TPA moment"

Doing activities for have them identify their own assets

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Retraining the brain to focus on assets, for both teacher candidate and their students.

What they are doing well to help support what they aren’t.

Understanding students beyond the content they are teaching.

Collaborative assessment completed with mentor. Then use the same asset-based instruction for themselves.

Every Child Needs a Champion — Rita Pierson

Grading with Equity — Joe Feldman

Focus on points earned instead of points missed.

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Asset-based learning: We need to model asset-based learning ourselves. Help candidates reframe their own practice building on their assets, and show them how that can be transferred to their students. Questioning assumptions. Need to keep finding ways to address the structures that prevent students from being successful (e.g., gamification, movement, etc.). Always have to be reading the classroom--what are they telling you? These conversations need to occur in many environments: foundations, methods courses, one-on-one conversations, clinical supervisor conversations. Helps with using instructors who are currently in the field (teacher, admin, etc.).

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ELD

ELD Standards - Required reading, annotation, interacting (especially chapters 6 and 7) —

https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

All faculty, supervisors and mentors on same page to support candidates and avoid confusion.

Once a month face-to-face meetings with supervisors and program coordinators.

Google Classroom

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My program embeds the foundational skills throughout the teacher preparation coursework. I make an emphasis to model these skills and be transparent in my metacognition for students.

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UDL, Asset-based instruction, language development (academic too) are embedded in course work; in mathematics the emphasis is on understanding the conceptual knowledge for the lesson that lends itself for higher order thinking.

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UDL, Asset-based instruction, language development (academic too) are embedded in course work; in mathematics the emphasis is on understanding the conceptual knowledge for the lesson that lends itself for higher order thinking.

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Stress that it's more than vocab. What students know and can use. EVERY child is an English learner at some level. If you are doing good teaching strategies, you are addressing needs of multilingual learners. Help candidates be able to label what they are doing well and build on it. Celebrating small wins and small changes is important--especially non-evaluative support. Helping candidates to try things early on, even if it won't be "perfect." Understanding the fear factor in candidates. Modeling strategies "on the fly."

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Lesson frames that encourage candidates to increase the rigor of their questions (Cal State Teach). Questioning candidates about "what is the evidence" that shows evidence of HOT? Looking at student work together--what was the purpose?

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Group 3- Deep Understanding/Higher Order Thinking 

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Group 3- Deep Understanding/Higher Order Thinking 

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Having very young students explain how they got their answers

UDL framework helps with HOTS- multiple means of representation

Use of learning teams for candidates to share in small groups before sharing out with a whole group- modeling these skills for candidates Exploring UDL checkpoints to build in HOTs

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All students and faculty receive a copy of UDL Now by Katie Novak.

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Higher Order Thinking

Read/Discuss Costa and Bloom

Exploring assumptions and beliefs and how to use competence framework.

Looking at what instructor and student bring to the table

SEC framework — https://drive.google.com/file/d/1DNTdv2-J4uqJfSMv4pUCbbiIDHxlPwJV/view

Provide faculty and supervisors with

Google Classroom that includes:

• high quality of TPA submissions from past candidates (with permission)

• Copy of Acceptable and Unacceptable Forms of Support (from Pearson)

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ALD

Threaded throughout that program that it’s new to all students.

Focus on glossary to ensure wording in narrative is aligned.

Reiterating throughout all sections of the TPA.

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Cycle 1: Lesson plan MUST be interactive. "Lecture" isn't really providing adequate direct instruction. If having students think is important, we need to show teachers how to build in those pauses into their activities. "Put it in the slides!"

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I plan to share the resources my colleagues discussed during our break-out session.

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I will use more academic language in my feedback as a model.

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I will use more academic language in my feedback as a model.

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Consider purchasing suggested books from my group, ELL Teacher Toolbox and Equity by Design

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Consider purchasing suggested books from my group, ELL Teacher Toolbox and Equity by Design

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Provide good examples and bad examples and connect them to TPA 1 and/or 2

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Reaching out to Higher Ed feeders to our induction program to gain access to lesson plan templates that support candidates with making the overt connections between the TPA rubrics and their written commentary.

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Reaching out to Higher Ed feeders to our induction program to gain access to lesson plan templates that support candidates with making the overt connections between the TPA rubrics and their written commentary.

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Taking time to guide them through use of the resources made available to them. 

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Taking time to guide them through use of the resources made available to them. 

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Providing more directed feedback for students to reflect on what they did and WHY they did it. Provide focused ways to engage with the instructional manuals so they don't become overwhelmed.

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Look at the practices asked of the students in the credential prep program and include and model the requirements that meet the the requirements for the Cal TPA.

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Look at the practices asked of the students in the credential prep program and include and model the requirements that meet the the requirements for the Cal TPA.

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I am thinking about creating a powerpoint around what I am learning and will offer to share.

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I am thinking about creating a powerpoint around what I am learning and will offer to share.

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apply to mentor training

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Share resources, provide feedback, network with colleagues met this morning to improve my knowledge and skill for my candidates.

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I will do more modeling expectations for students during the CalTPA process. I will incorporate ideas of colleagues regarding lesson plan templates and my course syllabus.

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Taking time to review the language and concepts addressed in the CalTPA with mentors that may not be familiar with it.

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Taking time to review the language and concepts addressed in the CalTPA with mentors that may not be familiar with it.

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Be more explicit when describing modeling and scaffolding when writing Cycle 1

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Be more explicit when describing modeling and scaffolding when writing Cycle 1

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Faculty need to have a consistent language aligned with the TPA in the their classes.  On another note, I really like the calling out of "this is a TPA moment" from the embedded curriculum in the courses.

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Faculty need to have a consistent language aligned with the TPA in the their classes.  On another note, I really like the calling out of "this is a TPA moment" from the embedded curriculum in the courses.

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Provide support to ensure that candidates understand and use academic language in their responses (e.g., TPEs)

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Provide support to ensure that candidates understand and use academic language in their responses (e.g., TPEs)

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I will be sharing via a Slide Deck to candidates within the space of our Seminar Courses, specifically about the TPA.

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Include specific learning for such areas as the development and modeling of rubrics for students to self-assess.

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Include specific learning for such areas as the development and modeling of rubrics for students to self-assess.

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Conduct calibration meetings so that all instructors are aware of the Cycle 1 and/or 2 expectations

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The following book was also recommended as well as the two above.   UDL Now!: A Teacher's Guide to Applying Universal Design for Learning. by Katie Novak

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The following book was also recommended as well as the two above.   UDL Now!: A Teacher's Guide to Applying Universal Design for Learning. by Katie Novak

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I will share information from this faculty workshop with my faculty during our monthly faculty meeting.

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Inform candidates on how to develop the progression of academic language over the 3-5 lessons.

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Next Steps in CalTPA support for candidates:

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Next Steps in CalTPA support for candidates:

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I think it's important to model how to incorporate these elements such as UDL, higher order thinking, metacognition, academic language and ELD in the seminar course I teach. Moreover, students should see the whole picture - how each of these elements work together to improve their teaching.

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I will be sharing the resources with my team to ensure they are clear on the TPA expectations.

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It's important to encourage development of the CalTPA principals in Methods and Foundations courses so that students begin their clinical practice ready to incorporate those principals in their teaching.

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Group 1: Field Experience begins with 30 hrs of working within the classroom. Cycles 1 and 2 are addressed in Field Experience courses 1 and 2.

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Group 1: Field Experience begins with 30 hrs of working within the classroom. Cycles 1 and 2 are addressed in Field Experience courses 1 and 2.

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Modeling building connections with students by building connections with candidates. Embedding asset based instruction

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Embed throughout all coursework or in a standalone course, embed checkpoints

Workshops for candidates

Faculty has to have 3 sessions for candidates to unpack, videos to support faculty to assist

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Group 1: Make sure candidates articulate why they are making the choices they make in instruction

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Group 1: Make sure candidates articulate why they are making the choices they make in instruction

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Group 1: Asset-based learning is emphasized. Some mentor teachers are not using asset-based language when talking about students.

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Group 1: Asset-based learning is emphasized. Some mentor teachers are not using asset-based language when talking about students.

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Importance of IHEs, mentor teachers, and candidates speaking the same language.

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Group 1: Forming a relationship with neghboring IHEs

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Group 1: Forming a relationship with neghboring IHEs

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Look at scores and see what course it correlates to in order to address (ex ELD rubrics)

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Introduce idea of TPA before clinical practice begins. University supervisors conference with candidates regarding lesson plan before they deliver the lesson and are observed. Choose focus students that you can work with--not already high achievers.

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Faculty

Staying current with TPA.

Meet regularly with chairs of each program; meet with adjuncts prior to the start of each academic year; provide professional development.

Mentors built resources for teachers.

Weekly leadership meetings.

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Have candidates record early in term 1 and reflect on TPEs, practice annotations process, work in groups and watch a candidate teach and add annotations

embed assignments that require video

TPA is not the first time a candidate is recording

Have candidates get video releases early and set up cameras early

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G1: Created self assessments for student teachers. Included the rubrics and candidates could check off where they provided evidence for each construct

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G1: Created self assessments for student teachers. Included the rubrics and candidates could check off where they provided evidence for each construct