TPA SUPPORT FOR�CLINICAL COACHES,�MENTOR TEACHERS, &�INSTRUCTORS

DR. ROHANNA YLAGAN-NICANOR

FALL 2022

AGENDA

3

STEPs 1 - 4

FOCUS: Learning about students AND planning instruction

FOCUS: Assessment-driven instruction

ASSET-BASED instructional design

ELD & ACADEMIC LANGUAGE Development

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HOTs

*3 focus students

*0 focus students

*1 recorded lesson

*3-5 recorded sequential lessons

*ASSESSMENTS & RUBRICS

• Informal
• Self-Assessment
• Formal

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CYCLE 1: MATH

CYCLE 2: LITERACY

*Student use of ED TECH

UDL

How can we support TCs in any of these areas?

CalTPA��Instructional Cycle

4

(Teacher Performance Assessment)

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1

2

3

4

ALIGNMENT WITH TEACHING PRACTICES: THROUGHOUT THE PROGRAM + IN THE CLASSROOM

CLINICAL COACHES

INSTRUCTORS

MENTOR TEACHERS

TEAM EXPECTATIONS: WHAT IS MY ROLE IN THE TPA?

Instructor

Mentor Teacher

Clinical Coach

• foundations
• instructional cycle (plan, teach & assess, reflect, apply)
• asset-based approach: planning, teaching, assessing
• UDL
• HOTs

• instructional cycle (plan, teach & assess, reflect, apply)
• in-class support: model, guidance, time
• class profile
• execution
• feedback

• observations: instructional cycle (plan, teach & assess, reflect, apply)
• constructive feedback
• reflective conversations
• running record for glows & grows

IF TEACHER CANDIDATES HAVE QUESTIONS about the TPA….

INSTRUCTORS

• If it’s a general question that you can answer (e.g. vocabulary term), feel free to answer.
• Refer them to the assessment guide.
• If the question is specific to a unique situation, tell them to email me directly.

MENTOR TEACHERS

• If it’s a general question that you can answer (e.g. vocabulary term, about your students), please answer.
• If you do not know the answer, refer them to the assessment guide.
• If the question is specific to a unique situation, tell them to email me directly.

CLINICAL COACHES

• Refer them to the assessment guide.
• If the question is specific to a unique situation, tell them to email me directly.

ACCEPTABLE SUPPORT

• Candidates CAN
• co-plan an instructional segment with their mentor teacher or peer

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• Coaches (and mentors) CAN
• observe and provide feedback on lessons that will be submitted as part of the CalTPA

UNACCEPTABLE SUPPORT

• Suggesting answers (providing candidates with content or answer to a question)

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• Saying what is enough (conjecturing on CalTPA expectations or what is deemed sufficient)

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UNACCEPTABLE SUPPORT

• Offering “better responses” (providing alternative responses or answers)

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• Editing

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• Selecting content (e.g., a lesson focus or activity or video section)

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STATEWIDE TPA AREAS FOR GROWTH

CYCLE 1:

• creating ELD goals from ELD standards
• content-specific next steps for learning
• students engaged in HOTs

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CYCLE 2:

• creating ELD goals from ELD standards
• self-assessment rubric
• modeling how to use the self-assessment rubric & engage students

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OUR CANDIDATES, WHO DO NOT PASS, also NEED SUPPORT IN …

CYCLE 1:

• planning according to assets and learning needs
• aligning planning, instructional strategies, adaptations w/ rationale for focus students

CYCLE 2:

• progression of academic language development
• multiple adaptations for all students (ELs, IEP, 504, GATE) throughout learning segment

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EL

IEP, 504

additional social-emotional and/or academic support; life experiences

Let’s take a look at some TPA templates!

• CYCLE 1: 5 templates

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• CYCLE 2: 6 templates

Tuesday, February 2, 20XX

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• CYCLE 2:
• Link to Assessment Guide
• Link to 6 templates

• CYCLE 1:
• Link to Assessment Guide
• Link to 5 templates

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RESOURCES

Any questions?

rylagan-nicanor@fullerton.edu