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/

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.

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

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)

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.

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.

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.

Encourage students to be accountable in studying the Assessment Guide prior to planning and completing TPA.

 

Lesson plans to include components of the TPA template, especially focus students, and the 3 phases of a lesson — opening, main body, closing.

 

Understanding the vocab and vernacular of the TPA — study the glossary for deeper understanding of how to complete the TPA.

 

"Practice what we preach" — university faculty, mentor teachers demonstrate/model to candidates how to complete the many components of the TPA, including rubrics and assessments.

 

Provide sample lesson plans using UDL framework for candidates.

 

It’s OK for candidates to acknowledge if students don’t meet the learning objective/goal.

 

Sentence starters, such as: “Yesterday we learned . . . , today we will learn(ed) . . . , tomorrow we will learn . . .  — serves as reflection to determine what will come next, adjustments, etc.”