IB Middle Years Program

International Baccalaureate Organization

The International Baccalaureate Middle Years Program (IBMYP) is said to be a "whole school" Instructional Philosophy designed to provide all students with a challenging and enriching curriculum that:

• develops critical thinking skills through studies in eight traditional academic subjects
      
• emphasizes the acquisition and command of both English and a foreign language (Spanish or French).
      
• exposes learners to the connections and interrelatedness of the eight curriculum subject areas.
      
• encourages the development of intercultural awareness along with an understanding of our own history and traditions.

 MYP Subject Areas include:

• Language A: the students best language, usually the school's language of instruction
      
• Language B: a modern foreign language learned at school
      
• Humanities: history and geography
      
• Sciences: general science, biology, chemistry, physics
      
• Mathematics: core course including topics in arithmetic, algebra, geometry, trigonometry, probability and statistics
      
• Arts: art/design, music, drama
      
• Physical Education: health and hygiene, individual and team sports
      
• Technology: the nature, processes and impact of technology

To assist students in their academic, intellectual and social development, the Middle Years Program also incorporates five organizing themes known as Areas of Interaction, which are integrated within the instruction of all subject areas. The Areas of Interaction include:

• Approaches to Learning - concentrates on the discovery and mastery of effective study skills and subject-specific skills.
      
• Community and Service - encourages responsible, caring participation in one's local setting and in the wider world.
      
• Health and Social Education - concentrates on preparing students for a physically and mentally healthy life.
      
• Environment - stresses understanding the importance of conservation and responsibility for caring for the environment.
      
• Homo Faber "Humans as Makers" - emphasizes an appreciation for the creative and inventive genius of humans and encourages students to be creative.

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An Urban Placement

URBAN LEARNER-TEACHING RESIDENCY
REFLECTIONS OVERVIEW

12-week Practicum
Monday 10/01/12 to Friday 12/21/12, 8:00 AM- 4:00 PM

University Supervisor Observation Sessions
10/29, 11/12, 11/19, 12/6, 12/13

2955 Hayes St NE

Minneapolis, MN 55418

(612) 668-1500

Grades: 6 - 8

School Website

http://northeast.mpls.k12.mn.us

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Urban Learner - Teaching Residency

Today, at long last, I received my student-teaching placement. My assignment is in Grade 6 English at Northeast Middle School (NEMS) in Minneapolis! Although I was hoping for a high school placement, I have previously been associated with NEMS and know that the school has a very solid program.

 
Practicum Schedule of 12 Weeks

October Weeks:
1, 8, 15, 22, 29
November Weeks:
5, 12, 19, 26
December Weeks:
3, 10, 17

Key Dates

Tuesday, Oct 16, 2012: 6th Grade Field Trip to Fort Snelling & Veterans Home
Wednesday, Oct 17, 2012: No school, Parent-teacher conferences
Thursday, Oct 18, 2012: No school, State Fall Conference Day
Friday, Oct 19, 2012: No school, Conference Conversion Day

Friday, Nov 2, 2012: No school - Record keeping day
Thursday, Nov 1, 2012: First Quarter Ends
Monday, Nov 5 – 7, 2012: Scholastic Book Fair
Thursday, Nov 15, 2012: National Native American Family Involvement Day
Thursday, Nov 22, 2012: No school
Friday, Nov 23, 2012: No school

Wednesday, Dec 12, 13: School Play
Thursday, Dec 13: NEMS Family Night

Developmental Milestones
Early Adolescence (10 – 12 years old)

Center for Development of Human Services. Child Development Guide.

Physical

• Have increased coordination and strength
• Are developing body proportions similar to those of an adult
• May begin puberty—evident sexual development, voice
changes, and increased body odor are common.

Emotional/Social

• Increased ability to interact with peers
• Increased ability to engage in competition
• Developing and testing values and beliefs that will guide present and future behaviors
• Has a strong group identity; increasingly defines self through peers
• Acquiring a sense of accomplishment based upon the achievement of greater physical strength and self-control
• Defines self-concept in part by success in school

Intellectual/Cognitive

• Early adolescents have an increased ability to learn and apply skills.
• The early adolescent years mark the beginning of abstract thinking but revert to concrete thought under stress.
• Even though abstract thinking generally starts during this age period, preteens are still developing this method of reasoning and are not able to make all intellectual leaps, such as inferring a motive or reasoning hypothetically.
• Youth in this age range learn to extend their way of thinking beyond their personal experiences and knowledge and start to view the world outside of an absolute black-white/right-wrong perspective.
• Interpretative ability develops during the years of early adolescence, as does the ability to recognize cause and affect sequences
• Early adolescents are able to answer who, what, where, and when questions, but still may have problems with why questions.







NEMS

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Urban Teacher Candidate

EDU: 650

Metropolitan State University
Student Teaching in the Urban High School - Grades 9-12
   
Supervised student teaching for 12 weeks, full-time or the equivalent with students in urban grades 9-12 for teacher candidates seeking 5-12 licensure. Weekly reflections, periodic seminars with other student teachers, and the development of a standards-based portfolio are also required.

Student Teaching Seminar Schedule

Mondays 5:30-7:30
 
August 27
5:30-6:30 All 6:30 – 7:30 Candidates

September 10
Check-in, MTLE information, TaskStream
TPA Assignment -Context for Learning (CFL) Task 1

September 24
Review Drafts of CFL and Task 1
TPA Assignment - Task 2

October 1
TPA  Review Drafts of CFL,  Task 1, Task 2, TPA Video
TPA Assignment -Complete CFL Task 1 and 2 - video tape

October 22
TPA Task 3, Task 4  - Video
TPA Assignment - Task 3 Task 4 - Video tape

November 5
TPA only

November 19
Licensure, prep for Job Panel - resume, cover letter, TPA

December 3
Job Panel

December 10
TPA submissions due
E-folio presentation

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Artifacts Matrix

Artifacts / Reflective Reports Matrix

Integrating Multiple Targets -
Reaching Each Teaching Goal

Connecting Content to Urban Learners

 Scheme of the Relationship between Artifacts and Commentary
to Practicum and State Licensure Competency Requirements

01    Subject Matter
[Seedfolks Unit Plan]

02    Student Learning
[“SOUL Focus” Report]

03    Diverse Learners
[“Cultural Inquiry” - PowerPoint]

04    Instructional Strategies
[“Urban Literacy” website]

05    Learning Environment
["Ideal Urban Classroom Design" PowerPoint]

06    Communication
[Seedfolks website]

07    Planning Instruction
[Copy of Lesson Plan]

08    Assessment
[Student Work Samples - Copy of an assessment]

09    Reflection - Develop
["Class Act" website and summary reflection on Framework for Urban Teaching]

10   Collaboration - Ethics
[“Family-Teacher Conferences” Report]

Urban School Residency - Triad I
Learners

1. Learners and Learning
(Learning Environment)
[Power Point report on "The Ideal Urban Classroom Design"]

2. Instructional Practice
(Assessment)
[Student Work Samples - Copy of an assessment / report on an assessment strategies]

3. Professional Responsibility
(Collaboration, Ethics and Relationships)
[Analysis Report detailing components of an effective framework for learner -family-teacher conferences]

4. Learners and Learning
(Diverse Learners)
[Power Point w/ interviews and collected data from students and -- Teacher Survey on "one thing you know now that you wish you had known then" back when starting out.]

 

Urban School Residency - Triad II
Learning

5. Instructional Practice
(Planning Instruction)
[Copy of Lesson Plan]

6. Content
(Subject Matter)
[Lesson Plan - Report on standard components of LA Ed. and specific areas studied in the host school/classroom]

7. Learners and Learning
(Student Learning)
[Report on specific control students]

8. Professional Responsibility
(Reflection and Development, Collaboration, Ethics and Relationships)

Urban School Residency - Triad III

Teaching

9. Instructional Practice
(Instructional Strategies)
[TPA Student Work Samples - Analysis Report of instructional strategies employed in the host school/classroom]

10. Instructional Practice
(Communication)
[TPA Video Tape of teaching]
proficiency in areas of communication -- including interpersonal communications, linguistic theories, language development, presentation and discussion strategies and the role of language in learning. . . .  demonstrates a cultivated awareness of the potential power of language in promoting self-expression, fostering identity development, and improving the academic achievement of culturally and linguistically diverse urban youth.

11. Professional Responsibility
(Reflection and Development)
12. Professional Responsibility
(Reflection and Development)
["Class Act" website / summary reflection on Framework for Urban Teaching] 

Research & Reports

• "The Ideal Urban Classroom Design" Power Point
• Effective Family-Teacher Term Conferences report
   
• Cultural Inquiry Power Point
• SOUL Focus - Learner Report
   
• “Urban Literacy” website
   
• Seedfolks Unit Plan
   
• Seedfolks Website
   
• “Class Act" website / summary & Framework for Urban Teaching
  
• TPA Video and Commentary
   
• eFolio Artifact Descriptors
•  Observation Lesson Plans
• Weekly Reflections

.

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Artifact 1: Subject Matter

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of the subject area (e.g., central concepts, tools of inquiry, important knowledge), and created learning experiences that make these aspects of subject matter meaningful for students.




[Report on standard components of Language Arts Education and specific areas studied in the host classroom]

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Artifact 2: Student Learning

Evidence, description and reflections from student teaching fieldwork demonstrate (a) very strong understanding of students’ intellectual, social and personal development and (b) the creation of excellent learning opportunities that fostered their development.



[Lesson plan]
[Testimonials from students]

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Artifact 3: Diverse Learners

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of how students differed in their approaches to learning and created excellent instructional opportunities that were adapted to students with diverse backgrounds, talents, needs and exceptionalities.



[Report on diversity -- theory to practice]

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Artifact 4: Instructional Strategies

Evidence, description and reflections from student teaching fieldwork demonstrate strong understanding and very effective use of a wide variety of instructional strategies that developed students’ critical thinking, problem solving and performance skills.


[Employed Instructional Strategies Analysis]

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Artifact 5: Learning Environment

Evidence, description and reflections from student teaching fieldwork demonstrate a very strong understanding of individual and group motivation and behavior. Clearly demonstrates ability to create and manage a very positive, safe, and respectful classroom learning environment that encourages cooperation, active engagement, and self-motivation.



[Book report on a Classroom Management text w/ examples from the practicum]

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Artifact 6: Communication

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and very effective use of verbal, nonverbal, and media communication techniques to foster active and collaborative learning.




[Generated course materials, or student artifacts, from a specific lesson]
[Video of teaching classes]

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Artifact 7: Planning Instruction

Evidence, description and reflections from student teaching fieldwork demonstrate very thorough preparation of lessons and/or units that are clearly based upon knowledge of subject matter, students, the community, and curriculum goals.




[Lesson Plan]

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Artifact 8: Assessment

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and use of formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of students.



[Copy of an assessment or report on an assessment]

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Artifact 9: Reflection/ Development

Evidence, description and reflections from student teaching fieldwork demonstrate very deep, critical reflection about the foundations of education as well as the effects of pedagogical choices and actions on students. Clearly embraces feedback as an opportunity for professional growth.



[Class Act website and blog reflections]
[Teacher Survey]

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Artifact 10: Collaboration/Ethics

 Evidence, description and reflections from student teaching fieldwork demonstrate a very strong ability to communicate and interact professionally with families, school colleagues, and the community to support student learning and well-being.



[Report w/ interviews and collected data pertaining to school-family relationships]
[Testimonials from urban learners]

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The Readiness is All

 
Rubric for Attainment of Core Competencies

Level of Attainment

LEVEL 1 - 90% MASTERED
   

• Preservice urban teacher candidate presents a clear, specific understanding of the competency.
• All related work is reflective of excellence in content, organization and presentation.
• High interest and excitement have led the candidate to reach far above and beyond the requirements.
  
• Candidate has deep, comprehensive knowledge of materials and expertly manipulates sources of information for reports and/or research.
• The candidate makes connections between theory and practice.
   
• The candidate's notes, records, assignments and assessment scores are of the highest level of achievement, above 90%.

LEVEL 2 – 80% EXCEEDED
   

• Preservice urban teacher candidate presents a clear, specific understanding of the competency.
• The candidate makes effective use of resources, demonstrates considerable knowledge of topics, and makes connections between theory and and practice.
• Candidate's notes, records and assignments are clearly organized and carefully done. All grades and evaluation scores are beyond the standard level of achievement, between 80% and 89%.

LEVEL 3 – 70% ATTAINED
   

• Preservice urban teacher candidate demonstrates an understanding of the competency.
• The candidate demonstrates general knowledge learned in coursework and tasks.  All work is well organized and complete.
• All notes, records, assignments and grades meet the standard level of achievement between, 70% and 79%.

"The readiness is all."

-- Shakespeare's Hamlet, Act V, scene ii

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MTLE - Basic Math HELP!

Making Sense of the MTLE Basic Skills Math Exam

In July 2016, the Minnesota Board of Teaching adopted the National Evaluation Series (NES) as the Basic Skills Test. Other skills test options now include the ACT and SAT. Updated information about these options can be found at the MN Dept. of Ed site.

Link to my complete MTLE Math Prep paper containing
information overview and several practice test questions

The Minnesota Teacher Licensure Examinations - Basic Skills Math Exam is brought to you by PearsonEd (FDBA Prentice Hall Publishing). Pearson's use of the word, basic, is misleading. A more precise descriptor of their MTLE math exam would be, general -- very general! A surprisingly wide range of material is covered in the test, so for most people, some amount of preparation will be required. 

POP!

Maximizing test performance involves three things: preparation, organization and practice. 

Prepare thoroughly to confront both the test content and the testing experience. Anxiety reduction techniques may be in order. 

Organize by creating a clear, targeted study plan. 

Practice to get comfortable taking the test.


First things first. Design your Personal Assessment Performance Management Plan. I created a 5-point plan for myself:

• Define content areas
• Identify all skillsets
• Determine strengths and weaknesses
• Systematically build necessary knowledge base
• Practice exam-taking every other day

Every different person's plan will differ, but I think the most critical element to consider is the opportunity to practice taking the MTLE several times. Unfortunately, Pearson does not offer practice exams. Google to the rescue! There are many practice tests available that are similar in content to the MTLE Basic Math -- but no single program will be an exact match. Depending on one's finances, choices must be made about which substitute practice programs to use. I personally found the online system at MTLEMath.com very helpful. (While the content and scoring may not perfectly match Pearson, it approximates the experience of taking a timed general math exam.) A combination of resources is needed to meet the MTLE's broad knowledge base.

Seven Objectives
I.	Understand the principles of geometry	(0015)
II.	Apply principles of algebra to expressions and equations	(0012)
III.	Apply principles of algebra to linear and nonlinear functions	(0013)
IV.	Understand measurement concepts	(0014)
V.	Demonstrate knowledge of data, statistics, probability, and discrete math	(0016)
VI.	Understand mathematical processes and perspectives	(0017)
VII.	Understand numbers and the number system	(0011)

Acronym for areas covered:

Game Spin!
I.	Geometry Principles
II.	Algebra: Expressions / Equations
III.	Algebra: Linear / Nonlinear Functions
IV.	Measurement Concepts
V.	Statistics, Probability & Discrete Math
VI.	Processes & Perspectives
VII.	Number System

Time Over Distance

While speed is obviously a factor to consider in the effective negotiation of a timed assessment, speed is not nearly as important as accuracy. Moving too quickly may, in fact, lead to oversights, mistakes and mechanical errors. The better strategy is to move through the test at a brisk but very steady, even pace. Anticipating a wide range of prompts – some simple, some tricky, some perhaps confounding – it is critical to plan for and maintain a consistent pace, neither rushing past the easy items, nor agonizing over the tough ones.

The insistent tick, tick, ticking of the clock is a potentially debilitating source of stress and tension -- negatively influencing testing experiences and outcomes, but through the architecture and articulation of a personal assessment performance management plan, awareness of the regulating element of time is also revealed to be a powerful tool -- offering test takers a relaxing reliability. 

Map out the number of test questions and the exact amount of time you will spend on each. Use practice exams to check your timing. 

A clarifying sense of control and confidence emerges from the purposeful, practiced, rhythmic manipulation of cognitive activity. Along with ordering the memory building, mind stretching, brain searching mental kinesthetics -- time’s metronomic repetition provides the measurement against which discipline is defined as the ability to sustain an effort over time.

The Process of Illumination

Multiple choice test takers can greatly benefit from the process of elimination. Knowing which choices are not the right answer (the distractors) is the same as knowing the right answer. The given choices then, should be considered valuable clues. 

So, one technique to approaching a multiple choice test is to first examine the answers – then examine the question in light of the possible solutions. This technique emphasizes the importance of eliminating the distractors. It also emphasizes that you are not being asked to figure out an answer, only to identify the best possible answer from the choices given. It is important to note that, depending on the wording of the question (the stem), none of the choices may actually be “the correct solution,” which means the choice closest to correct is “the right answer.”

What's the Question?

Test takers very often lose points, not because they didn't know the correct answer -- but because they didn't correctly read the question. (I recall one MTLE prompt that began with a confusing jumble of details but then asked for the median -- not the mean -- of the numbers given.) Pearson promises there will be no trick questions, but many of the MTLE prompts are tricky -- and demand a close reading. Focus on what is being asked. 

Sample Question:
A farmer has a silo that can hold 240 bushels of corn.  He estimates that it is about 6/7 full of corn.  Which value is closest to the number of bushels of corn in the silo?
A.) 200
B.) 210
C.) 225
D.) 250

Doing the math gets you to the number 205 -- but 205 is not one of the choices offered. The mathematical answer differs from the correct answer in this case. Carefully reading that the prompt actually asks for the closest value, this turns out to be a question, not on farming, but on the process of rounding! 

The question not asked is: Does the number 205 round up or down? The number 205 rounds up to 210 . . . so the right choice is "B."

I don't know that this sort of prompt can be classified as a "trick question." I know that this one question finally involves a second question that is not explicitly asked. I know that the "correct" answer is only correct in the context and specific verbiage of this particular test prompt -- which tripped me up with the overall concept of farmers and silos! However one sees this culturally clunky sort of thing -- it's clear that a careful and concise reading of each word is important.

Intuition

Test preparation involving content knowledge and reasoning must be done in tandem with preparation for a lengthy and extended excursion into the intuitive. The mind must be clear and receptive, free and open, in a meditative mode, yet fixed on the task at hand. Even with practice, exercising this level of sustained deep receptivity – total immersion into the intuitive – is extremely difficult. The setting of time limits in this regard is, ironically, extremely beneficial.

There are three during test concentration points:

• approaching each test item with fresh eyes;
• focusing fully on the intention and implication of the prompt;
• having registered a response, critically review the question's key words to confirm that your response directly expresses the specific concept, skill, reasoning or rule being assessed.

Return Policy

Ideally, you will move smoothly through the test at a consistent pace and then have plenty of time remaining for a review. Do not agonize and eat up time on a difficult prompt. If a question is overwhelming or confusing, mark it for review and quickly move on.

Of course, all doubted choices should be reviewed, but it’s important to prioritize. Selecting questions for review must be done in a way that maximizes the time available upon test completion. A difficult and unfamiliar question that requires a wild guess is not as critical as double-checking the answers to questions where there is a possibility of finding the correct answer if given time. In other words, mark for top review only those items that are difficult but doable. Points are awarded for each correct answer - so misreadings, misunderstandings and technical mistakes must be eliminated.

It may be advantageous in so broad an assessment, to maintain a written note of the MTLE math question numbers to any particularly perplexing prompts for secondary review should time permit.

Objectives Outline

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MTLE Math - Seven Objectives

The Seven Objectives of the MTLE- Basic Math

Link to MTLE Math Prep paper

I. Understand the principles of geometry
II. Apply principles of algebra to expressions and equations
III. Apply principles of algebra to linear and nonlinear functions   
IV. Understand measurement concepts
V. Demonstrate knowledge of data, statistics, probability, and discrete math
VI. Understand mathematical processes and perspectives
VII. Understand numbers and the number system

Twenty-One Targets

I. Understand the principles of geometry (0015)
A.    analyzing polygons using attributes of sides, angles, and parallel and perpendicular lines
B.    analyzing three-dimensional figures using attributes of faces, edges, and vertices
C.    applying geometrical transformations (e.g., translations, reflections, rotations) to geometric figures and using the concepts of symmetry, similarity, and congruence to solve problems
D.    using coordinate geometry to analyze geometric figures
E.    using algebraic methods (e.g., Pythagorean theorem, coordinate geometry) to solve mathematical and real-world problems
F.    analyzing arguments and justifying conclusions based on geometric concepts


II. Apply principles of algebra to expressions and equations (0012)
A.    analyzing and extending a variety of patterns
B.    using the concepts of variable, equality, and equation to generate, interpret, and evaluate algebraic expressions based on verbal descriptions
C.    manipulating algebraic expressions and solving equations using a variety of techniques (e.g., performing operations, simplifying, factoring)
D.    applying algebraic principles to represent and solve word problems involving fractions, ratios, proportions, and percents


III. Apply principles of algebra to linear and nonlinear functions (0013)
A.    distinguishing between relations and functions
B.    translating between different representations (e.g., tables, verbal descriptions, equations, graphs) of linear and nonlinear functions
C.    relating the characteristics of a linear equation (e.g., slope, intercepts) to its graph
D.    selecting a linear equation that best models a real-world situation, and interpreting the slope and intercepts in the context of the problem
E.    selecting a nonlinear function that best models a real-world situation
F.    solving linear equations, systems of linear equations, and inequalities symbolically and graphically
G.    analyzing the graph of a nonlinear function (e.g., quadratic, rational, exponential)

IV. Understand measurement concepts (0014)
A.    estimating and calculating measurements using metric, customary, and nonstandard units, unit conversions, and dimensional analysis in real-world situations
B.    applying formulas to calculate perimeter, circumference, length, area, surface area, volume, and angles for two- and three-dimensional figures in mathematical and real-world situations
C.    estimating and calculating measurements indirectly using the Pythagorean theorem, ratios, proportions, and the principles of similarity and congruence
D.    determining how the characteristics of geometric figures (e.g., area, volume) are affected by changes in their dimensions
E.    solving a variety of measurement problems (e.g., time, temperature, rates of change)


V. Demonstrate knowledge of data, statistics, probability and discrete mathematics (0016)
A.    using measures of central tendency (e.g., mean, median) and spread (e.g., range) to draw conclusions and make predictions from data
B.    selecting appropriate ways to display data and statistical information (e.g., tables, circle graphs, histograms)
C.    analyzing and drawing inferences from data presented in different formats (e.g., frequency distributions, percentiles, graphs)
D.    calculating probabilities for simple, compound, independent, dependent, and conditional events described in various ways (e.g., word problems, tree diagrams, Venn diagrams)
E.    identifying real-world applications of topics in discrete mathematics (e.g., graph theory, combinatorics, algorithms, iteration)


VI. Understand mathematical processes and perspectives (0017)
A.    selecting an appropriate problem-solving strategy for a situation (e.g., estimation, drawing a picture, working backward, using manipulatives)
B.    using mathematical reasoning and principles of logic to evaluate arguments (e.g., distinguishing between inductive and deductive reasoning, applying principles of logic, using counterexamples, evaluating informal proofs) and determining the reasonableness of solutions to problems
C.    translating between verbal descriptions and mathematical language, notation, and symbols (e.g., function notation, set notation, order relations)
D.    identifying connections between mathematical concepts, other academic disciplines, and technology


VII. Understand numbers and the number system (0011)
A.    demonstrating knowledge of the properties of integers, rational and real numbers, and number operations
B.    demonstrating fluency in computation, including operations on decimals, percents, fractions, and exponents
C.    using number sense and different number representations to solve mathematical and real-world problems

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Father of U.S. Public Education

"Teachers who attempt to teach

without first inspiring a desire to learn

are hammering on cold iron."

Horace Mann

(1796-1859) 

Horace Mann is considered by many to be "the Father of American Public Education." He did more than perhaps any person to advance the cause of improving public education.

Mann abandoned a successful political career and devoted himself to advancing education as the first Secretary of the Massachusetts Commission to Improve Education -- later the State Board of Education. Mann used his post to unify disparate school districts.

Mann argued that schools were the logical place to inculcate democratic idealism, and gained the support of business to fund education. State aid to education and teacher salaries doubled during his tenure, as did the school year in many towns. He established training programs for teachers, district libraries and enacted the first compulsory school attendance laws in America. Mann wrote twelve annual reports which became blueprints for the organization of education around the country.

"Education then, beyond all other devices of human origin,

is the great equalizer of the conditions of men, 

the balance-wheel of the social machinery."

-- Horace Mann

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TPA - Mission Map

Teacher Performance Assessment

For this TPA, preservice language arts teachers will describe, analyze and evaluate the teaching of a learning segment -- a series of 3–5 ELA lessons. (If teaching language arts within a large time block, a learning segment is about 3–5 hours of connected instruction.)

The learning segment should provide opportunities for students to (1) develop their ability to comprehend, construct meaning from, and interpret complex text, and (2) to create a written product interpreting or responding to complex features of a text -- features that are just beyond students’ current skill levels.

There are four main missions -- or task areas -- in the TPA assessment:

1. Planning, Instruction and Assessment
2. Instructing and Engaging Students in Learning
3. Assessing Student Learning
4. Analyzing Teaching

Mission I – Lessons

Alpha: Context for Learning Information
(1 file) ELA_Context_Inf_template

Bravo: Lesson Plans
(3-5 files) ELA_Lesson_1, ELA_Lesson_2, ELA_Lesson_3, ELA_Lesson_4, ELA_Lesson_5

Charlie: Planning Commentary
(1 file)  ELA_Planning_Comm_template

Mission II – Videos

Alpha: Video Clips
(2-3 files)  ELA_Lesson_[1-5]_Clip_[1-3]

Bravo: Instruction Commentary   
(1 file) ELA_Instruction_Comm_template
 

Mission III – Artifacts

Alpha: Student Work Samples
(3-3 files) ELA_Work_Sample_1, ELA_Work_Sample_2, and ELA_Work_Sample_3

Bravo: Evidence
(0-2 files)  Work_Sample_1_Feedback, ELA_Work_Sample_2_Feedback,  ELA_Work_Sample_3_Feedback

Charlie: Assessment Commentary
(1 file) ELA_Assessment_Comm_template
 

Mission  IV – Analysis

Alpha: Analyzing Teaching Commentary
(1 file)  ELA_AT_Comm_template

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TPA Link Library

 Teacher Performance Assessment

Metro State -- D2L

Task Stream

TPA Handbook - Secondary English Language Arts

Video Recording Permission Form

Co-Teaching Model PowerPoint






.

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Schedule: EDU - 650

Student Teaching Seminars  
Mondays 5:30-7:30
 
August 27
5:30-6:30 All 6:30 – 7:30 Candidates
 
September 10
Check-in, MTLE information, TaskStream
TPA Assignment -Context for Learning (CFL) Task 1
 
September 24
Review Drafts of CFL and Task 1
TPA Assignment - Task 2
 
October 1
TPA  Review Drafts of CFL,  Task 1, Task 2, TPA Video
TPA Assignment -Complete CFL Task 1 and 2 - video tape
 
October 22
TPA Task 3, Task 4  - Video
TPA Assignment - Task 3 Task 4 - Video tape
 
November 5
TPA only
 
November 19
Licensure, prep for Job Panel - resume, cover letter, TPA

December 3
Job Panel

December 10
TPA submissions due
E-folio presentation

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