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California Teacher Program Handbook

edTPA® Resources Welcome to the California Teacher Education Handbook. This resource provides candidates, faculty, and staff with information and documents designed to assist in the successful completion of the California teacher education program. You will find information, instructions, and required forms related to program requirements.

Conceptual Framework

The University of Phoenix College of Education Conceptual Framework provides a structure for all of our education programs.  It is the guiding structure for the design, implementation, and evaluation of our programs, and sets expectations for teaching and learning by our faculty and candidates.  It focuses on the elements shared by quality educational professionals.

The University of Phoenix College of Education vision is to prepare teachers with knowledge, skills, and dispositions to positively impact student learning with a dedication to equity and access for all students. Emphasizing a continuum of knowledge, skills, dispositions and lifelong learning as essential elements for professional practice, its Conceptual Framework guides the College’s core values and commitment to its vision of the education professional.

College of Education Conceptual Framework Summary Document

Reflective Questions

  • Keep each “pie piece” of the conceptual framework in mind as you experience each and every topic throughout your program.
  • Reflect on how each element overlaps and encourages you to develop as a teacher and improve your future classroom environment.

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CA Performance Expectations

California teacher candidates must exhibit the knowledge and skills required to teach the state-adopted content standards and frameworks. The state-adopted Teacher Performance Expectations set the rigor and expectation for all beginning teachers to demonstrate their ability to be strategic in planning, implementing, and evaluating instruction in their focused content areas.

Teaching Performance Expectations

What are Teaching Performance Expectations (TPEs)?

TPEs address the knowledge and skills required of classroom teachers. They also provide a framework for course design and assessment for pre-service candidates. California teacher candidates must demonstrate competency of the TPEs.

Review the following document about the California Teaching Performance Expectations from the Commission on Teacher Credentialing. You will need to be familiar with these expectations.

California Teaching Performance Expectations – UPDATED 2016

California Teaching Performance Expectations – UPDATED 2013 (Only applies to candidates beginning their program prior to 09/2017)

Additional California Resources

TPE Program Alignment

The University of Phoenix BSLS & MAED/TED CA programs are aligned to the California Teacher Performance Expectations (TPEs) to help students develop competency in the TPEs. The documents linked below show the alignment of the courses in the BSLS & MAED/TED CA programs to the California TPEs. Click on your desired program or Teacher Performance Assessment (TPA) to access the alignment.

BSLS v4

MAED/TED-E v7CA

MAED/TED-S v7CA

MAED/TED-E v8CA

MAED/TED-S v8CA

EdTPA (TPA/100 & TPA/200)

CalTPA (TPA/001 & TPA/002)

TPE Portfolio (TED v08)

Purpose of TPE Portfolio

This portfolio is designed to solidify the connection of the California Teacher Performance Expectations (TPEs) to every aspect of planning, delivering, assessing, and adapting content in a positive classroom environment.

Requirements

Candidates will align course assignments and clinical experiences with each of the TPE subsets and address how the activities show evidence of the specific TPE. This portfolio is a project that spans the entire program, and candidates are encouraged to consider it as they complete each course or clinical experience hour. Ultimately, these will be submitted as signature assignments in two of your program courses.

TPE Portfolio Document

TPE_Evidence_Portfolio_Rubric.docx

TPE Evidence Portfolio Submission Document

Program Progression Requirements

Set deadlines for certain progression requirements are included in the program as a way of scaffolding, supporting, and monitoring teacher candidates toward successful completion of the credential program. These progression requirements ensure that candidates meet all state and program requirements to be appropriately prepared, approved, and cleared to enter a P-12 environment.

Level 1 Progression Requirements

New master’s students must submit the following items for admission into the program:

  • Proof of an undergraduate degree with a minimum GPA of 2.5 from a regionally accredited institution (MAED only)
  • All documents required by the University (i.e. New Student Checklist, Enrollment Agreement, etc.)
  • Proof of a negative tuberculosis (TB) report based on California requirements
  • Evidence of Certificate of Clearance or similar CTC-issued document – California students must complete two steps to submit their fingerprints:
    1. Complete the Live Scan fingerprinting process as outlined by the Commission on Teacher Credentialing (CTC). Check with the CTC for the required form: http://www.ctc.ca.gov/credentials/leaflets/cl900.pdf
    2. Complete the application process for the Certificate of Clearance. Check with the CTC for directions and information: http://www.ctc.ca.gov/credentials/submit-online.html

Completion of a course (two semester units or three-quarter units) in the provisions and principles of the U.S. Constitution with a grade of “C” or better, a degree posted transcript from California State University, or pass an approved U.S. Constitution examination given by a regionally accredited college or university.

  1. Effective 7/1/2020, any new enrollments, re-enrolled or re-entry student must complete the US constitution course as a part of the program (MAED/TED 09CA).

New bachelor’s students must submit the following items for admission into the program:

  • All documents required by the University (i.e. New Student Checklist, Enrollment Agreement, etc.)

Level 2 Progression Requirements

Master’s students must complete all Level 1 progression requirements and the following elements for teacher licensure prior to the 12th credit in the program of study:

  • Basic Skills proficiency – Met by any of the following:
    • Passing the CBEST exam
    • Passing all three subsets of the CSET: Multiple Subject exam and the CSET: Writing Skills test
    • Achieving a qualifying score on the SAT or ACT
    • Passing the CSU Early Assessment Program or CSU Placement Exams
    • Passing the AP English and AP Calculus or AP Statistics exam, OR
    • Passing a basic skills exam from another state
  • Progression towards completion of subject matter competence by one of the following methods:
    • Passing the appropriate CSET subject matter examination(s).
    • Attempting the appropriate CSET subject matter examination(s).
    • Registering for the next scheduled CSET examination.
    • Completing a CTC-approved subject matter preparation program.

Bachelor’s students must complete all Level 1 progression requirements and the following elements for teacher licensure prior to the completion of EDU/301CA:

  • Complete all general education credits
  • Proof of a negative tuberculosis (TB) report based on California requirements
  • Evidence of Certificate of Clearance or similar CTC-issued document – California students must complete two steps to submit their fingerprints:
  • Basic Skills proficiency – Met by any of the following:
    • Passing the CBEST exam
    • Passing all three subsets of the CSET: Multiple Subject exam and the CSET: Writing Skills test
    • Achieving a qualifying score on the SAT or ACT
    • Passing the CSU Early Assessment Program or CSU Placement Exams
    • Passing the AP English and AP Calculus or AP Statistics exam, OR
    • Passing a basic skills exam from another state
  • Progression towards completion of subject matter competence by one of the following methods:
    • Passing the appropriate CSET subject matter examination(s).
    • Attempting the appropriate CSET subject matter examination(s).
    • Registering for the next scheduled CSET examination.
    • Completing a CTC-approved subject matter preparation program.

Professional Expectations

Candidates in P-12 College of Education programs at University of Phoenix participate in several clinical placements as part of their academic program. Degree candidates interact with students, parents, school staff, and others in the community during the field experiences. As prospective educators and administrators, College of Education teacher candidates are expected to represent the University as professionals and adhere to the ethics and standards of their profession as well as the University’s Student Code of Conduct. Candidates’ dispositions will be evaluated throughout the program.

Supplemental Standards

University of Phoenix Supplemental Standards for Candidates in P-12 College of Education Programs

Candidates in a College of Education program leading to certification or licensure at University of Phoenix are subject to greater scrutiny because of their anticipated interactions with students, parents, and the school community. These degree candidates participate in one or more clinical experience placements (field placements) and a culminating clinical practice (student teaching practicum) as part of their academic program. As prospective educators, College of Education candidates are expected to represent the University as professionals and adhere to the ethics and standards of their profession as well as the University’s Student Code of Conduct.

The following Supplemental Standards for Candidates in College of Education Programs (“Supplemental Standards”) apply to these degree candidates before, during, and after their field placements and practicum. The Supplemental Standards address a candidate’s affective attributes and disposition to be an educator. A corresponding Professional Dispositions Rubric provides additional guidance. A candidate’s ability to satisfactorily meet the Supplemental Standards is a matter of ongoing academic judgment made by faculty, campus staff, and campus management.

  1. The candidate contributes to a positive climate in the University classroom and all field placements.
  2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
  3. The candidate is a thoughtful and responsive listener.
  4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes that all students can learn.
  5. The candidate is willing to give and receive help.
  6. The candidate is sensitive to community and cultural norms for the degree program, the University classroom, and all field placements.
  7. The candidate appreciates and values human diversity and shows respect and fairness for others’ varied talents and perspectives.
  8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself/herself and those with whom he/she interacts.
  9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field.
  10. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional educator/administrator.
  11. The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work, and the completion of tests.
  12. The candidate maintains a pattern of exceeding minimal requirements in course and field placements.

A candidate’s ability to satisfactorily meet the Supplemental Standards is a matter of ongoing academic judgment made by faculty, campus staff, and campus management.

When it is determined that a candidate falls short of meeting any of the above Supplemental Standards, faculty, campus staff, or campus may file a Referral Form with the Office of Special Services (OSS). Any candidate who receives one or more referral(s) shall be counseled, remediated, or withdrawn from the program, as appropriate.

Candidates who are separately charged with violating the Student Code of Conduct shall be subject to the policies, procedures, and sanctions for processing such charges. However, a charge under the Student Code of Conduct may also be the basis for a referral on separate academic grounds under these Supplemental Standards. Similarly, an observation under the Referral Process may be the basis for a Student Code of Conduct charge.

Academic Progressions

Academic Progressions are a remediation process that allows the University of Phoenix an opportunity to provide identified students with a streamlined, templated coaching process. Specifically, Academic Progression referrals apply to students in the following circumstances:

    • Non-passing grade in a B or better course
    • Unsuccessful attempt at the Dispositions Assessment
    • Non-passing score in a Guided Clinical Experience (GCE) evaluation
    • Unsatisfactory MyTimeLog (MTL) submissions of field experience hours

The Academic Progression process encourages self-reflection through guided questions and offers specified remediation resources that students can complete independently.

While the Supplemental Standards process remains in place for students with dispositional concerns or egregious behaviors, the goal of the Academic Progression process is to focus on academic concerns and assist students maintain good-standing in the program.

Supplemental Standards Expectations

Note: This document complements the Supplemental Standards for Candidates in College of Education Programs.

Disposition* Description of “At Standard” Indicators
1. The candidate contributes to a positive climate in the University classroom and all field placements.Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others.
2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication.
3. The candidate is a thoughtful and responsive listener.Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others.
4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes all students can learn.Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning with the belief that all students can learn.
5. The candidate is willing to give and receive help.Volunteers to assist others in the University classroom and/or practicum setting; demonstrates openness to assistance from others. Accepts direction from others and respects authority.
6. The candidate is sensitive to community and cultural norms of the teacher education program, the University classroom, and practicum settings.Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, K-12 students, and cooperating teachers; shows an awareness of the context in which s/he is interacting.
7. The candidate appreciates and values human diversity and shows respect and fairness for others’ varied talents and perspectives.Listens to others’ perspectives in a respectful and fair manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation. and privilege in American society.
8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself or herself and those with whom he/she interacts.Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards.
9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field.Identifies and analyzes important trends in education; looks for opportunities to integrate theory and practice; demonstrates enthusiasm for learning new ideas and strategies; relates class discussions and issues to current events in education.
10. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional educator/administrator.Attends all classes, practicum experiences, and required activities and arrives on time; dresses for practicum/clinical experiences in an appropriate manner; communicates in a professional manner regarding extenuating circumstances that may prevent attendance; comes to class prepared. Candidates maintain the confidentiality of communications to which they are privy through their interactions with agencies, staff, and other health professionals.
11. The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work, and the completion of assignments.Does not represent the work of others as his/her own; is truthful when making statements about qualifications and competencies; observes contractual commitments and timelines; protects students‘ and families’ rights to privacy and confidentiality; establishes relationships with students, parents co-workers based on courtesy, mutual trust and open communication; respects the uniqueness and characteristics of family backgrounds; acts within the educational and wider community in a way which enhances the status of the profession; promotes the improvement of school/institutional policies; develops an understanding and respect for laws and policies that protect students, parents, families, and communities.
12. The candidate maintains a pattern of exceeding minimal requirements in course and field placements.Attends all required activities and arrives on time; dresses for student teaching and field experiences in a professional manner; communicates professionally to staff, students and families; comes to class prepared; engages students in a variety of learning experiences; respects diversity; volunteers to take on additional responsibilities, as appropriate; participates in professional development opportunities offered in the school setting; maintains privacy and confidentiality.

*Note: The first nine dispositions were adapted from the standards of the Interstate New Teacher Assessment and Support Consortium (INTASC), formerly available at the Council of Chief State School Officers (CCSSO) website, http://www.ccsso.org.

Signature Assignments

Signature Assignments are benchmark assessments designed to measure academic performance on critical concepts. The included matrixes identify the Signature Assignments required in each program. They are aligned to program student learning outcomes and California Teacher Performance Expectations and provide critical information to help the university ensure students have mastered learning outcomes necessary to be effective practitioners and to assist in the university’s programmatic assessment process. Students will use the knowledge and skills learned throughout the program to complete this assignment. Signature Assignments are required and cannot be changed or deleted.

Signature Assignments are required and cannot be changed or deleted.

Clinical (Field) Experience

Clinical (Field) Experience is an important part of any education degree program. The clinical experiences are integrated with content from coursework. Clinical Experience provides teacher candidates with the opportunity to spend hours in a real-life classroom; observing, assisting, and gaining feedback from effective host teachers.

It is important for candidates to get a variety of clinical experiences during the program interacting with a wide range of students (e.g. observations, tutoring, teaching mini-lessons, etc). Having this knowledge of a variety of students will help teacher candidates’ success in California public classrooms with the TPEs. TPEs help teacher candidates consider what is necessary to effectively teach in an environment where “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, sexual orientation, language, religion, and/or geographic origin. The range of students in California public schools also includes students whose first language is English, English learners, and Standard English learners” (California Commission on Teacher Credentialing, 2016).

Requirements and Expectations

Many courses in the MAED/TED-E and MAED/TED-S programs require field experience commitments in local classrooms; “school setting must reflect the full diversity of California public schools” (California Commission on Teacher Credentialing, 2017). Even though the amount of time to accomplish each assignment is not specified, the end of your program requires an accumulation of 100 hours.  You may spend no more than 25-30 hours in the same classroom or with the same teacher.

The assigned field experience required in your coursework will account for about one-third of the required field experience hours needed for your program. Consult with your instructor and course syllabus for complete assignment details. These course-related field experience assignments are not optional. You must complete them as a requirement of your program. See Alternative Settings for more information.

The following matrices will help you identify courses in your program that require a field experience activity.

In order to complete Clinical (Field) Experiences, the College of Education must make your initial placements on your behalf. Students must submit the Field Placement Request during the MTE/001 course to their designated College of Education personnel. Additional Clinical (Field) Placement Request documents must be submitted throughout the program in order to arrange for additional school site approvals. Contact the placement department by emailing CEP.placement@phoenix.edu.

A negative TB test and a Certificate of Clearance must be on file with your credential analyst before any Clinical (Field) Experience Placements will be approved.

Failure to secure approved Field Experience placements will negatively impact a student’s grade.

Background Information

The California Commission’s adopted standards for teacher preparation set forth the expectations for programs to provide candidates with appropriate supervised clinical experience/practice. These program standards frequently reference “all students.” Because preliminary multiple- and single-subject credentials authorize service in any California public school, “it is critical that teacher preparation candidates are prepared to meet the needs of the full range of learners” (California Commission on Teacher Credentialing, 2017).

Basic requirements for a school site to be approved for Clinical Experience (100 hours of field experience)

  • “School setting must reflect the full diversity of California public schools” (California Commission on Teacher Credentialing, 2017.)
    • Review the school’s SARC report or California School Dashboard for demographics including:
      • Race, ethnicity of the students
      • Number of students from families below the federal poverty level, number or percentage of students on scholarship, tuition assistance, or other proxy that demonstrates that the school serves students from families in lower socio-economic income ranges (ex. % of students on free and reduced lunch)
      • Languages spoken by the students, including English learners
      • The inclusiveness of the school for students with disabilities and the process for students to receive additional services, i.e. student study team and individualized education program processes
  • School site must have a fully qualified administrator who holds a California preliminary or clear administrative credential.
  • School curriculum must follow California’s adopted content standards and curriculum.
  • Classrooms must have 20+ students and must have both English learners and students with special needs (e.g. IEPs, 504 Plans, etc.) including gifted students
  • Online schools, independent study programs, and home schools are prohibited
  • Private school setting that meet the requirements of a “diverse school setting” may qualify for clinical experience. These settings must be approved in advance by UOPX site placement staff. No more than 50 hours of field experience can occur in an approved private school setting.
  • Placed in TK-12 grade classrooms, appropriate for the credential being sought. (No adult education programs)
  • Student must have an opportunity to work with students in the capacity of “tutor” or the teaching of small group lessons
  • Student must be able to complete assigned course assignments with a hosting teacher

Tips for Determining Whether a School Meets the CTC Requirements for Clinical Experience

(100 hours of field experience)

According to the California Department of Education’s 2017-18 data report “Fingertip Facts on Education in California – CalEdFacts,” the ethnic distribution of public school students is:

EthnicityNumber of StudentsPercentage
African American not Hispanic 340,841 5.50%
American Indian or Alaska Native 32,500 0.50%
Asian 569,744 9.20%
Filipino 151,650 2.40%
Hispanic or Latino 3,376,591 54.30%
Pacific Islander 28,920 0.50%
White not Hispanic 1,442,388 23.20%
Two or More Races Not Hispanic 219,429 3.50%
None Reported 58,350 0.90%
Total6,220,413100.00%

(Source: California Department of Education (2019). Fingertip Facts on Education in California – CalEdFacts. Retrieved from: https://www.cde.ca.gov/ds/sd/cb/ceffingertipfacts.asp )

Sample Schools that Meet the Requirements for an Approved Clinical Experience Site

These example meet the requirement: School demographics represent the full diversity of California public schools. All of these examples represent SARC Data. Locate demographic information by visiting either California Department of Education: Find a SARC or California Department of Education Dashboard.

Chula Vista Diamond Bar High School Sequoia Elementary School Anderson Middle School
Racially/ethnically diverse (64.4% Hispanic or Latino)
Racially/ethnically diverse (Asian 61.7%, Hispanic or Latino 10%, White 10.3%)
Racially/ethnically diverse (White 47%, Hispanic or Latino 19%, Filipino 6.1%)
Racially/ethnically diverse (White 61.3%, Hispanic or Latino 21.7%, Asian 6.2%, Native American 5.0%)
High population of socioeconomically disadvantaged students (34.6%)
Serves socioeconomically disadvantaged students (11.1%)
Serves socioeconomically disadvantaged students (10.6%)
Serves socioeconomically disadvantaged students (extremely high poverty) (80.1%)
Opportunity to observe classrooms with English learners (24.9%)
Opportunity to observe classrooms with English learners (7.1%)
Opportunity to observe classrooms with English learners (9.8%)
Opportunity to observe classrooms with English learners (10.9%)
Opportunity work with students with disabilities (8.6%)
Opportunity work with students with disabilities (5.8%)
Opportunity work with students with disabilities (5.9%)
Opportunity work with students with disabilities (14.1%)

References: California Commission on Teacher Credentialing, 2017. Guidance on Clinical Practice and Supervision of Teaching Candidates. Retrieved from https://www.ctc.ca.gov/docs/default-source/…prep/…/clinical-practice-guidance.pdf)

California Commission on Teacher Credentialing, 2016. California Teaching Performance Expectations. Retrieved from https://www.ctc.ca.gov/docs/default-source/educator-prep/…/adopted-tpes-2016.pdf

1) Prior to student teaching, 100 field experience hours must be completed and documented in My Time Log. My Time Log will be reviewed at selected times during your program. Your instructor will review your record to determine if you are making adequate progress in completing your field experience hours and to determine if your field experiences are diverse. No alternate documentation of field experience will be accepted.

2) Detailed, thorough reflections regarding each observation are an expectation of working “at standard.” You need to ensure that all reflections contain appropriate depth and analysis, similar to the models provided, and that you are working at a standard indicative of a graduate-level program. Faculty members will only accept reflections demonstrating depth of thought and detailed analysis and explanations of effective instructional practices.

3) ELEMENTARY (Multiple Subject): If you observe a classroom for an entire day, one reflection is not sufficient. Separate reflections should be written for each major time block: morning block, mid-morning block, and afternoon block. See examples provided in next section entitled “Model Reflections”.

4) SECONDARY (Single Subject): If you observe more than one period where the lesson taught is exactly the same (same teacher, same grade level, same content area), you may write up one reflection for all periods. If you observe a different grade level and/or content area, separate reflections must be written for each observation. See examples provided in next section entitled “Model Reflections”.

5) Faculty members will review your My Time Log in every course. Some checks and feedback will be informal. Four checks will be formally reviewed. Formal reviews will be conducted in the courses mentioned in the Clinical (Field) Experience Matrices at the beginning of this tab.

6) Students who are significantly behind in completing the required field experience hours risk receiving a Supplemental Standards referral from the Campus College Chair. Please reference Supplemental Standards 4, 11, and 12 shown below.

  • The candidate is committed to reflection, assessment, and learning as an ongoing process and believes that all students can learn.
  • The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work and the completion of tests.
  • The candidate maintains a pattern of exceeding minimal requirements in course and field placements.

My Time Log

My Time Log is a web tool for logging, reviewing, and approving clinical (field) experience hours. Entries in My Time Log serve as evidence for meeting state requirement for diverse settings.

Make sure to log your hours correctly, placing your entries under the correct template. Review the following materials to learn more about My Time Log. If you have any questions about My Time Log or clinical (field) experience, contact your Education Program Specialist.

Accessing and Completing My Time Log

My Time Log Guidelines

Guided Clinical Experience: My Time Log Submission

TaskStream to Tk20 Transition FAQ

Reflection Guidelines

My Time Log Tutorial

Guided Clinical Experience (GCE)

*The following information applies to students who are enrolled after 4/1/18.
What Is Guided Clinical Experience (GCE)?

GCE is a program requirement in our graduate-level initial teacher licensure programs.

Candidates will be evaluated on their instruction and impact on student learning three times during their program with the completion of two or three GCEs (small group, whole group, or one-on-one) depending on the program. Candidates are required to instruct at least two group sessions; they may complete two small-group sessions if they are not able to obtain permission to teach in a whole-group setting.

What Is the Student’s Role?

Candidates must work with the Center for Educator Preparation for placement or secure placement on their own as dictated by their district. The Center for Educator Preparation’s goal is to facilitate or place students in four 25-hour placements throughout their program.

Each candidate will work with the Clinical Experience Teacher at the placement site to determine the appropriate lesson and time for the GCE to occur. The 25-hour placement can include the GCE component and may also include traditional clinical experience hours and activities.

For each GCE assignment, the candidate will complete and submit the following:

  1. To the course faculty member, as part of the assignment requirements:
    • Guided Clinical Experience Worksheet
    • edTPA® Lesson Plan Template
  2. To the Clinical Experience Teacher, through My Time Log:
    • Guided Clinical Experience Worksheet
    • edTPA® Lesson Plan Template
    • Guided Clinical Experience Rubric

For instructions on submitting your Guided Clinical Experience in My Time Log, refer to: Guided Clinical Experience: My Time Log Submission.

All GCE documents are available under the GCE Documents tabs below. Information about the course sequence be accessed by clicking on the GCE Courses – Master of Arts in Education/Teacher Education tab below.

To download each document, click on the links below.

Program Sequences and GCE Placements for Master of Arts in Education/Teacher Education

***Courses highlighted in yellow are designated GCE courses.

MAED/TED-E 08CA

Course ID Course Title Credits LengthPrerequisites
MTE/001 Orientation to Teacher Education 01 week
MTE/510 Professional Knowledge, Skills, and Dispositions 13 weeksMTE/001
MTE/516 Foundations of the Professional Educator 36 weeksMTE/001
MTE/511 Child/Adolescent Growth, Development, and Learning 36 weeksMTE/001
ELM/533 Instruction and Assessment for Diverse Learners 36 weeksMTE/510, MTE/511, MTE/516
ELM/532 Creating an Effective Learning Environment 36 weeksMTE/510, MTE/511, MTE/516
ELL/500 Instructional Methods for English Language Learners 36 weeksELM/533
MTE/512 Teaching the Exceptional Learner 36 weeks ELM/533
RDG/556 Elements of Literacy Content and Pedagogical Knowledge 38 weeksELM/533
MTE/513 Evaluation and Data Literacy 36 weeksELM/533
ELM/536 Social Studies Content and Curricular Knowledge 36 weeksELM/533
ELM/537 Science Content and Curricular Knowledge 36 weeks ELM/533
ELM/538 Mathematics Content and Curricular Knowledge 36 weeksELM/533
ELM/539 Physical Education Content and Curricular Knowledge 24 weeksELM/533
ELM/586 Elementary Clinical Practice A 37 weeksELM/532, ELL/500, MTE/512, RDG/556, MTE/513, ELM/536, ELM/537, ELM/538, ELM/539
ELM/587 Elementary Clinical Practice B 37 weeksELM/586
Program Requirements: 42 Credits

MAED/TED–S 08CA

Course ID Course Title Credits LengthPrerequisites
MTE/001 Orientation to Teacher Education 01 week
MTE/510 Professional Knowledge, Skills, and Dispositions 13 weeksMTE/001
MTE/516 Foundations of the Professional Educator 36 weeksMTE/001
MTE/511 Child/Adolescent Growth, Development, and Learning 36 weeksMTE/001
SEC/533 Instruction and Assessment for Diverse Learners 36 weeksMTE/510, MTE/511, MTE/516
SEC/532 Secondary–Creating an Effective Learning Environment 36 weeksMTE/510, MTE/511, MTE/516
ELL/501 Instructional Methods for English Language Learners 36 weeksSEC/533
MTE/512 Teaching the Exceptional Learner 36 weeks SEC/533
RDG/558 Language Acquisition and Development 36 weeksSEC/533
MTE/513 Evaluation and Data Literacy 36 weeksSEC/533
Elective Content Area Specific Course SEC/535: English/Language Arts Content and Curricular Knowledge
SEC/536: Social Studies Content and Curricular Knowledge
SEC/538: Mathematics Content and Curricular Knowledge
SEC/539: Physical Education Content and Curricular Knowledge
SEC/540: Science Content and Curricular Knowledge
SEC/541: Visual Arts Content and Curricular Knowledge
36 weeksSEC/533
MTE/517 Technology Integration for Educators 36 weeks SEC/533
SEC/586 Secondary Clinical Practice A 37 weeksSEC/532, ELL/501, MTE/512, RDG/558, MTE/513, MTE/517
SEC/587 Secondary Clinical Practice B 37 weeksSEC/586
Program Requirements: 37 Credits

Program Sequences and GFE Placements for Bachelor of Science in Liberal Studies

***Courses highlighted in yellow are designated GFE courses.

Course ID Course Title Credits LengthPrerequisites
GEN/201 Foundations for University Success 35 weeks
EDU/300CA Orientation to Teacher Education 01 weekCritical Thinking , English Proficiency
EDU/301CA Foundations of Education 35 weeksCompletion of all general education requirements
EDU/305CA Child Development 35 weeksEDU/301CA
EDU/311CA Models and Theories of Instruction 35 weeksEDU/305CA
ELL/300 Instruction and Assessment of English Language Learners 35 weeksEDU/301CA

SPE/300CA Orientation to the Exceptional Child 35 weeksEDU/301CA
TPA/100 TPA Planning and Instruction 13 weeks ELL/300 , SPE/300CA
EED/436CA Elementary Methods: Social Science and Fine Arts 35 weeksEDU/301CA
EED/438CA Elementary Methods: Mathematics and Science 35 weeksEDU/301CA

TPA/200 TPA Instruction and Assessment 13 weeksTPA/100 , EDU/311CA
RDG/420CA Elementary Methods: Reading and Language Arts 35 weeksEDU/301CA
EDU/321CA Classroom Management 35 weeksEDU/301CA
EED/491CA Elementary Clinical Practice A 47 weeksAll previous coursework
EED/492CA Elementary Clinical Practice B 47 weeksEED/491CA
Program Requirements: 42 Credits

What Is the Clinical Experience Teacher’s Role?

The Clinical Experience Teacher will work with the candidate to determine the appropriate lesson and time for the GCE to occur.

The Clinical Experience Teacher will assist the candidate as necessary to support the three components of GCE:

  • Pre-assessment
  • Instruction
  • Post-assessment and reflection

What Is the Faculty Member’s Role?

Faculty members will evaluate the candidate’s GCE assignment based on the completion of the assignment requirements and will provide candidates with coaching to improve their practice.

What Constitutes Meeting the GCE Program Requirements?

As part of their review of applications for the placement of candidates for student teaching, the Center for Educator Preparation will ensure at least two of the three required GCEs are completed. Candidates must complete all three GCEs prior to commencing their clinical practice (student teaching).

The GCE is evaluated on a four-point rubric. To meet the program requirement, candidates need a cumulative average of at least a three on all GCEs. Candidates who do not meet this minimum requirement will be provided with remediation activities to help them better prepare for their clinical practice experience.

Professional Educator

An abundance of knowledge can be gathered by hands-on experience through participation in P-12 classroom activities. Follow the guidelines listed here as you conduct each of your classroom clinical (field) experiences to optimize your learning experience and maximize your educator knowledge base.

These considerations will assist you in representing both yourself and the university well, reflecting the professional educator disposition. Consider these classroom visits to be the beginning of a long-tern interview for a future teaching opportunity.

Remember to be professional. Your relationships with all school staff (principals, secretaries, teachers, etc.) and students are important in your future career as an educator. Communicate clearly. Dress appropriately. Be courteous and respectful to the principals and teachers who are graciously allowing you into their classrooms. Remember, you are a guest in the school, and it is a privilege, not a right, to have access to their campus, faculty, and students. Review Professional Expectations for further information.

Below is a chart representing common standards for appropriate professional attire.  As you prepare for your clinical experience and/or clinical practice, please review the “Dos” and “Don’ts” of professional attire listed below.  Please consider that there will likely be exceptions to the attire listed in this chart in an educational setting.  For example, you may find that a suit is only appropriate during an interview or that tennis shoes are allowed on your school’s campus.  Please be sure to review your school site’s expectations for professional attire (which may be listed in an employee handbook) and, when in doubt, always error on the side of more professional dress.

DoDon'tDepends on setting – verify with supervisor
Khakis/Dockers/Dress Slacks, worn at waist Shorts Polo/golf shirts
Skirts, mid-thigh or longer Mini skirts Denim jeans or shorts
Capri pants, mid-calf or longer Leggings or spandex Athletic wear/sweats
Suits Denim/corduroy/leather Hats *
Button down shirts with collars or blouses, short or long sleeve Sweatshirts/hoodies Sneakers/tennis shoes
Sweaters Crop tops/midriff exposed/spaghetti straps/tank tops
Dress shoes or dress sandals Flip flops, tennis shoes/sneakers
Clothing with holes, frayed ends
Exposed undergarments (bra straps, boxers), fishnet stockings

* Head coverings for religious purposes are acceptable in any setting.

  • Once you have identified the school site to conduct your field experience and have received approval from the appropriate school authority, contact the cooperating teacher to develop a schedule to complete the field experience. Be sure to emphasize that you would prefer to participate in the class during instructional time.
  • Call ahead if you cannot arrive at your scheduled time.
  • Reschedule if your field experience occurs during lunch, recess, a planned field trip, or other events.
  • Bring note-taking tools with you to the field experience, such as: notebook, clipboard, pen, pencil, tablet.
  • Write down any questions you would like to ask the cooperating teacher, if time permits.
  • Talk with the teacher before class to identify the expected learning outcomes and plan how you can be involved in the classroom activity.
  • Some field experience activities only require (or permit) you to observe. Think of these field experience observations as “active observation.” It means active listening, professional engagement with the teacher, and critical thinking. It is the opportunity for applying theory you have learned in your coursework to real-life practice.
  • Review Observation Techniques for more information.

Observation Techniques

Before you begin the observation, find a location to sit where you are inconspicuous and will not cause any distractions.

  • Classroom experiences should be fact-based and unbiased. Your value judgments should not enter the classroom.
  • Learn from the teachers to whom you are assigned; you will see instructional techniques that you will want to replicate and you will see others that you will not want to model. The time that you spend with teachers, students, and classrooms will be invaluable to you as you begin your teaching career.
  • Review Observation Techniques for more information.

Be aware of teachable moments – times when the activity you are participating in doesn’t go quite as planned. Teachers are experts at “seizing the moment.” Make notes to determine if you can identify when the teacher seized a teachable moment and when he/she ignored such opportunities. You will learn a great deal by asking a teacher why certain things occur or do not occur in his/her classroom.

As you take notes during the field experience, be thorough by noting specific details regarding classroom occurrences (e.g., instructional techniques, student responses, etc.), as well as the following basic information:

  • Your name
  • Date of the classroom field experience
  • The name of the school where the field experience occurred
  • The grade level of the students
  • The number of students, teachers, and other adults present during the field experience
  • Notice the entire school first:
    • Location, building age, maintenance, parking, yard, and so on
    • Pay attention to how you are welcomed to the office; sign in as a guest.

The Classroom Environment 

When observing in a teacher’s classroom, be alert and aware of the dynamics of the classroom.

General Information

  • Grade
  • Number of children
  • Teacher and teacher’s aide, if there is one
  • Time and date of visit (include length of visit)
    • How is the classroom set up?
    • How are the children’s desks arranged?
    • Where is the teacher’s desk located in the classroom?
    • Are bulletin boards, interest centers, and children’s work displayed?
    • Consider the lighting, ventilation, and safety (no blocked doorways, for example). Is the room neat?
    • Are there working computers?
    • Are the computers turned on? Are they being used?
  • Notice the attire.
  • Pay attention to the rapport with children.
  • Take note of the lesson delivery, such as techniques and strategies used.
  • Observe the classroom management style.
  • Can you determine the instructional objectives for the lesson? Is a lesson plan being used?

The Lesson Detail

  • Can you identify the standard or standards being addressed?
  • Does the lesson flow smoothly, or is it interrupted?
  • How are children reacting to and receiving the instruction? Do some students appear to be lost? Are some students inattentive? Is there discussion? Are questions being answered? Is higher-order thinking occurring?
  • Is the discussion including many children, or just a few? Are only the same ones participating?
  • Are children given times to complete their work? What is the teacher doing while the students complete their work? Are students provided with guided practice?
  • What are the obvious behaviors of the children? Are some having trouble? What do the ones who finish early do?
  • Is there an assessment at the end of the period? Is there closure to the lesson?
  • How was the content delivered?
  • If children are conducting research, are there adequate materials? Are children writing in their own words? What is the teacher doing?
  • What did you like about the observation? Why?
  • What would you do differently? Why?
  • Ask the teacher questions about what you observed, if time permits.
  • Follow up with a thank-you note to the teacher you observed.
  • Enter the details of your field experience session into My Time Log as soon as possible.

Summer Planning: Alternative Settings

Plan ahead to complete clinical (field) experience ahead of schedule for all courses occurring during the summer months.

Summer Field Experience

Summer can be a challenging time for teacher candidates to locate appropriate sites for completing field experiences. The most ideal environment for teacher candidates to complete field experience is in a classroom setting under the supervision of a certified teacher, so the first choice for summer placements would be at schools and districts that have year-round or modified school-year schedules. Another option would be schools or districts that offer summer school programs for high-risk or underprivileged students. To gain a wider exposure to a variety of teachers, methods, and student groups, teacher candidates should not have more than 25 hours of field experiences in the same classroom or with the same teacher.

If a school environment is not available to teacher candidates during the summer months, other acceptable field experiences may be available in the community. Alternative field experience opportunities should be instructor-led educational events for K-12 students. Examples may include, but are not limited to the following:

  • Math or science camps (these often are sponsored by local school districts, colleges, or universities)
  • Educational programs at science centers, museums, or zoos

Up to 10 hours of field experience can also be logged by taking part in suggested activities which include:

  • Attending parent/teacher organization meetings (excluding their own child’s school), school board meetings, grade level and content area meetings, all-school staff meetings and training
  • Workshops and conferences for educators (Teacher candidates can check with local school districts, the state department of education, local colleges and universities, and professional organizations for schedules of events.)

As a reminder, substitute teaching does not count towards the required 100 hours.

Please Note:
Although you can complete the assignment objectives through an alternative observation, the original field experience assignment in a formal classroom setting must still be fulfilled and documented in My Time Log at a later time. You will not be eligible for student teaching until they are complete.

Plan ahead to complete clinical (field) experience ahead of schedule for all courses occurring during the summer months.

Model Reflections

As a future educator, it is important to develop your skills as a reflective teacher. Your clinical (field) experience placements provide an opportunity to build these skills. Make sure that you are attentive during your observations and that you provide adequate details about your experiences, perceptions, and insights in your clinical (field) experience reflections.

As you consider these reflections, keep the following in mind:

  • Provide specific examples
  • Think through what you saw, heard, felt, etc.
  • There is ALWAYS something that can be improved; there is always at least one child that wasn’t engaged in the lesson
  • Detail how you would change your approach to reach these unengaged students

Below are links to examples of thoughtful clinical (field) experience reflections. These models demonstrate the quality of work expected and the level of detail and depth of analysis required in each reflection. Additionally, your clinical (field) experience reflections should show growth over time as you progress through the program.

Model Clinical (Field) Experience Reflections:

Elementary Example

Secondary Example

Clinical Practice (Student Teaching)

Clinical Practice (student teaching) is an essential component of the teacher preparation program, providing candidates an opportunity to bring theory and practice together in a classroom environment. Teacher candidates work with cooperating teachers from a school site, a University of Phoenix faculty supervisor, and a student teaching seminar instructor. Throughout the 15-week practicum, candidates work within a gradual release of responsibility model. Following this model, candidates incrementally increase their instructional role in the classroom, including a minimum four weeks of solo teaching. The gradual release structure encourages candidates to experiment with ideas learned in university coursework and to build their repertoire of effective instructional practices.

The College of Education is committed to preparing teacher candidates to improve student learning and meet the diverse needs of K-12 students in California public schools. Each member of the candidate’s clinical practice team contributes to the student teaching experience; each has responsibilities to the other members of the team, to the children in the classroom, and to the teaching profession. Clinical practice is a cooperative effort between school districts and the University.

Under the daily mentoring of an experienced cooperating teacher, teacher candidates engage in activities including observing effective teachers, lesson planning, co-teaching with their cooperating teacher, assisting and tutoring individual students, instructing small groups and the whole class, providing students with oral and written feedback, experimenting with various instructional strategies, analyzing student work, communicating with families, and more. Over time, candidates develop an increasing sense of ownership for teaching and learning in the placement classroom(s). Cooperating teachers guide candidates in planning and implementing curriculum, afford them many opportunities to experiment and develop their personal teaching style, encourage questions and dialogue about best practices, monitor and assess their ability to demonstrate the TPEs, and provide feedback using a strengths-based approach according to the needs of the student teacher.

Candidates are also supported by a faculty supervisor who conducts bi-weekly classroom observations, followed by reflective coaching and feedback sessions and who provides ongoing weekly support and feedback via email communications and phone calls. Practicum performance, along with seminar assignments, form the basis for reflective conversations during faculty supervisor site visits. Both the faculty supervisor and cooperating teacher complete informal and formal evaluations of the candidate’s performance during the clinical practice experience. Additionally, the faculty supervisor serves as a resource for the cooperating teacher, a liaison between the site administration and the University, and a representative of the University to the larger education community.

Concurrent with the clinical practicum, candidates enroll in student teaching seminar courses. Seminar faculty serve as another support for candidates during the practicum experience. They facilitate candidates’ continual growth of pedagogical knowledge and skills through discussions and assignments focused on the California Teaching Performance Expectation. Seminar faculty also support the development of observation, reflection, and writing skills required for the edTPA performance assessment.

The student teaching experience, therefore, is designed to present candidates with growth opportunities that enable them to develop their knowledge, skills, and dispositions as an effective classroom teacher. Paramount to this development is the candidates’ ability to demonstrate competency regarding the TPEs and their understanding and application of the seven themes of professional practice that serve as the foundation of the College of Education’s Conceptual Framework. During clinical practice candidates advocate for learning, collaborate with educational communities, engage in reflective practice, integrate technology, lead through innovative practices, practice professional ethics, and value diversity. The clinical practicum is an essential component of licensure programs and it serves as a conduit for the college to fulfill its mission of “impacting student learning, one educator at a time.”

Eligibility

To be eligible for student teaching, the following requirements must be met:

  • Meet all level 1 and level 2 requirements
  • Complete all coursework except student teaching seminars with the minimum GPA of 3.0 (masters) or 2.5 (bachelors)
  • Submit student teaching application to the University by the required deadline
  • Complete FERPA releases for third-party communication to school districts
  • Complete student disclosure agreement
  • Prove passing scores on TPA 1 and TPA 2 tasks (for students enrolled prior to 4/1/18)
  • Prove passing scores on Subject Matter knowledge exams (by either completing the CSET examination or by obtaining a subject-matter waiver letter from an approved institution based on undergraduate degree coursework)
  • Complete 100 hours of verified and faculty-approved clinical (field) experience in My Time Log

Clinical Practice Policies

During Clinical Placement, teacher candidates are both a University of Phoenix student and a teacher candidate in the assigned placement school.

The candidate is a student in terms of his/her relationship with the cooperating teacher, faculty supervisor, and University of Phoenix.

  • Teacher candidates continue to be governed by the University of Phoenix Student Code of Conduct, the College of Education Supplemental Standards, and all Clinical Practice policies and procedures.
  • As a student of the cooperating teacher and faculty supervisor, a candidate’s growth and success depend on becoming a skilled receiver of feedback in order to drive his/her own learning.
    • Tips for receiving feedback: receive feedback with grace instead of defensiveness, listen to understand, ask clarifying questions, show appreciation and respect, ask for modeling and examples, reflect on the feedback, and determine next steps for professional growth.

A teacher candidate is both a guest in classrooms and school and a teacher candidate to the students, parents, and all school personnel.

  • Candidates must adhere to California’s legal requirements for teachers.
  • While the cooperating teacher or other district personnel maintain overall accountability for a class, candidates are always expected to exercise good judgment and to conduct themselves professionally.
  • Candidates must adhere to the policies, rules, and regulations of the placement school and district including, but not limited to, reporting times; professional communication; dress and grooming; absence responsibilities and procedures (reporting absence, providing substitute teacher lesson plans, etc.); and other duties as assigned. Candidates must obtain a copy of the district’s disciplinary policy and school policies and procedures and become thoroughly familiar with them.
  • Concurrent with Clinical Practice, teacher candidates must take the appropriate seminar courses in their program of study. If a candidate chooses to postpone the student teaching experience, he/she must postpone enrollment in the corresponding clinical practice seminar course(s).
  • Candidates must earn a “B” or better in each seminar course. If a candidate receives less than a “B” (B- or lower, or an Incomplete), he/she must repeat the course AND the student teaching experience.
  • Clinical Practice can only be repeated one time. Candidates must complete a remediation process through Supplemental Standards prior to being eligible for their final attempt at clinical practice (student teaching).
  • Candidates must student teach in in either a multiple-subject or single-subject setting based on their program specialization and CSET subject exam: BSLS (Multiple Subject); MAED/TED-Elementary (Multiple Subject); MAED/TED-Secondary (Single Subject).
  • Student teachers who are removed from a student teaching placement at the request of a school district administrator or cooperating teacher, or in the event of an unapproved self-termination, will be issued a non-passing grade and must complete the remediation process. This experience counts as one of their two clinical practice attempts.
  • Candidates should complete their clinical practice twelve (12) months from the completion date of their last required course in the program. If candidates defer student teaching for more than one year, they may encounter changes in state examinations and/or other requirements for teacher certification. Candidates will be responsible for complying with any new state credentialing requirements at the time student teaching is completed.
  • Clinical Practice refers to an extended period of supervised teaching, described by the Commission on Teacher Credentialing as a “developmental and sequential set of activities.”
  • Clinical practice is a 15 weeks full-time experience (75 days) in a classroom(s) appropriate to the credential begin earned.
    • Full-time = 5 fully scheduled work days each week during the same required contract hours as a teacher at the school.
    • Additionally, time beyond contract hours may be necessary to collaborate with the candidate’s cooperating teacher (before or after school according to the cooperating teacher’s preference) and to prepare classroom materials for the next day’s lessons.
    • Candidates should expect to spend an additional 2 to 3 hours outside of the school day for planning purposes

Required Length of Clinical Practice

Multiple Subject Single Subject
Two placements
One 15-week placement
One 7- to 8-week primary classroom (grades PK to 2)
At least 4 periods within the content area
One 7- to 8-week upper elementary classroom (grades 3 to 6)
Two different preps (subjects or grade levels)

Required Solo Teaching Time

“Student teaching includes a minimum of four (4) weeks of solo or co-teaching or the equivalent” (Program Standard 3).

Multiple Subject Single Subject
Two weeks minimum of solo teaching for each 7- to 8-week placement
Four weeks minimum of solo teaching at the end of the placement
4 total weeks
Responsible for all class periods
Responsible for teaching all core subject areas

The goal for the entire 15-week clinical practice is perfect attendance. Should an absence be necessary, a candidate must understand and adhere to the following:

  • You are considered absent when you are not in attendance for the full contracted day.
    • Acceptable absence from student teaching include serious illness, death in the family, etc.
    • Unacceptable absence from student teaching include job interviews, weddings, travel, etc.
  • You are permitted no more than five (5) absences during the 15 weeks of student teaching.
    • All absences must be made up at the end of student teaching.
    • If a candidate is absent more than five days out of the 15 required weeks, the placement will be terminated and he/she will be required to repeat the entire student teaching experience.
  • You must notify the cooperating teacher, faculty supervisor, and college designee of an absence prior to the start of the school day and must submit the Student Teacher Absence Form.
  • You must supply lesson plans for a substitute teacher and/or cooperating teacher when they are absent.
  • Contact the clinical placement Education Program Specialist immediately if you cannot complete your student teaching assignment for any reason.

Teacher candidates are expected to exercise discretion in keeping all specific student and teacher/administrator information confidential. Logs, portfolio notes, assignments, and other classroom information must not contain any identifying information. If classroom student names or the names of teachers or administrators are used, they should be changed to maintain confidentiality.

Candidates will have access to certain kinds of information about students. Please consult with the cooperating teacher and/or site administrator about the rules and policies in effect, so all actions remain lawful and within the guidelines established by the district in compliance with Family Educational Rights and Privacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA).

University of Phoenix teacher candidates are required to video record themselves teaching for assessment purposes. Candidates must take reasonable precautions to maintain the confidentiality and security of video recordings. Review the EdTPA Video Guidelines before pursuing any video recording.

Candidates should be aware of legal policies and procedures regarding the audio or video recording of students. Whenever audio or video recordings of students are made, parents or guardians must sign release forms. Candidates should check with either the building principal or their cooperating teacher to obtain the appropriate school or district permission forms to use in audio/video recording of candidate’s teaching sessions, or the candidate should use the EdTPA video permission form.

The Child Abuse and Neglect Reporting Act designates certain persons, including teachers, as mandated reporters. The existing law requires a mandated reporter to report an issue if the person has knowledge of or observes a child whom the person knows or reasonably suspects has been the victim of child abuse or neglect.

If a student teacher suspects abuse or neglect, he/she should notify the cooperating teacher and/or site administrator and follow mandated reporting guidelines. For more information, visit the Mandated Reporter FAQ.

Some districts permit clinical practice teacher candidate to substitute teach, though he/she must first check district/school policy prior to candidate committing to subbing. Candidates can only substitute for their cooperating teacher and can only substitute for 1 or 2 days (unless the COE administrator grants permission for additional days).

Clinical practice teacher candidates only work as a substitute teacher under following conditions:

  • Site principal requests the candidate to serve as the cooperating teacher’s substitute teacher
  • Candidate holds a 30-day Substitute Teaching Permit for the school district in which he/she is placed
  • Candidate receives permission from the cooperating teacher and faculty supervisor

Note: a legal liability may occur for those Clinical Placement teacher candidates who substitute teach without the proper permit and/or university authorization.

In the event of a district labor dispute, University of Phoenix endorses a policy of non-involvement for teacher candidates. Should a work stoppage occur at the placement site, candidates should immediately report this to their faculty supervisor and Education Program Specialist. Candidates shall not engage in any actions accompanying a work stoppage. If the period of work stoppage extends beyond five days, re-assignment may take place.

Teacher candidates must follow school/district guidelines for the use of electronic devices at the placement site. Candidates may not use electronic devices, including cell phones, while in their assigned classroom. Should an emergency occur, first step out of the classroom (never leave students unattended and never disrupt the class when leaving), then answer the phone. Texting during classroom time is prohibited.

The candidate may use electronic devices to integrate technology in his/her instructional practice with the approval of the cooperating teacher and in accordance with the school/district policies. Candidates may be granted access to the cooperating teacher’s classroom computer for activities such as taking role and entering grades. Candidates must respect the cooperating teacher’s privacy and may not view personal materials and/or emails.

Teacher candidates are required to wear business casual attire at the school site, regardless of the attire worn by teachers working at the placement site. Attire should be professional, neat, clean, and in good taste. Hairstyles should be neat and clean, hats/caps should not be worn (religious head coverings are permitted). Policies regarding visual display of tattoos, facial piercings, and hair color are at the discretion of the school site.

Unacceptable Atire:

  • Shorts or t-shirts (except designated Spirit Days)
  • Sweat pants, workout/yoga clothing (except for PE candidates)
  • Sweatshirts (except designated Spirit Days) or tank tops
  • Ripped clothing or ragged/cut-off edges
  • Pants resulting in exposure of private body parts when bending or sitting
  • Shirts/blouses/dresses with plunging necklines or see-through materials
  • Flip-flop or slippers

If a teacher candidate is removed from a placement at the request of an site administrator or cooperating teacher from the clinical practice location or University of Phoenix:

  • Candidates who are removed from a placement at the request of an appointed administrator, prior to starting and posting attendance in their first clinical practice seminar will result in the candidate being placed on Scholastic Suspension and administratively withdrawn. Scholastic Suspension will be removed upon the candidates’ successful completion of their supplemental standards remediation process. This experience counts as one of their two clinical practice attempts.Candidates may request an exemption from this policy when dealing with issues related to family crisis, medical necessity, or natural disaster. Candidates will need to work with their appointed administrator to have these exceptions approved.
  • Candidates who are removed from a placement at the request of an appointed administrator, after having met any amount of attendance in their clinical practice seminar, will be withdrawn from the clinical practice seminar, will be issued a grade of “F”, and placed on Scholastic Disqualification. This experience counts as one of their two clinical practice attempts.Candidates may request an exemption from this policy when dealing with issues related to family crisis, medical necessity, or natural disaster. Candidates will need to work with their appointed administrator to have these exceptions approved.

If a candidate decides to pursue an unapproved self-terminations of a clinical practice:

  • Candidates that execute an unapproved self-termination of clinical practice, prior to starting and posting attendance in their first clinical practice seminar will result in the candidate being placed on Scholastic Suspension and administratively withdrawn. Scholastic Suspension will be removed upon the candidates’ successful completion of their supplemental standards remediation process. This experience counts as one of their two clinical practice attempts. Candidates that execute an unapproved self-termination of clinical practice, prior to starting and posting attendance in their first clinical practice seminar will result in the candidate being placed on Scholastic Suspension and administratively withdrawn. Scholastic Suspension will be removed upon the candidates’ successful completion of their supplemental standards remediation process. This experience counts as one of their two clinical practice attempts.Candidates may request an exemption from this policy when dealing with issues related to family crisis, medical necessity, or natural disaster. Candidates will need to work with their appointed administrator to have these exceptions approved.
  • Candidates that execute an unapproved self-termination of a clinical practice, after having met any amount of attendance in their clinical practice seminar, will be withdrawn from the clinical practice seminar, will be issued a grade of “F”, and will be placed on Scholastic Disqualification. This experience counts as one of their two clinical practice attempts.Candidates may request an exemption from this policy when dealing with issues related to family crisis, medical necessity, or natural disaster. Candidates will need to work with their appointed administrator to have these exceptions approved.

Note: Candidates that fail their first attempt of a clinical practice must repeat all of the clinical practice and any incomplete seminar coursework. Candidates that previously completed a successful attempt of the corresponding clinical practice seminar will not be required to retake the course and will instead be partnered with a designated staff member from the College of Education to ensure that they are successfully progressing and prepared for their next clinical practice seminar.

Responsibilities

Clinical practice allows candidates to bring theory and practice together in a classroom environment. Following a supervised gradual release of responsibilities model, candidates are encouraged to:

  • Experiment with ideas learned in university coursework
  • Build their repertoire of effective instructional practices
  • Co-plan and independently plan standards-based lessons where candidates add their own ideas and creative solutions to designing lesson plans
  • Reflect on their effectiveness at positively impacting all students to reach learning targets

To prepare for the clinical placement, the cooperating teacher, faculty supervisor, and teacher candidate must:

  • Attend the required Clinical Practice Orientation Training which is conducted by the faculty supervisor prior to or during the first week of the placement at the school site.
  • During the Clinical Practice Orientation Training, the team must verify the appropriateness of the placement setting using the Clinical Practice Setting Checklist.

Attend Mandatory Clinical Practice Orientation Training: Face-to-Face Meeting Conducted by Faculty Supervisor

The Clinical Practice Orientation Training introduces the cooperating teacher and candidate to University of Phoenix policies, procedures, and expectations for the student teaching experience, establishes each member’s role and responsibilities, and ensures that all involved are set up for success. This orientation also provides an opportunity to establish clear expectations for consistent weekly communication between all members.

Clinical Practice Orientation Training is held prior to or during the first week of the placement. This face-to-face training occurs at the school site with all members of the team present and is conducted by the university faculty supervisor. The training is approximately one hour long.

Note: This Clinical Practice Orientation Training is part of the cooperating teacher’s state required 10 hours of training.

University faculty supervisors are required to use the following materials for this training: Clinical Practice Orientation Training PowerPoint, Student Teaching Manual, and Clinical Practice Orientation Checklist.

Verify Appropriateness of Placement Setting

The faculty supervisor, in collaboration with the cooperating teacher, candidate, and University of Phoenix staff, must verify that the clinical practice placement allows for all of the following. Should items arise that do not meet these requirements, immediately contact the Educational Specialist and/or Program Chair, as a new setting may be necessary.

Practice Clinical Setting Checklist:

  • Ensures a teaching/learning climate that allows the student teacher to develop skills in instructional planning and provides numerous opportunities for him/her to test theory and practice in the classroom.
  • Provides a teaching/learning atmosphere that supports dialogue and discussion, provides strengths-based feedback and next steps for growth, and encourages open communication promoting the student teacher’s self-reflection and professional growth.
  • Allows time in the daily schedule for the cooperating teacher and candidate to collaborate, co-plan lessons and discuss curricular requirements, and engage in coaching and feedback conversations focused on the candidate’s progress toward meeting the TPEs.
  • Uses curricular materials based on California content standards and allows the candidate flexibility and creativity in the use of these curricular materials and in the instructional delivery of content.
    • Note: The expectation is for the cooperating teacher to provide appropriate curricular materials. Candidates come with a wide range of experiences and skills. Most do not yet have the background to develop curriculum from scratch.
  • Allows the candidate to fulfill state requirements for solo teaching.
    • Multiple Subject Candidates: Complete a minimum of two (2) weeks of full-time solo teaching in each placement.
    • Single Subject Candidates: Complete minimum of four (4) weeks of full-time solo teaching.
  • Allows the candidate to complete edTPA requirements and tasks, including video taping of lessons and obtaining necessary student background information needed to describe the context of the learning situation. Student work samples are required to be submitted.
    • Note: edTPA requires multiple video tape segments of the candidate teaching students in the placement classroom.
  • Placement setting has at least one English language learner and one student with special needs (IEP, 504 Plan, gifted student, etc.) to serve as “focus students” for edTPA tasks.

Over the 15 week clinical practice placement, candidates gradually expand their teaching responsibility, as cooperating teachers release responsibility to the student teacher. Since candidates enter the clinical practice phase of the program with varying skill levels and experiences, there is no prescribed timeline for this process. Instead, the clinical practice team (candidate, cooperating teacher, and faculty supervisor) collaborates to create a “step up” of responsibilities plan that best supports the candidate’s growth and development by building on strengths and adding new responsibilities over time. This progression plan must also consider the needs of students in the TK-12 placement classroom.

The Commission on Teacher Credentialing requires teacher candidates to complete a minimum of four (4) weeks of full-time solo teaching during clinical practice. For multiple-subject candidates, a minimum of two weeks of solo teaching must occur in each placement.

The following chart shows a suggested plan for the gradual assuming of responsibilities by the candidate. The schedule may be modified to fit the unique needs of the candidate, cooperating teacher, students, or school. Candidates advance from phase to phase when the clinical practice team decides the candidate is ready. The guidelines assume self-reflection is an ongoing part of the candidate’s work and drives the focus of coaching conversations between members of the team.

Following the gradual releasing/assuming of responsibility philosophy, the cooperating teacher and candidate work as co-teachers. Co-planning and co-teaching are effective ways to model and experience sound instructional practices and better guarantee a quality experience for all.

Six Phases of Gradual Releasing/Assuming of Responsibility:

Become acquainted with the school (personnel, school climate, student/teacher expectations), classroom (procedures and routines, behavior expectations, etc.), and students (names, personality traits, interests, learning styles).

Observe the cooperating teacher model effective instructional practices and classroom management strategies. Notice the cycle of planning, instruction, assessment, and reflecting.

Assist the cooperating teacher by tutoring individuals and small groups; helping with managerial tasks such as taking role, preparing, and distributing learning materials; checking homework and reviewing/assessing student work, etc.

Collaboration Focus Suggestions:Review classroom curriculum guides and learning standards, classroom routines and procedures, etc. Learn about student accommodations. Cooperating teacher uses “think aloud” to model lesson planning process, instructional decisions, classroom management, course of action for student issues, and self-reflection habits/skills. Review the TPEs.

edTPA: Planning & Implementing edTPA Learning Segments

Plan ahead to complete edTPA requirements early in the clinical placement.

  • Review edTPA requirements and tasks, and develop a timeline for completion.
    • Typical timeframe
      • 3-4 weeks to plan for teaching the lesson segment
      • 2-3 weeks to teach lesson segment (3-5 connected/consecutive lessons)
      • 2-4 weeks to compile materials, watch and analyze videos, analyze student work, and write and revise commentary
  • Two things candidates must know prior to planning the lesson segment:
    • What students are you teaching (class/period)?
    • What content will be the focus of the planned lesson segment?
    • Note: The lesson segment can be taught during the co-teaching or solo teaching phase of the clinical placement.
  • Planning the lesson segment:
    • Candidate and cooperating teacher collaborate on selection of learners, selection of central focus, instructional approaches for the lesson segment, how to support specific students with learning needs, and discuss students’ prior learning and how to align assessments with the central focus.
    • The cooperating teacher should provide context and background about the students, so the candidate can plan instruction based on their specific strengths and needs.
    • Cooperating teacher can offer examples, ideas, suggestions and resources for the lesson segment, as well as pose probing questions to clarify the candidate’s thinking and intentions. When the candidate asks for specific feedback on his/her work, the cooperating teacher can prompt him/her to provide a rationale for instructional decisions with the goal being to help the candidate find his/her own answers.
  • Details about acceptable and unacceptable support are found in this resource:

(Phase 1 activities continue)

Co-Planning: Brainstorm ideas for lessons, lesson pacing, scaffolding learning for complex concepts, differentiating learning to meet the needs of all learners, self-reflecting, and methods to make learning visible to students and teacher via formative assessments/progress monitoring. Co-develop parent communications regarding students’ progress.

Co-Teaching: Based on the cooperating teacher’s lesson plans, the candidate begins to team teach small portions of lessons. Examples of activities include the candidate: greeting students and conducting opening activities; providing directions for an activity; teaching mini-lesson at a rotation table; conducting daily closure activities and preparing students for dismissal; preparing learning centers for current instructional unit; etc. Candidate assumes classroom management responsibilities while instructing. Candidate also shadows/assists cooperating teacher in supervisory activities – recess or class supervision, attendance, bus duty, etc.

Cooperating teacher continues to model effective instructional practices, building the candidate’s repertoire of instructional skills and providing daily feedback to the candidate for support and growth. Candidate focuses on classroom management, mastery of content, lesson pacing, and “teacher presence.”

Collaboration Focus Suggestions:
Cooperating teacher uses “think aloud” strategy to model lesson planning process, instructional decisions, classroom management, course of action for student issues, and self-refection habits/skills. Discuss how teachers look at and use student work, how and why they provide students feedback, and how they help students to link feedback to future learning. Begin dialogues around the essential question: “what evidence shows that students were actively engaged and successful in meeting the learning targets?”

Candidate and cooperating teacher should select specific TPEs for focused attention and goal setting.

(Phase 2 activities continue)

Co-Teaching & Co-Planning Continue: Together, candidate and cooperating teacher co-plan and co-teach throughout the day with the student teacher gradually taking more responsibility for planning and teaching whole group lessons, small group lessons, supplemental teaching, and station teaching. The cooperating teacher models specific instructional strategies during one lesson, or portion of a lesson, and then the candidate emulates the strategy in another lesson.

Transitioning to Independent Teaching:: As the candidate grows in confidence and ability, he/she begins independently planning and teaching a short series of lessons, in consultation with the cooperating teacher.

Independent Teaching: Transitioning to full-time teaching is a gradual process for the candidate. First, the candidate plans for and teaches one subject, most often with the cooperating teacher asking guiding questions during the planning process. The candidate begins to take over the planning and teaching of additional subjects and/or classes each week, as he/she demonstrates competency. The cooperating teacher continues to provide curricular materials as the basis of units and lessons designed. The candidate experiments with a wide variety of instructional practices such as partner work, cooperative learning structures, rotating stations, inquiry learning, 100% participation techniques, progress monitoring techniques, etc.

As the candidate assumes responsibility for teaching subjects/classes, he/she also assumes responsibility for assessing and grading student work and developing instructional materials needed to enhance lessons and actively engage students in learning.

  • 4 weeks minimum for single subject candidates
  • 2 weeks minimum for multiple subject candidates in each setting

The goal of solo teaching is for the candidate to demonstrate readiness to lead a classroom. During this phase, the candidate assumes full responsibility for the classroom and its instructional program under the guidance of the cooperating teacher. The candidate experiences and practices long-range planning. The cooperating teacher’s primary responsibilities during this phase are guidance, feedback, and evaluation.

During solo teaching the candidate is responsible for: planning lessons for every subject/class and having the plans reviewed by the cooperating teacher the Friday before each week’s instruction; teaching all subjects and/or classes; using appropriate, varied, and creative instructional strategies; attending to all classroom management issues; assuming responsibility for all communication between home and school; etc.

Cooperating teacher and candidate develop an appropriate way for the candidate to transfer responsibility of teaching back to the cooperating teacher. This transfer period is important because it allows the students to adjust to the changes in their classroom.

Teacher Performance Expectations (TPEs)

The Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, and abilities that beginning general education teachers have the opportunity to learn in approved teacher preparation programs in California” (Commission on Teacher Credentialing, 2016). They determine what candidates need to know and be able to do upon completion of an accredited credentialing program.

Clinical practice allows candidates to practice and master the knowledge and skills described in the TPEs. Coaching conversations should focus on specific elements of the six TPE domains, guiding the candidate’s growth and development in each area. The TPEs are the foundation of UOPX evaluation of teacher candidates.

  • TPE 1: Engaging and Supporting All Students in Learning
  • TPE2: Creating and Maintaining Effective Environments for Student Learning
  • TPE 3: Understanding and Organizing Subject Matter for Student Learning
  • TPE 4: Planning Instruction and Designing Learning Experiences for All Students
  • TPE 5: Assessing Student Learning
  • TPE 6: Developing as a Professional Educator

Responsibilities of Team Members

By the end of the clinical practice experience, candidates are expected to assume all daily tasks completed by effective TK-12 teachers. Candidates gradually assume these teaching responsibilities. Candidates should aim to master the TPEs by the end of the clinical placement.

Teacher candidates should demonstrate professional dispositions while representing University of Phoenix at the clinical placement site. Refer to the College of Education’s Supplemental Standards and Professional Dispositions Rubric.

Clinical Practice and Seminar AssignmentsIn order to receive full credit for the clinical practice experience, candidates must complete all assignments as required by the faculty supervisor and seminar instructor. These may include, but are not limited to, the following:

    • Daily Lesson Plans
    • Whether co-teaching or solo teaching, candidates are required to prepare detailed lesson plans for each lesson taught during clinical placement, including mini-lessons, small group instruction, planned one-on-one tutoring, etc. Lesson plans must be standards-based and must adhere to the school/district curriculum.
    • Detailed written lesson plans set a teacher up for success. They guide instruction to maximize students’ learning time and to keep the teacher focused and organized. There are many ways to write a lesson plan. The cooperating teacher and/or faculty supervisor may require a specific lesson plan format, or they may encourage the candidate to experiment with a variety of lesson planning templates. Regardless of the format, effective lessons:
      • Contain planned learning targets based on state content standards and frameworks
      • Build on previously learned concepts
      • Grab and maintain students’ attention
      • Use various instructional activities to actively engage all students in learning with each other and the teacher
      • Establish real-world connections and incorporate student experiences and interests
      • Provide access to the content in a variety of ways
      • Build critical, analytical, and creative thinking skills
      • Plan various ways to check students’ understanding
      • Close lessons with students reflecting on the question, “What did we learn today?”
  • Basic Lesson Plan Requirements:
    • Formal lesson plans should be submitted to the cooperating teacher and faculty supervisor 24-48 hours prior to teaching the lesson. This allows them time to provide feedback and the candidate to make revisions based on their suggestions.
    • Lesson plans must align with California state content standards and frameworks and with district curricula.
    • Organize lesson plans in a notebook (or computer file) and make them available to the faculty supervisor and other school personnel (i.e. principal) upon request.
    • When selecting a lesson plan template, keep in mind edTPA lesson planning requirements and the components of the Effective Teaching Cycle.

Cycle of Effective Teaching

Stanford Center for Assessment, Learning, and Equity (SCALE). (2018). edTPA Elementary Literacy Assessment Handbook (version 07) [PDF file]. Board of Trustees of the Leland Stanford Junior University. Retrieved from: https://ecampus.phoenix.edu/secure/aapd/COE/COEresrc/docs/EdTPA/edTPAHandbooks-A-L/06-2017/edtpa-ell-handbook_updated_2017.pdf

Weekly Reflections and Communications with Faculty Supervisors

Teacher candidates must submit weekly reflections to their faculty supervisor. The quality of these reflections and communications comprised 20% of the clinical practice grade.

Self-evaluation and reflection are essential for continuous growth toward becoming an effective teacher. Taking time to reflect and analyze in writing the successes and challenges of each lesson and the week as a whole allows candidates to discover things that might otherwise have gone unnoticed. Consider the following:

  • Reflections may be narrative commentary or bulleted ideas of three to four sentences in length.
  • Use a format/method that most effectively moves you beyond simply retelling the week’s events.
  • Student learning should be the central focus of weekly reflections. Consider: How do you know students were/were not learning? What evidence supports your thinking? How will you use these experiences to grow and develop as a teacher?

Sample Formats for Writing Weekly Reflections

Weekly Attendance Log

  • Complete the Weekly Attendance Log, noting daily hours spent at the assigned school and any absences. Candidate and cooperating teacher must initial the log at the end of each week to verify candidate’s attendance. It is the candidate’s responsibility to keep all hand written attendance logs. The faculty supervisor will review the candidate’s attendance log during each site visit.
      • Multiple-subject Candidates:
        At the end of each placement, the Attendance Log is signed by the candidate, cooperating teacher, and faculty supervisor to verify accuracy of the information. The faculty supervisor submits the Attendance Log to the Faculty Development Chair. The Attendance Log is placed in the candidates clinical placement file.
    • Single-subject Candidates:
      An Attendance Log is submitted twice during the 15 week placement.

      • First submission occurs after the faculty supervisor’s mid-term visit. The candidate, cooperating teacher, and faculty supervisor sign the log to verify accuracy of the information.
      • Second submission occurs at the end of the clinical placement. Again, the candidate, cooperating teacher, and faculty supervisor sign the log to verify accuracy of the information.

      The faculty supervisor submits the Attendance Log to the Faculty Development Chair.
      The Attendance Log is placed in the candidates clinical placement file.

edTPA Capstone Performance Assessment

edTPA is a performance assessment that measures novice teachers’ readiness to teach and their mastery of the TPEs. It is designed with a focus on student learning and principles from research and theory, based on findings that successful teachers:

  • Develop knowledge of subject matter, content standards, and subject-specific pedagogy.
  • Understand students’ varied needs and apply knowledge to help all students learn
  • Consider research and theory about how students learn; and
  • Reflect on and analyze evidence of the effects of instruction on student learning.

edTPA is designed to engage candidates in demonstrating their understanding of teaching and student learning in authentic ways. Candidates submit unedited video recordings of themselves teaching children in their clinical placement classroom as part of a portfolio scored by trained assessors. While the planning and teaching of the edTPA lesson segment(s) happens in the placement classroom, guidance for writing the assessment occurs in the seminar course.

edTPA evaluates candidates in the following areas of effective instruction:

Cycle of Effective Teaching

Stanford Center for Assessment, Learning, and Equity (SCALE). (2018). edTPA Elementary Literacy Assessment Handbook (version 07) [PDF file]. Board of Trustees of the Leland Stanford Junior University. Retrieved from: https://ecampus.phoenix.edu/secure/aapd/COE/COEresrc/docs/EdTPA/edTPAHandbooks-A-L/06-2017/edtpa-ell-handbook_updated_2017.pdf

  • Follow seminar instructor’s guidelines, timelines, and due dates for completing various edTPA assignments and tasks.
  • Candidate and cooperating teacher collaborate on selection of learners, selection of central focus (main idea you want students to learn), instructional approaches for the lesson segment (3-5 connected lessons), how to support specific students with learning needs, and discuss students’ prior learning and how to align assessments with the central focus.
  • edTPA is the capstone performance assessment of the candidate’s mastery of the TPEs.
  • All persons supporting the candidate on his/her edTPA must adhere to the guidelines for acceptable and unacceptable support.

edTPA Assessed Teaching Areas and Required Artifacts

Task Task Content Area Artifacts
1PlanningContext for learning
Learning segment
Instructional materials
Literacy assessments
Task1 commentary
2Instruction
Video clips
Task 2 commentary
3Assessment
Student work samples
Evidence of feedback
Video evidence of academic language (optional)
Task 3 commentary
Evaluation criteria
4Mathematics Assessment (ONLY for Elem Ed)Context for learning
Learning segment overview
Mathematics chosen formative assessment
Evaluation criteria
Student work samples from formative assessment
Student work samples from re-engagement lesson
Task 4 commentary

Clinical Practice Seminar Assignments:

  • Clinical practice seminar courses emphasize the practical application of educational theories and methods in TK-12th grade classrooms. Candidates focus on the following topics: school culture, academic language, lesson planning, and instruction. The course:
      • Provides a forum for open discussion and problem solving based on classroom experiences.
      • Emphasizes understanding and applying the California Teaching Performance Expectations.
      • Guides teacher candidates in preparing their edTPA submission.
        • Evidence of edTPA submission is a graduation requirement. Passing edTPA is a requirement for institutional recommendation and credentialing.

    Required Seminar Assignments:

        • edTPA
          Each week’s seminar work is associated with preparing elements of edTPA tasks. Students who follow seminar instructor and course guidelines will be prepared to submit their TPA by the end of the 15 week student teaching experience.
        • Individual Development Plan
          The Individual Development Plan (IDP) is a collaborative effort between the candidate, cooperating teacher, and faculty supervisor. Completion of the IDP occurs at the end of the 15 week clinical practice. (For multiple-subject candidates, the IDP is completed at the end of the second/final placement).
          The IDP describes the candidate’s strengths, along with next steps for growth and areas of interest to explore and develop during his/her induction program. The IDP is a Commission on Teacher Credentialing requirement for educator preparation programs.
          The IDP is submitted at the end of Clinical Practice Seminar B.
        • Exit Survey
          The Commission on Teacher Credentialing requires teacher preparation program completers to complete an Exit Survey. The link to this survey is found in Clinical Practice Seminar B.

General Responsibilities of the Candidate:

      • Attend the required Clinical Placement Orientation Training conducted by the faculty supervisor at the school site with the cooperating teacher.
      • Give top priority to the clinical placement experience. Outside employment, commuting time, child care issues, etc. should not interfere with required hours at the school site.
      • Be professional at all times. Follow all UOPX clinical placement policies. Be punctual and prepared.
      • Use the Gradual Releasing/Assuming of Responsibilities model for increasing participation in making instructional and classroom management decisions. Follow the cooperating teacher’s lead regarding co-planning and co-teaching. Complete a minimum of four weeks of solo teaching.
      • Seek suggestions and feedback from the cooperating teacher and faculty supervisor. Strive to develop skills needed to positively receive feedback and to take actions to implement recommended ideas and suggestions.
      • Use TPEs and the Conceptual Framework as guiding documents and standards to focus discussions with cooperating teacher and faculty supervisor

    Prepare for faculty supervisor visits by:

      • Providing a lesson plan for the observation at least 48 hours in advance, so the supervisor can provide feedback prior to the visit.
      • Prior to the visit inform the faculty supervisor about parking policies, check-in procedures at the school office, and location of candidate’s classroom. Inform school staff of each observation day/time, so they know the supervisor is coming.
      • Set up a place in the back of the classroom for the faculty supervisor to sit and take notes. Often, the faculty supervisor will move about the room to observe and listen to students as they work.
    • Complete the following in Your electronic portfolio:
      • Release mid-term and final evaluation forms to both the cooperating teacher and faculty supervisor.
      • Release grade forms to the faculty supervisor.
    • Multiple-subject candidates follow their students when grade level teachers rotate students for specific content areas (ex. rotate students for social studies and science)
      • If there are content area specialists, the candidates follows the students to gain exposure to content subjects like PE, art, music, etc.

Become familiar with the school’s policies, programs, daily schedule, calendar, student services, and community.

Confer with and/or observe teaching staff involved with students’ instruction in special programs or services (English language learners, gifted education, special education, speech, occupational therapy, physical therapy, etc.).

    • Participate in the professional activities of a classroom teacher. Suggested activities include attending:
      • Grade level/department meetings or other staff related meetings
      • Professional development events and professional learning communities
      • Back-to-School Night, parent conferences, open house, and other school events
      • School board meetings

Notify UOPX staff about any concerns related to the cooperating teacher’s performance, the faculty supervisor’s performance, or any other issues that warrant administrative attention.

As a best practice, maintain a daily reflective journal about the clinical practice journey, as reflection is an important part of the growth process. Take time to reflect both inward and outward, thinking about the experiences and learning opportunities that occurred each day. For many candidates, journaling is a “think-through” process that leads to deeper connections between theory and practice, as well as a problem solving tool that moves one forward in his/her professional practice. The important thing is to watch and note growth over time.

    • Record anecdotal observations about individual students. Consider how they learn, what motivates their learning, what dis-engages them from learning, how the learning environment affects them, general characteristics of students at that age, etc.
      • Consider students who are an academic challenge. These students might be frequently absent, gifted learners, English language learners, students with special needs, students from socio-economically disadvantaged families, students who have experienced trauma or homelessness, etc. Consider what might be done to try to reach these students and/or to help them to be more successful.
    • Take notes about instructional strategies that positively impact student learning and those that do not. Reflect on how you positively impacting student learning, as you implement various strategies in your practice.
    • Observe and think about classroom management/environment approaches that serve to engage all students in learning and those that shut-down learning in some students. Describe what you notice, list questions that remain, and ideas you want to try.
    • Reflect on successes and challenges that occurred during lessons taught. Consider how you taught, what worked and what did not work, and how things could have been done differently to engage all students in learning.
    • Describe the various ways you know students are meeting a lesson’s learning targets. What did you see and hear that indicated students were learning?
    • Reflect on what is happening in the classroom and how you are responding to it.
    • Make note of your short and long term goal progress.
    • Select one of the six TPE domains to focus on. Reflect on the progress you are making to meet the elements of the domain including areas of success, areas that need refining, and next steps for growth.

The cooperating teacher (DES) is an integral part of student teaching. The experience and knowledge that the cooperating teacher shares with the candidate is key to their growth over time, their success in demonstrating the TPEs, and their future attitudes and beliefs about teaching and learning. The cooperating teacher is designated to oversee, model, mentor, evaluate, and provide feedback to the candidate on a daily basis.

Cooperating teachers will use evaluation instruments, standard observations, feedback, and coaching strategies to assist student teachers in developing their instructional and management skills during their time in the classroom. The University provides a stipend for professional services to the cooperating teacher.

Qualifications of the Cooperating Teacher/DES

As an accredited Teacher Preparation Program, the University of Phoenix is accountable to the California Commission on Teacher Credentialing (CTC) and California Ed Code. Requirements for the selection of cooperating teachers/DES are articulated in the CTC document “Guidance on Clinical Practice and Supervision of Preliminary Multiple and Single Subject Teaching Candidates.” Qualified cooperating teachers must:

  • Hold a Clear Credential (multiple- or single-subject) in the content area for which they are providing supervision
  • Have a minimum of 5 years of teaching experience in TK-12 public school classrooms
  • Master’s degree preferred
  • Recognized expertise in subject matter knowledge, demonstrated exemplary teaching practices, effective classroom management skills, and excellent human relations skills as determined by the employer and the preparation program

Completion of State Required 10 hours of CT Training

  • The cooperating teacher must complete a minimum of ten (10) hours of state required training.
    • Two hours of UOPX trainings, one of which is the face-to-face Orientation Training Meeting conducted by the university faculty supervisor to review program expectations. The second hour is a self-paced recorded UOPX webinar titled, “Feedback by Design: Engaging Student Teachers for Growth and Success.
    • Eight hours of training about effective supervision approaches such as cognitive coaching, adult learning theory, and current content-specific pedagogy and instructional practices.
      • Note: The eight hour training is a one-time state requirement. While we encourage all cooperating teachers to complete the training, one can provide evidence of past training and expertise in specific areas and can “waive” training modules.

General Responsibilities of the Cooperating Teacher

  • Participate in the Clinical Practice Orientation Training prior to or during the first week of the clinical placement.
  • Collaborate with candidate to decide upon daily/weekly times to co-plan and debrief lessons.
  • Orient candidate to the school setting and its culture, colleagues, curriculum materials, polices, assessment/background information about students, and to specialist and resources available to students, families, and teachers.
  • Share classroom procedures, routines, and policies. Introduce curricular resources, including technology used for teaching and learning.
  • Model effective pedagogy for the respective content area(s). Make thinking regarding instructional decisions transparent for the candidate.
  • Co-plan and co-teach with the candidate as he/she develops knowledge and skills described in the TPEs.
  • Guide and support the student teacher in gradually assuming responsibilities for making instructional and classroom management decisions.
  • Provide informal daily feedback to the candidate about his/her performance. Coach the candidate using a strengths-based approach by helping him/her identify teaching practices that they have consistently mastered and integrated into their practice and those which they are on the verge of using consistently.
  • Provide opportunities for the candidate to participate in professional growth opportunities such as department meetings, professional learning communities, and district workshops.
  • Support the candidate with edTPA within the acceptable support guidelines. Note: Refer to “Guidelines for Supporting Candidates” for acceptable and unacceptable support.
  • Communicate weekly with the faculty supervisor regarding candidate’s progress in meeting TPEs and to address any questions or concerns. Communication may be via email, phone, or in-person visits.
  • Notify UOPX of any concerns related to the candidate’s performance, the faculty supervisor’s performance, or any other issues that warrant administrative attention.
  • Assist the candidate in the completion of the Individual Development Plan (IDP) which occurs at the end of 15 weeks of clinical practice. (For multiple-subject candidates, this occurs at the end of the second/final placement).
  • Completion of the IDP is a collaborative activity between the candidate, cooperating teacher, and faculty supervisor. The IDP describes the candidate’s strengths, along with next steps for growth and areas of interest to explore and develop during his/her induction program. The IDP is a Commission on Teacher Credentialing requirement.

Evaluation of Candidate

  • Evaluate the candidate formally at the mid-term and final points of the clinical placement as scheduled. Formal evaluations are completed in your electronic portfolio. Evaluation forms must be completed and released within one week of the end of the clinical experience.
    • Mid-term & Final Evaluations are completed in your electronic portfolio
      • CT will receive an email from your electronic portfolio with login information. This email often goes to spam folder due to district firewall, so please check this folder for the email.
    • Required: 2-5 pieces of narrative evidence regarding a holistic assessment of TPEs associated with each Domain on the formal evaluation form.
      • Note: Details of formal feedback narrative requirements are shared during the 1 hour CT required self-paced UOPX webinar.
    • Please link the evaluation feedback comments to the Teacher Performance Expectations.
    • Please adhere to the definitions/descriptors of evaluation rankings: Advanced, Proficient, Developing, and Unsatisfactory
      • Note: Ranks of “Developing” are appropriate for candidates at both the mid-term and final evaluation periods. A few “developing” marks at the final evaluation do not mean the candidate is failing. Instead, they may indicate areas of growth needing continual attention as the candidate moves into his/her first years of teaching.
    • Discuss/debrief evaluations with candidate; determine next steps for growth.
    • Please contact the Education Program Specialist if you have any questions or difficulties with your electronic portfolio.

Conduct Clinical Practice Orientation Training prior to or during the first week of the clinical placement.

  • Note: Have the candidate and cooperating teacher sign the Orientation Training Checklist and send a copy to the Education Program Specialist following the orientation.

Collaborate with the candidate and cooperating teacher to ensure the principles of graduated releasing/assuming of responsibilities are occurring in the placement.

Observe the candidate a minimum of every three weeks (California state requirement).

Multiple Subject Single Subject
For each placement (7/8 weeks):
Orientation (does not count as an observation)
3 observations
One informal (use paper/pencil or electronic form)
Two formal in your electronic portfolio (mid-term and final)
For one 15 week placement:
Orientation (does not count as an observation)
6 observations
Four informal (use paper/pencil or electronic form)
Two formal in your electronic portfolio (mid-term and final)

Faculty Supervisor Observation Guidelines:

  • Student teacher submits detailed written lesson plan to the supervisor at least 24 hours in advance of formal observation (or sooner, depending of faculty supervisor’s requirements)
  • Debrief after lesson (face-to-face preferred)
  • Send candidate written evaluation (either in your electronic portfolio or emailed electronic evaluation)
  • Remind the candidate to acknowledge in your electronic portfolio that formal mid-term and final evaluations where discussed with FS and CT

Coach and guide the candidate. The College believes effective, growth producing coaching comes from a “strengths-based approach to providing feedback. Therefore, candidates should be coached to identify teaching practices that they have consistently mastered and integrated into their practice and those which they are on the verge of using consistently.

  • Feedback based on California TPEs is required.
  • Candidate should receive written feedback from all observations.

Communicate weekly with candidate via email or phone calls. Respond & provide feedback to weekly reflections and lesson plans.

  • Note: Weekly reflections are required from the candidate and are part of his/her clinical practice grade.

Communicate weekly with the cooperating teacher regarding candidate’s progress in meeting TPEs and to address any questions or concerns. Communication may be via email, phone call, or in-person visits.

Help resolve any issues that may occur during the clinical experience that cannot be resolved between the candidate and the cooperating teacher.

Evaluate candidate formally at the mid-term and final points of the clinical placement as scheduled. Formal evaluations are completed in your electronic portfolio. Evaluation forms must be completed and released within one week of the end of the clinical experience.

Serve as liaison between the school (principal), cooperating teacher, and UOPX staff regarding candidate’s performance.

Notify UOPX of any concerns related to the candidate’s performance, the cooperating teacher’s performance, or any other issues that warrant administrative attention.

Support the candidate with edTPA (capstone project) within acceptable support guidelines. Ensure that the cooperating teacher assists the candidate in planning for the teaching of the edTPA lesson segment and video recording.

    Note: Refer to “Guidelines for Supporting Candidates” for acceptable and unacceptable support.

Assist the candidate in the completion of the Individual Development Plan (IDP) which occurs at the end of 15 weeks of clinical practice. (For multiple subject candidates, this occurs at the end of the second/final placement).

Completion of this task is a collaborative activity between the candidate, cooperating teacher, and faculty supervisor. The IDP describes the candidate’s strengths, along with next steps for growth and areas of interest to explore and develop during his/her induction program. This is a Commission on Teacher Credentialing requirement.

Submit required paperwork at end of placement to Faculty Development Chair.

Student Teaching Evaluations

Student Teaching Evaluation for EdTPA-track Candidates (Aligned 2016 TPEs)

Student Teaching Evaluation for CalTPA-track Candidates (Aligned 2013 TPEs)

Commitment to Diversity of Clinical Practice Placements

The University of Phoenix College of Education is committed to preparing teacher candidates to work effectively in diverse and inclusive settings that reflect the full diversity of K-12 student populations in California’s public schools. This commitment is aligned to the Commission on Teacher Credentialing (CTC) standards and regulations, University policies, and the College’s commitment to diversity, inclusion, and equity as reflected in the Conceptual Framework. The College’s Diversity, Inclusion, and Equity statement can be found in the Conceptual Framework section of the program handbook.

In accordance with CTC guidelines, teacher candidates are placed with districts and public schools having current Affiliation Agreements and partnerships with the College of Education that meet the definition of “all learners” from the California Teaching Performance Expectations 2016 and follow University of Phoenix procedures including:

  • Public schools with a wide range of learners that are culturally and linguistically diverse, include English Learners from a variety of language backgrounds, inclusiveness for students with special needs, and students who are socio-economically disadvantaged (CTC Guidance on Clinical Practice and Supervision of Teacher Candidates, pg 5).
  • Clinical sites with a fully qualified site administrator.
  • Cooperating teacher(s) meeting the required qualifications:
    • Clear credential in the content area for which they are providing supervision and a minimum of five years of content area K-12 experience, along with demonstration of exemplary teaching practices, including teaching content area literacy, as determined by the school district.
    • Completion of the required CTC 8-hour training
  • School site where curriculum is aligned with CA adopted content standards and frameworks.
  • Classroom environment that allows teacher candidates to complete state mandated solo and co-teaching (minimum of four weeks) and TPA assessment requirements (including videotaping of candidate and students).

Prior to confirming clinical placements, the Center for Placement staff ensure the setting provides the candidate with the opportunity to work with diverse populations under the mentoring of a qualified cooperating teacher

California TPA (for Candidates Student Teaching Prior to July 1, 2020)

* To maintain compliance with California and university guidelines, the following guidelines apply to students in California initial teaching licensure programs:

If you have taken TPA/001 prior to January 1, 2018, you will remain on the CalTPA track – which means you must complete the CalTPA courses (TPA/001 & TPA/002) and complete CalTPA tasks 1–4 at the appropriate points in your program.

If you have not yet begun your CalTPA courses by January 1, 2018, you will be scheduled for the edTPA® track (TPA/100, TPA/200) and you will complete edTPA® submission during student teaching. Refer to the edTPA® Resources on the College of Education Resources Page.

California students who completed student teaching prior to 7/1/2020 and were on CalTPA sequence, will have until 12/31/2020 to obtain their IR. If candidates do not meet this deadline, they will be required to complete edTPA.

If you have any questions regarding your schedule, please contact your Academic Counselor. For TPA specific questions, contact your UOPX California TPA Coordinator: email nicole.brainard@phoenix.edu phone:(602) 387-9648

California students are required to complete the California Teaching Performance Assessment (CalTPA). You will complete four performance tasks at different stages during your teacher preparation program. The four CalTPA tasks are based on the Teacher Performance Expectations (TPEs). This section of the Teacher Education Handbook includes resources to help you understand the CalTPA requirements and to progress through the process successfully.

Below is a link to the California Commission on Teacher Credentialing CalTPA Candidate Handbook.

There are 12 TPEs evaluated on the TPAs. Each TPA assesses specific TPEs. Below is a link to the TPE website. It includes an overview of the TPEs and helpful videos.

You will also find additional information in the tabs in this section to help you understand the TPEs and the various elements of the TPA tasks, including the requirements and timelines for each.

Task 1

CalTPA Task 1: Subject-Specific Pedagogy

In this task, you will demonstrate your knowledge of principles of content-specific and developmentally-appropriate pedagogy. The task has multiple versions to meet the needs of both multiple-subject candidates and candidates for single-subject credentials. You will review and complete the version of this task appropriate to the credential for which you are preparing.

Each subject-specific pedagogy task version contains four case studies. The case studies address subject-specific and developmentally-appropriate pedagogy, assessment practices, adaptation of content for English learners, and adaptation of content for students with special needs. You will respond in writing to each of the four case studies and submit your response to your teacher preparation program.

The following general information applies to the subject-specific pedagogy task for all candidates, regardless of grade level or content area. Directions for completing the task as applicable to multiple-subject candidates and to single-subject candidates are provided separately following the general information. (CTC, 2008, p. 3-2)

File Attachments: CandidateHandbook-Ch3-subject_specific_pedagogy.pdf

CTC (2008). CalTPA candidate handbook. California Commision on Teacher Credentialing. Retrieved from: http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf.

You are given: Four distinct case studies with accompanying questions to guide your responses on the topics listed below:

  • Case Study 1: Subject-Specific and Developmentally-Appropriate Pedagogy
  • Case Study 2: Assessment Practices
  • Case Study 3: Adaptation of Subject-Specific Pedagogy for English Learners
  • Case Study 4: Adaptation of Subject-Specific Pedagogy for Students with Special Needs

You submit:

  • A description and explanation of instructional strategies and student activities you would choose that address the subject-specific, content-based learning goals and developmental needs of the students.
  • An analysis of an assessment plan presented and analyze how a suggested additional assessment might provide additional student assessment information.
  • An adaptation of the subject-specific pedagogy for English learners, including identifying learning needs, strategies or activities, content accessibility, and assessment strategies.
  • An adaptation of the subject-specific pedagogy for students with special needs, including identifying strategies or activities, content accessibility, and assessment strategies.

The following six Teaching Performance Expectations are measured in this task:

Making Subject Matter Comprehensible to Students

TPE 1- Specific Pedagogical Skills for Subject Matter Instruction

Assessing Student Learning

TPE 3 – Interpretation and Use of Assessments

Engaging and Supporting Students in Learning

TPE 4 – Making Content Accessible

TPE 6 – Developmentally Appropriate Teaching Practices

TPE 7 – Teaching English Learners

Planning Instruction and Designing Learning Experiences for Students

TPE 9 – Instructional Planning

Hint: Review the complete text of these Teaching Performance Expectations before you begin, again periodically as you prepare your response to this task, and as a final check before submitting your response.

Note: Before completing your response, you should read through all of these directions and all of the questions and prompts provided within the task. You should also review the guidelines provided in Chapter 2 concerning preparing your written responses.

Type your responses in the boxes provided on the template. The boxes will expand as you type.

For Case Study 1: “Subject-Specific and Developmentally-Appropriate Pedagogy,” you will demonstrate your ability to understand the connection between information about a class and designing subject-specific, developmentally-appropriate instructional activities. In order for you to complete this part of your response, you will:

  • Read the “Elements of a Learning Experience in a Unit,” “Class Description,” and “Developmental Needs of the Students,” all of which are provided.
  • Describe one or more combinations of instructional strategies and student activities that address both the academic content goals and the developmental needs of the students in this case study.
  • Explain why the instructional strategies and student activities that you have described are appropriate for the students, describe how you would use the instructional resources, address the pedagogy relevant to the particular content area, address students’ developmental needs, and help students make progress toward achieving the state-adopted student academic content standards and/or frameworks.

For Case Study 2: “Assessment Practices,” you will demonstrate your ability to understand and use a variety of informal and formal assessments, as well as formative and summative assessments, to determine students’ progress and plan instruction. You will also demonstrate your ability to use multiple measures to assess student knowledge, skills, and behaviors. In order for you to complete this step of your response, you will:

  • Read the “Elements of a Learning Experience in a Unit,” “Assessment Plan,” and “Teacher Reflection on Student Assessment of This Task,” all of which are provided.
  • Analyze the given assessment plan, identifying the strengths and weaknesses of the plan in relation to the academic learning goals of the unit.
  • Read the “Additional Assessment” provided.
  • Describe how the additional assessment could improve the plan and enhance the student assessment information available to the teacher.

For Case Study 3: “Adaptation of Subject-Specific Pedagogy for English Learners,” you will demonstrate your knowledge of pedagogical theories, principles, and instructional practices for advancing English learners’ English language development. You will also demonstrate your ability to analyze a given student’s specific learning needs and to plan differentiated instruction to meet those needs. In order for you to complete this step of your response, you will:

  • Read the “Elements of a Learning Experience for 2 Days in a Unit,” “Outline of Plans for Days 1 and 2,” and the “Student Description,” including the “Written Response” and the “Transcript of Oral Response,” all of which are provided.
  • Identify two specific learning needs the student has as an English learner.
  • Identify a strategy or activity from the outline of plans that would be challenging for the student.
  • Suggest an adaptation to the strategy or activity and explain how it would be effective in supporting the student’s academic progress and English language development.
  • Identify an assessment you would use to monitor the student’s progress, and give a rationale for your choice.
  • Describe the next steps in facilitating the student’s English language development.

For Case Study 4: “Adaptation of Subject-Specific Pedagogy for Students with Special Needs,” you will demonstrate your ability to understand the connection between information about a student with identified special needs and adapting lessons for this student. In order for you to complete this step of your response, you will:

  • Read the “Elements of a Learning Experience for 3 Days in a Unit,” the “Outline of Plans for Days 3, 4, and 5,” and the “Student Description,” all of which are provided.
  • Identify those parts of the plan that would be challenging for the student, considering his/her learning disability and other learning needs.
  • Describe adaptations to the plan to meet the needs of the student and explain why they would be effective for this student and this content.
  • Identify an assessment you would use to monitor the student’s progress, and give a rationale for your choice.

Your response to this task will be judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to connect student characteristics to instructional planning. There are four performance score levels, from a low of 1 to a high of 4. Your task response will be scored by a trained assessor and will be given a single overall performance level score. The criteria for each of the four score levels are provided below, first in summary version for quick reference, and then in the complete Subject-Specific Pedagogy Task Rubric.

Key Score Level Criteria: A Quick Reference

Score Level 4

Evidence is appropriate, relevant, accurate, and clear or detailed; purposefully connected and reinforced across the response

Score Level 3

Evidence is appropriate, relevant, or accurate; connected across the response

Score Level 2

Evidence is minimal, limited, cursory, inconsistent, and/or ambiguous; weakly connected across the response and may be inconsistent

Score Level 1

Evidence is inappropriate, irrelevant, inaccurate or missing; unconnected across the response

Candidates must earn a 3 or 4 to successfully complete Task 1. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 1.

Score Level 4:

The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs, based on information given about these students. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instruction, as evidenced by:

  • incorporating relevant subject-specific and developmentally-appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s)
  • knowing and applying relevant and appropriate instructional practices for English Language Development
  • adapting relevant and appropriate instructional strategies to provide access to the state-adopted student academic content standards or framework(s) for all students

Making Subject Matter Comprehensible to Students TPE 1

The candidate knows the state-adopted student academic content standards or state-adopted framework(s) as evidenced by:

  • demonstrating relevant, detailed, and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or state-adopted framework(s) for all students

Assessing Student Learning TPE 3

The candidate uses assessment to inform instruction and feedback strategies, as evidenced by:

  • understanding clearly and accurately the purposes and relevant uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction
  • demonstrating an appropriate and relevant understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate uses student information to plan instruction, as evidenced by:

  • planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted student academic content standards or state-adopted framework(s)
  • selecting or adapting relevant and appropriate instructional strategies and student activities that assist students to achieve learning goals and meet all students’ needs
Score Level 3:

The response provides evidence that clearly demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments; to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs, based on information given. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instruction, as evidenced by:

  • incorporating subject-specific and developmentally-appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s)
  • knowing and applying appropriate instructional practices for English Language Development
  • adapting appropriate instructional strategies to provide access to the state-adopted student academic content standards or state-adopted framework(s) for all students

Making Subject Matter Comprehensible to Students TPE 1

The candidate knows the state-adopted student content standards or state-adopted framework(s), as evidenced by:

  • demonstrating accurate understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or framework(s) to all students

Assessing Student Learning TPE 3

The candidate uses assessment to inform instruction and feedback strategies, as evidenced by:

  • understanding accurately the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction
  • demonstrating a relevant understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate uses student information to plan instruction, as evidenced by:

  • planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted student academic content standards or framework(s)
  • selecting or adapting appropriate instructional strategies and student activities that assist students to achieve learning goals and meet students’ needs

Candidates must earn a 3 or 4 to successfully complete Task 1. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 1.

Score Level 2:

The response provides evidence that partially demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments; to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is minimal, limited, cursory, inconsistent, and/or ambiguous. Evidence is weakly connected across the response and may be inconsistent.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate minimally uses and adapts strategies and activities for instruction as, evidenced by:

  • incorporating instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s) in an ambiguous or minimal manner
  • a limited knowledge and/or ambiguous application of instructional practices for English language development
  • adapting instructional strategies to provide access to the state-adopted student academic content standards or framework(s) for students in an ambiguous or inconsistent manner

Making Subject Matter Comprehensible to Students TPE 1

The candidate has minimal knowledge of the state-adopted student academic content standards or state-adopted framework(s), as evidenced by:

  • demonstrating cursory or limited understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or state-adopted framework(s) to students

Assessing Student Learning TPE 3

The candidate minimally uses assessment to inform instruction and feedback strategies, as evidenced by:

  • a minimal or vague understanding of the purposes and uses of different types of assessment, including entry-level, progress-monitoring, and summative assessments to plan instruction
  • demonstrating a cursory or limited understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate minimally uses student information to plan instruction, as evidenced by:

  • planning instruction that is not clearly or coherently related to the content area and subject matter to be taught and/or is minimally in accordance with state-adopted student academic content standards or framework(s) for students
  • selecting or adapting instructional strategies and student activities that minimally assist

For the Level 1 rubric review the TPA candidate handbook. A score of 1 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 1. Candidates must earn a 3 or 4 to successfully complete Task 1.

File Attachments: SSP-Rubric.pdf

Subject-Specific Pedagogy Task

Candidate Tasks

Multiple Subject [MS Word]

Single Subject

Your TPA DRF does not automatically appear in TaskStream. You will have to use the provided instructions to add the correct DRF for your program. Please be sure you are using the correct code for your program. Please use the multiple subject if you are in the elementary program. Please use the single subject instructions if you are in the secondary education program.

Once you add the DRF, simply upload your work. You will not submit it to anyone, an evaluator is assigned by the University. It can take up to 30 days for you to receive your results back.

Remember, you must earn a 3 or 4 to successfully pass the TPA task. If you do not earn a 3 or 4 on your first attempt, you are required to complete a remediation process and then retry the TPA. Remember you only have 3 total attempts to successfully complete TPA Task 1 with a score of 3 or 4. If you do not earn a 3 or a 4 within your allotted attempts, you are automatically counseled out of the program and may not continue.

File Attachments: TPA 1 codes and directions for adding drf.pdf

Please use these instructions to add the Task 1 DRF. Be sure to use the correct CODE from the table to ensure you have the correct DRF aligned to your program.

Tips for TPAs

  1. Read the CalTPA Candidate Handbook access and review the CalTPA Preparation Guide from the University ebook Library.
  2. Review the directions for each task carefully
  3. Define and clarify the language in the task – chapter 2 of CalTPA Preparation Guide
  4. Download the template and rubric for the task
  5. Write your TPA – make sure you have enough detail to address all the items requested in the directions and found on the rubric.

The following book has some helpful exercises and can be found using the library or reviewing the materials in you TPA/001 class.

EBOOK COLLECTION:

Williams, L. R., Guillume, A. M., & Ponder, J. M. (2013). CalTPA preparation guide. Boston, MA: Pearson.
– Focus on Chapter 2 – Understanding the vocabulary p17- 24

File Attachments: Writing, Instructional Strategies, and Assessment Methods Activities Practice – Writing, Instructional Strategies, and Assessment Methods Activities

Understanding descriptive and analytical writing, instructional strategies, and assessment methods is critical to successfully writing the TPA. Select and complete as many of the following assignments as you deem necessary.

Task  2

Please download and print readings from this page.

CalTPA Task 2: Designing Instruction

In this task, you will demonstrate your ability to learn important details about a classroom of students, an English learner, and a student who presents a different instructional challenge. You will plan instruction that is shaped by and addresses those student characteristics, and you will demonstrate your ability to connect learning about students to instructional planning. You will submit your completed response to your teacher preparation program.

The Designing Instruction task requires you to make appropriate connections between what you know about the students in your class to instructional planning for those students. You will focus on how your instructional plan connects to the student characteristics of your whole class and to two focus students, an English learner and a student who presents a different instructional challenge.

The following general information applies to the Designing Instruction task for all candidates. Directions for completing the task as applicable to multiple-subject candidates and to single-subject candidates are provided separately following the general information (CTC, 2008, p. 4-2).

CTC (2008). CalTPA candidate handbook. California Commision on Teacher Credentialing.
Retrieved from: http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf.

File Attachments: CTC Handbook chapter 4 – Task 2 Designing Instruction

You are given:

A five-step set of directions to guide your instructional planning based on information you have about your class and two focus students within your class:

Step 1: Academic Content Selection and Learning about Students

A. Academic content selection

B. Student characteristics

Step 2: Learning about Two Focus Students

Student 1: An English learner

Student 2: A student who presents a different instructional challenge

Step 3: Planning for Academic Instruction for the Whole Class

Step 4: Lesson Adaptations for the Two Focus Students

Student 1: An English learner

Student 2: A student who presents a different instructional challenge

Step 5: Reflection on Connecting Instructional Planning to Student Characteristics

The following chart summarizes the information that should be covered in your responses to each of the task steps.

Task Step

Information to be Provided in Your Response

Step 1: Academic Content Selection and Learning about Students

Identify the subject/content area, subject matter selection and unit goals. Describe the students’ characteristics and how you use this information about students to plan your instruction.

Step 2: Learning about Two Focus Students

For Student 1, an English learner, and for Student 2, a student who presents a different instructional challenge, describe what you learned about each of the students and explain how the information will influence your instructional planning.

Step 3: Planning for Academic Instruction for the Whole Class

Identify the relevant state-adopted academic content standards or frameworks that will be covered within the lesson, and indicate the specific learning goal(s) of lesson.

Describe the lesson.

Explain the appropriateness of the lesson’s content for your students.

Step 4: Lesson Adaptations for the Two Focus Students

Indicate the adaptations you would make to your instructional plan for the two focus students.

Step 5: Reflection on Connecting Instructional Planning to Student CharacteristicsWrite your reflective thoughts about what you learned through this instructional planning process and its impact on your future planning.

You submit:

  • Information about your selected class, content area, subject matter, state-adopted academic content standards or frameworks, and unit of study
  • A summary of what you have learned about the two focus students
  • A plan for whole class academic instruction, including standards to be addressed, goals, and instructional strategies
  • Adaptations to the instructional plan for the two focus students
  • Your reflection on connecting the students’ characteristics to your instructional planning

The following seven Teaching Performance Expectations are measured in this task:

Making Subject Matter Comprehensible to Students

TPE 1- Specific Pedagogical Skills for Subject Matter Instruction

Engaging and Supporting Students in Learning

TPE 4 – Making Content Accessible

TPE 6 – Developmentally Appropriate Teaching Practices

TPE 7 – Teaching English Learners

Planning Instruction and Designing Learning Experiences for Students

TPE 8 – Learning About Students

TPE 9 – Instructional Planning

Developing as a Professional Educator

TPE 13 – Professional Growth

Hint: Review the complete text of these seven Teaching Performance Expectations before you begin, again periodically as you prepare your response to this task, and as a final check before submitting your response.

PART I Directions:

Note: Before completing your response, you should read through all of these directions and all of the questions and prompts provided within the task. You should also review the guidelines provided in Chapter 2 and in Chapter 7 concerning preparing your written responses and maintaining student and candidate privacy.

Directions: Prior to responding to the task, you should review Chapter 1 and read this chapter in its entirety. As you read the task, you should pay particular attention to the task steps and the associated questions and/or statements that will help you develop and organize your responses.

Follow the procedures provided to you by your teacher preparation program to obtain the Word version of the task. As you complete your responses to the task within the Word document, type your response to each question or prompt within the rectangular box provided. This box will expand as you type.

In the header on the Word document, you will see a number at the upper right hand corner. You should replace this number with the candidate ID number assigned to you by your program. When you have completed your responses to the entire task, you should follow the directions provided by your teacher preparation program for the actual submission of the task.

Use the information provided below to help you understand each of the task steps.

For Step 1: “Academic Content Selection and Learning About Students,” you will demonstrate your knowledge of how to learn about students and explain why this information is important. In order for you to complete this step of your response, you will:

  • Select a class and identify the content area (e.g., mathematics), subject matter (e.g., geometry), student academic content standards or frameworks, and unit of study with which you will be working. (See Part 2 below, “Making Choices,” for guidance in selecting the class.)
  • Identify the information you want to know about the students, describe the methods you will use to get the information and why you choose to use these methods, and explain how you will use this information in planning instruction in your selected content area.

For Step 2: “Learning about Two Focus Students,” you will demonstrate your ability to collect information about two specific students. In order for you to complete this step of your response, you will:

  • Select two students, including an English learner and a student who presents a different instructional challenge. (See Part 2 below, “Making Choices” for guidance in selecting the students.)
  • Collect and record information about the characteristics of the two selected students.
  • Explain how the information will influence your instructional planning for the two selected focus students.

For Step 3: “Planning for Academic Instruction for the Whole Class,” you will demonstrate your ability to plan instruction. In order for you to complete this step of your response, you will:

  • Think about a lesson that you might teach to the students within the selected unit of study. (See Part 2 below, “Making Choices,” for guidance in selecting the lesson.) Identify the state-adopted academic content standards or framework for students that the lesson will address, the learning goal(s) of the lesson, and the evidence of student learning that will show the extent to which the students made progress towards the learning goal(s). You are not required to teach this lesson.
  • Describe the lesson, including the instructional strategies, student activities, grouping of students, use of materials, and progress monitoring of student learning.
  • Explain why the plan for instruction is appropriate for the lesson’s content and for your students.

For Step 4: “Lesson Adaptations for the Two Focus Students,” you will demonstrate your ability to determine adaptations to the instruction plan that are needed for the two focus students. In order for you to complete this step of your response, you will:

  • Consider what you learned about the two focus students as well as the implications for instruction of the two students. Describe any adaptations necessary to the whole class instruction plan to meet the needs of these students.
  • Explain the reasoning behind your instructional planning decisions relating to the two focus students. If you determine that no adaptations to the lesson are needed for one or both of the focus students, explain your reasoning why not.

For Step 5: “Reflection on Connecting Instructional Planning to Student Characteristics,” you will demonstrate your ability to use what you learned in this task to improve your future planning. In order for you to complete this step of the response, you will:

  • Read your responses to the questions in Steps 1- 4. Consider what you have learned in this task about instructional planning.
  • Reflect upon the information that you collected about the two focus students and how it influenced your instructional planning for this lesson.
  • Describe how you will use what you learned in this task to improve your future planning for academic instruction.

PART 2: MAKING CHOICES

The suggestions in this section are provided to help you plan your responses and select your evidence so that your most effective instructional planning practice will be evident to the assessors who will score your response.

You have three important choices to make for this task. The choices you make will affect the quality of your response:

  1. Choosing a class
  2. Choosing two focus students within the class
  3. Choosing a lesson

1. Choosing a class

You need to collect and record information about students within a single class.

  • If you are a candidate for a Multiple Subject Preliminary Credential, these students need to be in one class within grades K-8.
  • If you are a candidate for a Single Subject Preliminary Credential, these students need to be in one class within your content area.
  • If you have more than one class from which to choose, it is important to select a class that gives you an opportunity to fully demonstrate your knowledge, skills, and abilities.

2. Choosing two focus students within the class

You will need to select two students to focus your exploration of student characteristics. Focusing on these two students as you move through this task will allow you to demonstrate your ability to learn about student characteristics that influence instruction and to develop an instructional plan that meets individual student needs. These two students must be:

Student 1: An English learner. One of the two students must be an English learner, so you can demonstrate your ability to learn about and plan for students who are English learners. This student should have documented EL needs, such a CELDT score within the lower to mid-range of English proficiency. It would not be helpful for you to choose a student who has a high CELDT score or one who has been reclassified as English proficient as these students are not likely subjects for demonstrating your abilities in the this area.

Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may choose another student with a different instructional challenge rather than an English learner.

Student 2: A student who presents a different instructional challenge. The other focus student is one who presents a “different instructional challenge,” such as a student who, for example, is very active, or high achieving, or who has a short attention span, or a special health consideration.

Selecting students who have distinctly different learning needs is important because it will give you the opportunity to demonstrate a broader range of your teaching practice than if you focus only on the class as a whole or on one additional type of instructional challenge. It is important for you to choose students who give you an opportunity to demonstrate the range of your ability to teach. Remember that the focus is on your practice, not on the level of student performance.

3. Choosing a lesson

If you are a candidate for a Multiple Subject Preliminary Credential, you will plan a lesson in a core curriculum area such as English/language arts, mathematics, history/social science, or science. If you are a candidate for a Single Subject Preliminary Credential, you will plan a lesson within your subject area.

You will need to select or develop a lesson that allows you to demonstrate your ability to address instructional planning for the whole class, plus adaptations for the two focus students (Steps 3 and 4 of the task). For this task, you may use an existing lesson plan, adapt an existing plan, or design your own plan. This lesson may be one that you will teach or one you have previously taught, but teaching the lesson is not necessary to complete this task. Depending on the age and grade range of the students, the lesson could be 15 to 90 minutes in duration. It is meant to be a single, discrete lesson within a larger unit of study or within a series of lessons. Select or develop a lesson that gives you the opportunity to address all of the components of effective instruction that are discussed in Step 3, and that allows for the kinds of adaptation you will need to make to meet the focus students’ needs in Step 4.

A lesson in which students are only memorizing procedures or are involved in rote learning may not be the best choice for this lesson. The state-adopted academic content standards or state-adopted frameworks in your subject area should guide your lesson selection or development.

Your response to this task is judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to connect student characteristics to instructional planning. There are four performance score levels, from a low of 1 to a high of 4. Your task response will be scored by a trained assessor and will be given a single overall performance level score. The criteria for each of the four score levels are provided below, first in summary version for quick reference, and then in the Designing Instruction task rubric.

Key Score Level Criteria: A Quick Reference

Score Level 4

Evidence is appropriate, relevant, accurate, and clear or detailed; purposefully connected and reinforced across the response

Score Level 3

Evidence is appropriate, relevant, or accurate; connected across the response

Score Level 2

Evidence is minimal, limited, cursory, inconsistent, and/or ambiguous; weakly connected across the response and may be inconsistent

Score Level 1

Evidence is inappropriate, irrelevant, inaccurate or missing; unconnected across the response

Candidates must earn a 3 or 4 to successfully complete Task 2. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 2.

Score Level 4.

The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to plan a developmentally-appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Planning Instruction and Designing Learning Experiences for Students TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction, as evidenced by:

  • establishing clear and appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • using relevant and appropriate methods to obtain information about selected students that may influence instruction
  • obtaining detailed and relevant information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • selecting or adapting relevant and appropriate instructional strategies, grouping strategies, and instructional materials to assist students to achieve learning goals and meet all students’ needs

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instructional planning, as evidenced by:

  • using relevant and developmentally-appropriate strategies and activities according to purpose and lesson content
  • making relevant and appropriate plans for students who have special needs or abilities
  • drawing upon detailed and relevant information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
  • knowing and applying relevant and appropriate instructional practices for English language development

Making Subject Matter Comprehensible toStudents TPE1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

  • demonstrating a detailed and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Developing as a Professional Educator TPE13

The candidate reflects on connecting learning about students to instructional planning, as evidenced by:

  • providing detailed and relevant reflection on the results of the instructional planning and adaptations made in order to improve planning skills and teaching effectiveness
Score Level 3.

The response provides evidence that clearly demonstrates the teacher candidate’s ability to select a developmentally appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Planning Instruction and Designing Learning Experiences for Students TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction, as evidenced by:

  • establishing appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • using appropriate methods to obtain information about selected students that may influence instruction
  • obtaining relevant information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • selecting or adapting appropriate instructional strategies, grouping strategies, and instructional materials to assist students to achieve learning goals and meet students’ needs

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instructional planning as, evidenced by:

  • using developmentally-appropriate strategies and activities according to purpose and lesson content
  • making appropriate plans for students who have special needs or abilities
  • drawing upon relevant information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
  • knowing and applying appropriate instructional practices for English Language Development

Making Subject Matter Comprehensible to Students TPE 1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

  • demonstrating an accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Developing as a Professional Educator TPE13

The candidate reflects on connecting learning about students to instructional planning, as evidenced by:

  • providing relevant reflection on the results of the instructional planning and adaptations made in order to improve planning skills and teaching effectiveness

Candidates must earn a 3 or 4 to successfully complete Task 2. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 2.

Score Level 2.

The response provides evidence that partially demonstrates the teacher candidate’s ability to select a developmentally-appropriate lesson based on state-adopted academic content standards for students or state-adopted frameworks; learn about students; plan for instruction; make adaptations to the plan to meet student needs; and reflect on the instructional planning. The preponderance of evidence provided for each of the following domains is minimal, limited, cursory, inconsistent, and/or ambiguous. Evidence is weakly connected across the response and may be inconsistent.

Planning Instruction andDesigning Learning Experiences for Students TPE 8, 9

The candidate minimally learns about her or his students and uses this information to plan instruction, as evidenced by:

  • establishing some appropriate and some inappropriate goals for student learning, based minimally or ambiguously on state-adopted academic content standards for students or state-adopted framework
  • using limited methods to obtain information about selected students that may influence instruction
  • obtaining cursory information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning instruction that is not clearly or coherently related to the content area and subject matter to be taught and/or is minimally in accordance with state-adopted academic content standards for students or state-adopted framework
  • selecting or adapting instructional strategies, grouping strategies, and instructional materials that minimally assist students in achieving learning goals or that are inconsistent in meeting students’ needs

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate minimally uses and adapts strategies and activities for instructional planning as evidenced by:

  • using ambiguous or inconsistent strategies and activities according to purpose and lesson content
  • making inconsistent or minimal plans for students who have special needs or abilities
  • drawing upon minimal or cursory information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and/or allowing students to express meaning, including in their first language
  • a limited knowledge and/or ambiguous application of instructional practices for English language development

Making Subject Matter Comprehensible to Students TPE 1

The candidate minimally knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

  • demonstrating a cursory or limited understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to students

Developing as a Professional Educator TPE13

The candidate minimally reflects on connecting learning about students to instructional planning, as evidenced by:

  • providing cursory or limited reflection on the results of the instructional planning and adaptations made in order to improve planning skills and teaching effectiveness

FOR the Level 1 rubric review the TPA candidate handbook. A score of 1 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 2. Candidates must earn a 3 or 4 to successfully complete Task 2.

File Attachments: DI-Rubric.pdf (Direct Instruction Rubric)

Task and Rubric

Designing Instruction Task

Candidate Task [MS Word]

Rubric-Linear Format [PDF]

Rubric-Horizontal Format [PDF]

Your TPA DRF does not automatically appear in TaskStream. You will have to use the provided instructions to add the correct DRF for your program. Please be sure you are using the correct code for your program. Please use the multiple subject if you are in the elementary program. Please use the single subject instructions if you are in the secondary education program.

Once you add the DRF, simply upload your work. You will not submit it to anyone; an evaluator is assigned by the University. It can take up to 30 days for you to receive your results back.

Remember, you must earn a 3 or 4 to successfully pass the TPA task. If you do not earn a 3 or 4 on your first attempt, you are required to complete a remediation process and then retry the TPA. Remember you only have 3 total attempts to successfully complete TPA Task 2 with a 3 or 4. If you do not earn a 3 or a 4 within your allotted attempts, you are automatically counseled out of the program and may not continue.

File Attachments:

Designing Instruction add drf directions multiple subject.pdf

Please use these instructions to add the Task 2 DRF if you are a multiple subject (elementary) teacher candidate.

Designing Instruction add drf directions single subject.pdf

Please use these instructions to add the Task 2 DRF if you are a single subject (secondary) teacher candidate.

Tips for TPAs:

  1. Read the CalTPA Candidate Handbook access and review the CalTPA Preparation Guide from the University Ebook Library.
  2. Review the directions for each task carefully.
  3. Define and clarify the language in the task – chapter 2 of CalTPA Preparation Guide.
  4. Download the template and rubric for the task.
  5. Write your TPA – make sure you have enough detail to address all the items requested in the directions and found on the rubric.

Resources:

EBOOK COLLECTION:

Williams, L. R., Guillume, A. M., & Ponder, J. M. (2013). CalTPA preparation guide.
Boston, MA: Pearson.

CTC CalTPA Materials:

Teacher Candidate Information and Materials

Task 3

Please download and print readings from this page.

CalTPA Task 3: Assessing Learning

In this task, you will demonstrate your ability to select a unit of study, identify related learning goals, and plan standards-based, developmentally-appropriate student assessment activities for a group of students. In addition, you will demonstrate your ability to assess student learning and diagnose student needs based on student responses to the assessment activity, and show how you would apply this information to your future planning for these students.

Within the Assessing Learning task you will also demonstrate your ability to make assessment adaptations for two focus students: an English learner and a student with identified special needs. You will score, review, and analyze evidence of student learning and you will reflect on the assessment implications of this evidence. You will submit to your teacher preparation program all of the following: your completed response, copies of the assessment(s), selected student assessment responses, and scoring scales, rubrics, and/or scoring guides as appropriate to the content area.

CTC (2008). CalTPA Candidate Handbook. California Commision on Teacher Credentialing.
Retrieved from: http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf.

File Attachments: CandidateHandbook-Ch5 assessing learning.pdf

CalTPA Handbook Chapter 5 – Task 3 Assessing Learning

You are given:

A six-step set of questions to guide the selection and planning of an assessment, the implementation of that assessment, and an analysis of evidence of student learning collected through the assessment:

Step 1: Assessment Selection and Planning for the Whole Class

A. Academic Content Selection

B. Assessment Planning

Step 2: Learning about Whole Class and Two Focus Students

Student 1: An English Learner

Student 2: A Student With an Identified Special Need

Step 3: Assessment Adaptations for Two Focus Students

A. Adaptation for Student 1

B. Adaptation for Student 2

Step 4: Giving the Assessment to the Whole Class, including Two Focus Students

Step 5: Analyzing Evidence of Student Academic Learning and the Assessment

Step 6: Reflection on Assessment Implementation and Student Learning

The following chart summarizes the information that should be covered in your responses to each of the task steps.

Task Step

Information to be Provided in Your Response

Step 1: Assessment Selection and Planning for the Whole Class


Identify the relevant state student academic content standards and/or framework(s). Provide a description of the assessment, including the purpose and type of the assessment and the learning goals to be measured. Describe how you will administer the assessment, how the assessment will be scored, and how you will share the assessment results with students.


Step 2: Learning about Whole Class and Two Focus Students



You will identify two focus students: Student 1, an English learner; and Student 2, a student with an identified special need. Describe what you learned about each of the students and explain how this information will influence your assessment plans for these students.


Step 3: Assessment Adaptations for the Two Focus Students


Provide a rationale for any adaptations you make for these two students and explain the adaptations, as applicable.


Describe the lesson.

Explain the appropriateness of the lesson’s content for your students.

Step 4: Giving Assessment to the Whole Class, including Two Focus Students


Give the assessment to students, and collect artifacts (copy of the assessment, scoring guide, and sample student assessment responses).


Step 5: Analyzing Evidence of Student Academic Learning and the Assessment

Describe what you have learned through your analysis of student responses to the assessment. Explain how this information will guide your future assessment planning.


Step 6: Reflection on Assessment Implementation and Student Learning

Explain what you have learned about student assessment as well as about the learning evidenced by your students through the assessment process.

You submit:

  • Information about your selected content area, subject matter, student frameworks or academic content standards, unit of study, and purpose of the assessment
  • A description of the assessment and of the evidence of student learning to be collected
  • A plan for the implementation of the assessment, including teaching strategies, student activities, grouping, and materials
  • Information about a class and two focus students
  • Adaptations to the plan for assessment for the two focus students
  • The assessment, assessment artifacts (i.e., directions, answer key, rubric, scoring guide, and five completed student assessment samples)
  • An analysis of the evidence of student learning based on the assessment
  • Reflection on assessment implementation and on student learning

The following six Teaching Performance Expectations are measured in this task:

Assessing Student Learning

TPE 3 – Interpretation and Use of Assessments

Engaging and Supporting Students in Learning

TPE 6 – Developmentally Appropriate Teaching Practices

TPE 7 – Teaching English Learners

Planning Instruction and Designing Learning Experiences for Students

TPE 8 – Learning About Students

TPE 9 – Instructional Planning

Developing as a Professional Educator

TPE 13 – Professional Growth

Candidate Competencies
TPE
Domain

Candidate Competencies TPE Domain
Use assessment results to determine student progress and to plan instruction.

Provide feedback to students and/ or to their families about student academic strengths and areas for growth in relation to the learning goals.

TPE 3 Interpretation and Use of Assessments

B. Assessing Student Learning
Use developmentally-appropriate assessment practices.

Make plans for students who have special needs or abilities.


TPE 6 Developmentally- Appropriate Teaching Practices

C. Engaging and Supporting Students in Learning
Draw upon information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first languages, as well as their proficiency in English, for planning assessment, and allowing students to express meaning, including in their first language.

Know and apply instructional practices for English Language Development.



TPE 7 Teaching English Learners

Obtain information about selected students such as linguistic background; academic language abilities, content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests.

TPE 8 Learning About Students

D. Planning Instruction and Designing Learning Experiences for Students
Establish goals for student learning, based on state-adopted academic content standards and/or frameworks for students.

Plan an assessment in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards and/or frameworks for students.

Adapt the selected assessment to assist students to achieve learning goals and meet all students’ needs.
TPE 9 Instructional Planning

Provide reflection and feedback on the results of the assessment and adaptations made in order to improve assessment skills and teaching effectiveness. TPE 13 Professional Growth
F. Developing as a Professional Educator

Hint: Review the complete text of these six Teaching Performance Expectations before you begin, again periodically as you prepare your response to this task, and as a final check before submitting your response.

PART 1: DIRECTIONS

Note: Before completing your response, you should read through all of these directions and all of the questions and prompts provided within the task. You should also review the guidelines provided in Chapter 2 and Chapter 7 concerning preparing your written responses and maintaining student and candidate privacy.

Directions:

  • Prior to responding to the task, you should review Chapter 5 and read this chapter in its entirety.
  • As you read the task, you should pay particular attention to the task steps and the associated questions and/or statements that will help you develop and organize your responses.
  • Follow the procedures provided to you by your teacher preparation program to obtain the Word version of the task.
  • As you complete your responses to the task within the Word document, type your response to each question or prompt within the rectangular box provided. This box will expand as you type.
  • In the header on the Word document, you will see a number at the upper right hand corner. You should replace this number with the candidate ID number assigned to you by your program.
  • When you have completed your responses to the entire task, you should follow the directions provided by your teacher preparation program for the actual submission of the task.
  • Use the information provided below to help you understand each of the task steps.

For Step 1: “Assessment Selection/Development and Planning for the Whole Class,” you will demonstrate your ability to select/develop an assessment that addresses state-adopted academic content standards and/or frameworks for students and that will measure student achievement of a learning goal(s) within a unit of study.

In order for you to complete this step of your response, you will:

  • Select a class and identify the content area, subject matter, state-adopted academic content standards and/or frameworks for students, and unit of study with which you will be working. (See Part 2 below, “Making Choices,” for guidance in selecting the class and unit of study.)
  • Identify whether you will use the assessment for an entry-level, progress monitoring, or summative purpose. (See Part 2 below, “Making Choices,” for a review of assessment purposes.)
  • Select/develop and describe the type of assessment you will use, such as verbal response, multiple choice, short essay, oral presentation, performance task, etc. (See Part 2 below, “Making Choices,” for guidance in selecting the class and assessment.)
  • Explain what evidence of student achievement will be collected and the ways in which the evidence will document student progress towards the learning goal(s).
  • Describe your plan for the implementation of the assessment, including strategies, activities, student grouping, and resources, as applicable to the particular assessment.
  • Explain how you will provide feedback regarding evidence of student learning as provided by the assessment results to the students and/or families.
  • Explain how you will use the assessment results for your future planning for these students.

For Step 2: “Learning about Students: Whole Class and Two Focus Students,” you will demonstrate your ability to learn about the characteristics of a class and two focus students within that class.

In order for you to complete this step of your response, you will:

  • Select a student who is an English learner and a student with an identified special need. (See Part 2 below, “Making Choices,” for guidance in selecting the class and students.)
  • Collect and record information regarding the characteristics of the two selected focus students.
  • Explain how the information will influence your instructional planning, including assessment, for the two students.

For Step 3: “Assessment Adaptations for Two Focus Students,” you will demonstrate your ability to determine any adaptations necessary to meet the needs of the two focus students.

In order to complete this step of your response, you will:

  • Consider what you learned about the two focus students. Describe any appropriate adaptations you will make to the assessment design or implementation for each student.
  • Explain the reasoning behind your assessment-planning decisions relating to the two focus students. If you determine that no adaptations to the assessment are needed for one or both of the focus students, explain your reasoning why not.

For Step 4: “Giving the Assessment to the Whole Class, Including Two Focus Students,” you will demonstrate your ability to administer the assessment and to collect appropriate evidence of student learning from the assessment process.

In order to complete this step of your response, you will:

  • Give the assessment to the class.
  • Score the assessment.
  • Submit a copy of the assessment, including directions, scoring rubric, answer key and/or scoring guide, as applicable.
  • Collect evidence of student learning from the assessment, including the focus students’ responses plus three student responses that represent the range of achievement on the assessment (total of five responses to be submitted).
  • Label the five responses as indicated below. If the assessment was not given in written format, indicate the scoring criteria used and provide your assessment notes about the students’ performance based on these scoring criteria (i.e., for a non-written, oral, or other performance-based assessment).
  • English learner focus student or, for LOTE candidates, a student with a different instructional need: remove her/his name and label as “Student 1.”
  • Student with an identifiable special need focus student: remove her/his name and label as “Student 2.”
  • Student who scored well on the assessment: remove her/his name and label as “Student 3.”
  • Student who scored in an average range on the assessment: remove her/his name and label as “Student 4.”
  • Student who did not score well on the assessment: remove her/his name and label as “Student 5.”
  • Ensure that the entire assessment process, including selecting and submitting copies of student work, adheres to student and adult privacy requirements, as explained in Chapter 2 and in Chapter 7 of this Handbook.

For Step 5: “Analyzing Evidence of Student Academic Learning and the Assessment,” you will demonstrate your ability to analyze the results of the assessment for the class as a whole and for your two focus students.

In order to complete this step of the response, you will:

  • For the class as a whole:
    Explain what you learned from the assessment about your students’ progress toward achievement of the learning goal(s).
    Identify and explain any changes that you would make to the type of assessment used, the timing of the assessment, the assessment format, and the collection of evidence of student learning.
  • For Student 1 (English learner) and Student 2 (student with an identified special need):
    Analyze each student’s response to the assessment.
    Discuss how this information will affect your future planning and instruction for the two students.

For Step 6: “Reflection on Assessment Implementation and Student Learning,” you will demonstrate your ability to reflect on what you learned about classroom assessment of learning goals.

In order to complete this step of your response, you will:

  • Read your responses to the questions in Steps 1-5, and think about what you have learned in this Task about assessment.
  • Identify and explain any changes you would make to the assessment design or implementation in the future.
  • Explain how what you have learned from this assessment will influence your planning of future instruction for students.
  • Identify your goal(s) for increasing your own professional knowledge and skill in the area of student assessment.

PART 2: MAKING CHOICES

The suggestions in this section are provided to help you plan your responses and select your evidence so that your most effective assessment planning and implementation practice will be evident to the assessors who will score your response.

You have three important choices to make for this task. The choices you make will affect the quality of your response:

  1. Choosing a class
  2. Choosing two focus students within the class
  3. Choosing an assessment

1. Choosing a class

You need to collect and record information about students within a single class.

  • If you are a candidate for a Multiple Subject Preliminary Credential, these students need to be in one class within grades TK – 8.
  • If you are a candidate for a Single Subject Preliminary Credential, these students need to be in one class within your content area. You should choose a class within your content area that is different than the class you chose for the Designing Instruction task.
  • If you have more than one class from which to choose, it is important to select a class that gives you an opportunity to fully demonstrate your practice.

2. Choosing two focus students within the class

You will need to select two focus students who are different from the students you chose for the Designing Instruction task. Focusing on these two students as you progress through this task will allow you to demonstrate your ability to learn about and plan for students’ individual learning needs. Selecting students who have distinctly different learning needs, and who therefore present different instructional challenges, is important because it will give you the opportunity to demonstrate a broader range of skills in planning and implementing assessments than if you focused only on the class as a whole. The two focus students must be:

Student 1: An English learner. One of the two students must be an English learner, so you can demonstrate your ability to learn about and plan for students who are English learners. This student should have documented EL needs, such a CELDT score within the lower to mid-range of English proficiency. It would not be helpful for you to choose a student who has a high CELDT score or one who has been reclassified as English proficient as they are not likely subjects for demonstrating your abilities in this area.

Note: Single-subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may choose another student with a different instructional challenge rather than an English learner.

Student 2: A student with special needs. The other focus student is one with an identified special need, that is, a student on an IEP or Section 504 plan, or one who is designated “gifted” or “talented.”

Selecting students who have distinctly different learning needs is important because it will give you the opportunity to demonstrate a broader range of your teaching practice than if you focus only on the class as a whole or on one additional type of instructional challenge. It is important for you to choose students who give you an opportunity to demonstrate the range of your ability to teach. Remember that the focus is on your practice, not on the level of student performance.

3. Choosing an assessment

If you are a candidate for a Multiple Subject Preliminary Credential, you will plan and conduct an assessment in a core curriculum area such as English/language arts, mathematics, history/ social science, or science. If you are a candidate for a Single Subject Preliminary Credential, you will plan and conduct an assessment within your subject area.

Your first step in choosing an assessment is to consider where you are in the selected unit of study. The following chart provides a review of the three major purposes of assessment: entry level (typically used as the beginning of unit of study); progress monitoring (typically used in the middle of the unit of study), or summative (typically used at the end of the unit of study). In your task response, you will need to identify and describe the purpose of your assessment.

Type of Assessment Assessment Purpose Relevant Questions
Entry Level
Entry level assessment determines whether your students possess crucial prerequisite knowledge, skills and/or abilities in order to learn the planned content, and/or whether students already are knowledgeable about the content.
To what degree do my students know and understand the content of the standards/frameworks I am planning to teach for this unit of study?
Progress Monitoring Progress monitoring assessment determines whether or not your students are progressing adequately toward achieving the content standards/frameworks relating to the unit of study.
To what degree are my students achieving the content of the standards/frameworks I am teaching?
Are students progressing adequately?
Do students need re-teaching?
Do I need to adjust how I am teaching?
Summative
Summative assessment determines if your students have met the learning goals at the end of the unit of study.
To what degree have my students achieved the content of the standards/frameworks I have taught?
Do I need to re-teach any key concepts?
Can the class move forward to a new unit of study?

Your second step is to select the assessment format you will use, such as a written assessment (e.g., multiple choice, essay) or a performance assessment (e.g., verbal response, oral presentation, performance task).

Your third step will be to either identify and use an existing assessment or develop your own assessment to meet your assessment purposes. It is important that the assessment used yields evidence of student learning which you can document and analyze. An assessment in which student responses yield limited evidence of student learning, such as a spelling test, may not be the best choice for this assessment.

Your response to this task is judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to connect student characteristics to instructional planning. There are four performance score levels, from a low of 1 to a high of 4. Your task response will be scored by a trained assessor and will be given a single overall performance level score. The criteria for each of the four score levels are provided below, first in summary version for quick reference, and then in the Assessing Learning task rubric.

Key Score Level Criteria: A Quick Reference

Score Level 4

Evidence is appropriate, relevant, accurate, and clear or detailed; purposefully connected and reinforced across the response

Score Level 3

Evidence is appropriate, relevant, or accurate; connected across the response

Score Level 2

Evidence is minimal, limited, cursory, inconsistent, and/or ambiguous; weakly connected across the response and may be inconsistent

Score Level 1

Evidence is inappropriate, irrelevant, inaccurate or missing; unconnected across the response

Candidates must earn a 3 or 4 to successfully complete Task 3. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation process if the TPA is not successfully completed on the first attempt.

Score Level 4.

The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to select a developmentally-appropriate assessment, based on state-adopted academic content standards for students or state-adopted framework, to measure student learning; plan its implementation; learn about students and make adaptations to the plan based on that information to meet student needs; analyze student evidence and the assessment; and reflect on the assessment experience. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Planning Instruction and Designing Learning Experiences for Students TPE 8, 9

The candidate learns about her or his students and uses this information to plan assessment, as evidenced by:

  • establishing clear and appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • obtaining detailed and relevant information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning a relevant and appropriate assessment in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • appropriately adapting the selected assessment to assist students to achieve learning goals and meet all students’ needs

Engaging and Supporting Students in Learning TPE 6, 7

The candidate uses and adapts strategies for assessment, as evidenced by:

  • using relevant and developmentally-appropriate assessment practices
  • making relevant and appropriate plans for students who have special needs or abilities
  • drawing upon detailed and relevant information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning assessment, and allowing students to express meaning, including in their first language
  • knowing and applying relevant and appropriate instructional practices for English language development

Assessing Student Learning TPE 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

  • using assessment results accurately and appropriately to determine student progress and to plan instruction
  • providing detailed and accurate feedback to students and/or to their families about student academic strengths and areas for growth in relation to the learning goals

Developing as a Professional Educator TPE 13

The candidate reflects on the assessment experience and student learning, as evidenced by:

  • providing detailed and relevant reflection and feedback on the results of the assessment and adaptations made in order to improve assessment skills and teaching effectiveness
Score Level 3.

The response provides evidence that clearly demonstrates the teacher candidate’s ability to select a developmentally appropriate assessment, based on state-adopted academic content standards for students or state-adopted framework, to measure student learning; plan its implementation; learn about students and make adaptations to the plan based on that information to meet student needs; analyze student evidence and the assessment; and reflect on the assessment experience. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Planning Instruction and Designing Learning Experiences for Students TPE 8, 9

The candidate learns about her or his students and uses this information to plan assessment, as evidenced by:

  • establishing appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • obtaining relevant information about selected students such as linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning an appropriate assessment in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • appropriately adapting the selected assessment to assist students to achieve learning goals and meet students’ needs

Engaging and Supporting Students In Learning TPE 6, 7

The candidate uses and adapts strategies for assessment, as evidenced by:

  • using developmentally-appropriate assessment practices
  • making appropriate plans for students who have special needs or abilities
  • drawing upon relevant information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning assessment, and allowing students to express meaning, including in their first language
  • knowing and applying appropriate instructional practices for English language development

Assessing Student Learning TPE 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

  • using assessment results appropriately to determine student progress and to plan instruction
  • providing accurate feedback, to students and/or to their families, about student academic strengths and areas for growth in relation to the learning goals

Developing as a Professional Educator TPE 13

The candidate reflects on the assessment experience and student learning, as evidenced by:

  • providing relevant reflection and feedback on the results of the assessment and adaptations made in order to improve assessment skills and teaching effectiveness

FOR the Level 2 or 1 rubric review the TPA candidate handbook. A score of 1 or 2 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 3. Candidates must earn a 3 or 4 to successfully complete Task 3.

File Attachments: AL-Rubric.pdf

Assessing Learning Rubric

Task Template and Rubric

Assessing Learning Task Template and Rubric

Candidate Task [MS Word]

Rubric-Linear Format [PDF]

Rubric-Horizontal Format [PDF]

Not available at this time.

Your TPA DRF does not automatically appear in TaskStream. You will have to use the provided instructions to add the correct DRF for your program. Please be sure you are using the correct code for your program. Please use the multiple subject if you are in the elementary program. Please use the single subject instructions if you are in the secondary education program.

Once you add the DRF, simply upload your work. You will not submit it to anyone; an evaluator is assigned by the University. It can take up to 30 days for you to receive your results back.

Remember, you must earn a 3 or 4 to successfully pass the TPA task. If you do not earn a 3 or 4 on your first attempt, you are required to complete a remediation process and then retry the TPA. Remember you only have 2 total attempts to successfully complete TPA Task 3 with a 3 or 4. If you do not earn a 3 or a 4 within your allotted attempts, you are automatically counseled out of the program and may not continue.

File Attachments:

Assessing Learning Multiple subject code drf.pdf

Please use these instructions to add the Task 3 DRF if you are a multiple subject (elementary) teacher candidate.

Assessing Learning Single Subject code drf.pdf

Please use these instructions to add the Task 3 DRF if you are a single subject (secondary) teacher candidate.

Tips for TPAs:

  1. Read the CalTPA Candidate Handbook access and review the CalTPA Preparation Guide from the University Ebook Library.
  2. Review the directions for each task carefully.
  3. Define and clarify the language in the task – chapter 2 of CalTPA Preparation Guide.
  4. Download the template and rubric for the task.
  5. Write your TPA – make sure you have enough detail to address all the items requested in the directions and found on the rubric.

Resources:

EBOOK COLLECTION:

Williams, L. R., Guillume, A. M., & Ponder, J. M. (2013). CalTPA preparation guide. Boston, MA: Pearson.

Airasian, P. W. & Russell, M. K. (2012). Classroom assessment: Concepts and applications (7th ed.). Boston: McGraw-Hill.

Green, S. K. & Johnson, R. L. (2010). Assessment is essential. Boston: McGraw-Hill.

CTC CalTPA Materials:

Teacher Candidate Information and Materials

Task 4

Please download and print readings from this page.

CalTPA Task 4: Culminating Teacher Experience

In this task, you will demonstrate your ability to design a standards-based lesson for a class of students, implement that lesson while making appropriate use of class time and instructional resources, meeting the differing needs of individuals within the class, and managing instruction and student interaction. You will also demonstrate your ability to assess student learning related to the lesson and analyze the overall strengths and weaknesses of the lesson.

CTC (2008). CalTPA Candidate Handbook. California Commision on Teacher Credentialing. Retrieved from: http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf.

File Attachments: CandidateHandbook-Ch6 Culiminating Teaching Experience.pdf

CalTPA Handbook Chapter 6 – Task 4 Culiminating Teaching Experience

Task Overview

You are given:

A six-step set of questions to guide the selection and planning of an assessment, the implementation of that assessment, and an analysis of evidence of student learning collected through the assessment:

Step 1: Assessment Selection and Planning for the Whole Class

A. Academic Content Selection

B. Assessment Planning

Step 2: Learning about Whole Class and Two Focus Students

Student 1: An English Learner

Student 2: A Student With an Identified Special Need

Step 3: Assessment Adaptations for Two Focus Students

A. Adaptation for Student 1

B. Adaptation for Student 2

Step 4: Giving the Assessment to the Whole Class, including Two Focus Students

Step 5: Analyzing Evidence of Student Academic Learning and the Assessment

Step 6: Reflection on Assessment Implementation and Student Learning

The following chart summarizes the information that should be covered in your responses to each of the task steps.

Task Step

Information to be Provided in Your Response

Step 1: Assessment Selection and Planning for the Whole Class
Identify the relevant state student academic content standards and/or framework(s). Provide a description of the assessment, including the purpose and type of the assessment and the learning goals to be measured. Describe how you will administer the assessment, how the assessment will be scored, and how you will share the assessment results with students.

Step 2: Learning about Whole Class and Two Focus Students You will identify two focus students: Student 1, an English Learner; and Student 2, a student with an identified special need. Describe what you learned about each of the students and explain how this information will influence your assessment plans for these students.

Step 3: Assessment Adaptations for the Two Focus Students
Provide a rationale for any adaptations you make for these two students and explain the adaptations, as applicable.



Step 4: Giving Assessment to the Whole Class, Including Two Focus Students
Give the assessment to students, and collect artifacts (copy of the assessment, scoring guide, and sample student assessment responses).

Step 5: Analyzing Evidence of Student Academic Learning and the Assessment Describe what you have learned through your analysis of student responses to the assessment. Explain how this information will guide your future assessment planning.

Step 6: Reflection on Assessment Implementation and Student Learning Explain what you have learned about student assessment as well as about the learning evidenced by your students through the assessment process.

You submit:

  • Information about your selected content area, subject matter, student frameworks or academic content standards, unit of study, and purpose of the assessment
  • A description of the assessment and of the evidence of student learning to be collected
  • A plan for the implementation of the assessment, including teaching strategies, student activities, grouping, and materials
  • Information about a class and two focus students
  • Adaptations to the plan for assessment for the two focus students
  • The assessment, assessment artifacts (i.e., directions, answer key, rubric, scoring guide, and five completed student assessment samples)
  • An analysis of the evidence of student learning based on the assessment
  • Reflection on assessment implementation and on student learning

The following six Teaching Performance Expectations are measured in this task:

Assessing Student Learning

TPE 3 – Interpretation and Use of Assessments

Engaging and Supporting Students in Learning

TPE 6 – Developmentally Appropriate Teaching Practices

TPE 7 – Teaching English Learners

Planning Instruction and Designing Learning Experiences for Students

TPE 8 – Learning About Students

TPE 9 – Instructional Planning

Developing as a Professional Educator

TPE 13 – Professional Growth

Candidate Competencies
TPE
Domain
Use assessment results to determine student progress and to plan instruction.

Provide feedback to students and/ or to their families about student academic strengths and areas for growth in relation to the learning goals.

TPE 3 Interpretation and Use of Assessments
B. Assessing Student Learning
Use developmentally-appropriate assessment practices.

Make plans for students who have special needs or abilities.
TPE 6 Developmentally- Appropriate Teaching Practices
C. Engaging and Supporting Students in Learning
Draw upon information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first languages, as well as their proficiency in English, for planning assessment, and allowing students to express meaning, including in their first language.

Know and apply instructional practices for English language development.
TPE 7 Teaching English Learners


Obtain information about selected students such as linguistic background; academic language abilities, content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests. TPE 8 Learning About Students
D. Planning Instruction and Designing Learning Experiences for Students
Establish goals for student learning, based on state-adopted academic content standards and/or frameworks for students.

Plan an assessment in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards and/or frameworks for students.

Adapt the selected assessment to assist students to achieve learning goals and meet all students’ needs.

TPE 9 Instructional Planning
Provide reflection and feedback on the results of the assessment and adaptations made in order to improve assessment skills and teaching effectiveness. TPE 13 Professional Growth F. Developing as a Professional Educator

Hint: Review the complete text of these six Teaching Performance Expectations before you begin, again periodically as you prepare your response to this task, and as a final check before submitting your response.

PART 1: DIRECTIONS

Note: Before completing your response, you should read all of these directions and all of the questions and prompts provided within the task. You should also review the guidelines provided in Chapter 2 and Chapter 7 concerning preparing your written responses and maintaining student and candidate privacy.

Directions:

  • Prior to responding to the task, you should review Chapter 6 and read this chapter in its entirety.
  • As you read the task, you should pay particular attention to the task steps and the associated questions and/or statements that will help you develop and organize your responses.
  • Follow the procedures provided to you by your teacher preparation program to obtain the Word version of the task.
  • As you complete your responses to the task within the Word document, type your response to each question or prompt within the rectangular box provided. This box will expand as you type.
  • In the header on the Word document, you will see a number at the upper right-hand corner. You should replace this number with the candidate ID number assigned to you by your program.
  • When you have completed your responses to the entire task, you should follow the directions provided by your teacher preparation program for the actual submission of the task.

Use the information provided below to help you understand each of the task steps.

For Step 1: “Learning About Students in the Whole Class and Two Focus Students,” you will demonstrate your ability to collect information about the whole class and two focus students and describe how you will use the information for planning academic instruction in the selected subject matter. In order for you to complete this step of your response, you will:

  • Select a class and identify the content area, subject matter, state-adopted student academic content standards and/or frameworks, and unit of study with which you will be working. (See Part 2 below, “Making Choices,” for guidance in selecting the class and unit of study.)
  • Collect and record information on the background and academic ability of the students in the class.
  • Describe your students’ physical, social, and emotional development in relation to typical students of this age group.
  • Select two focus students, including an English learner and a student who presents a different instructional challenge. (See Part 2 below, “Making Choices,” for guidance in selecting the two focus students.)
  • Collect and record information about the characteristics of the two selected students.
  • Explain how the information will influence your instructional planning for the two selected focus students.

For Step 2: “Learning Environment and Academic Instructional Planning for the Whole Class,” you will demonstrate your ability to plan appropriate instruction for all students in the class. In order for you to complete this step of your response, you will:

  • Describe the classroom climate, expectations for students, and classroom procedures.
  • Select or develop an academic lesson you will teach. (See Part 2 below, “Making Choices,”for guidance in selecting/developing the lesson.)
  • Identify the academic learning goal(s) and the state-adopted student academic content standards and/or frameworks addressed in the lesson.
  • Describe the components of the lesson, including the strategies, activities, grouping, materials, assessment, and evidence of student learning you will collect.
  • Explain why the plan for instruction is appropriate for the content of the lesson and for your students.

For Step 3: “Lesson Adaptations for the Two Focus Students,” you will demonstrate your ability to identify and make adaptations to the class instructional plan as needed for the two focus students. In order for you to complete this step of your response, you will:

  • Consider what you learned about the two focus students as well as the implications for instruction of the two students. Describe any appropriate adaptations to the whole class instruction plan that are necessary to meet the needs of these students.
  • Explain the reasoning behind your instructional planning decisions relating to the two focus students. If you determine that no adaptations to the lesson are needed for one or both of the focus students, explain your reasoning why not.

For Step 4: “Teaching and Video Recording the Lesson: Whole Class, Including Two Focus Students,” you will demonstrate your ability to teach the lesson you have planned. In order for you to complete this step of your response, you will:

  • Write a brief paragraph about your teaching context for this lesson.
  • Draw a simple floor plan of your classroom.
  • Submit a minute, continuous, and unedited video of you teaching this lesson. Remember that you will need permission forms for students and adults who will be seen on the video (See Chapter 7 for further guidance on privacy issues).

For Step 5: “Analyzing the Lesson,” you will demonstrate your ability to analyze the effectiveness of the lesson for the whole class and the two focus students. In order for you to complete this step of the response, you will:

  • Analyze the effectiveness of the lesson you taught, using the video as one reference for the analysis.
  • Analyze the effectiveness of the lesson plan and of the adaptations for the two focus students.
  • Score the assessment and collect evidence of student learning from the assessment, including the focus students’ responses plus three student responses that represent the range of achievement on the assessment (total of five responses to be submitted).
  • Label the five responses as indicated below. If the assessment was not given in written format, indicate the scoring criteria used and provide your assessment notes about the students’ performance based on these scoring criteria (e.g., for a nonwritten, oral, or other performance-based assessment).
    1. English learner focus student (or Languages Other Than English second student who presents a different instructional challenge) focus student: remove her/his name and label as “Student”
    2. Student who presents a different instructional challenge focus student: remove her/his name and label as “Student”
    3. Student who scored well on the assessment: remove her/his name and label as “Student”
    4. Student who scored in an average range on the assessment: remove her/his name and label as “Student”
    5. Student who did not score well on the assessment: remove her/his name and label as “Student”
    6. Analyze the evidence of student learning for the class and for the two focus students.

Hint: It is helpful to write this analysis while reviewing the video.

For Step 6: “Reflection After Instruction,” you will demonstrate your ability to use what you learned in this task to improve your future planning and instruction. In order for you to complete this step of your response, you will:

  • Reflect on your analysis of the effectiveness of the lesson and on student learning as a result of the lesson.
  • Describe how the outcome of the lesson and of the assessment will affect your future planning and teaching.
  • Identify your professional development goals based on what you learned from this instructional experience.

PART 2: MAKING CHOICES

The suggestions in this section are provided to help you plan your responses and select your evidence so that your most effective instruction and assessment planning, your teaching practices, and your ability to analyze the evidence of student learning will be demonstrated to the assessors who will score your response.

You have three important choices to make for this task. The choices you make will affect the quality of your response:

  1. Choosing a class
  2. Choosing two focus students within the class
  3. Choosing an academic lesson
  4. Choosing an assessment

1. Choosing a class

You need to collect and record information about students within a single class.

  • If you are a candidate for a Multiple Subject Preliminary Credential, these students need to be in one class within grades TK – 8.
  • If you are a candidate for a Single Subject Preliminary Credential, these students need to be in one class within your content area. If you are a candidate for a Single Subject Preliminary Credential, choose a class within your content area that is different from the class you chose in the Designing Instruction and the Assessing Learning tasks.
  • If you have more than one class from which to choose, it is important to select a class that gives you an opportunity to fully demonstrate your practice. For this reason, the best performing class may not be your best choice for this task.

2. Choosing two focus students

Select two students who are different than the students you chose for the Designing Instruction and the Assessing Learning tasks. Focusing on these two students as you progress through this task will allow you to demonstrate your ability to learn about and plan for students’ individual learning needs. Selecting students who have distinctly different learning needs, and therefore present different instructional challenges, is important because it will give you the opportunity to demonstrate a broader range of skills in planning and implementing lessons and assessments than if you focused only on the class or on one type of challenge.

The two focus students must be:

Student 1: An English learner. One of the two students must be an English learner, so you can demonstrate your ability to learn about and plan for students who are English learners. This student should have documented EL needs, such a CELDT score within the lower to mid-range of English proficiency. It would not be helpful for you to choose a student who has a high CELDT score or one who has been reclassified as English proficient as they are not likely subjects for demonstrating your abilities in the this area.

Note: Single-subject candidates for a credential in Languages Other Than English who are delivering instruction entirely in the target language may choose another student with a different instructional challenge rather than an English learner.

Student 2: A student who presents a different instructional challenge. The other focus student is one “who presents a different instructional challenge,” such as a student who, for example, is very active, or high achieving, or who has a short attention span, or a special health consideration.

Selecting students who have distinctly different learning needs is important because it will give you the opportunity to demonstrate a broader range of your teaching practice than if you focus only on the class as a whole or on one additional type of instructional challenge. It is important for you to choose students who give you an opportunity to demonstrate the range of your ability to teach. Remember that the focus is on your practice, not on the level of student performance.

3. Choosing an academic lesson

If you are a candidate for a Multiple Subject Preliminary Credential, you will plan a lesson in a core curriculum area such as English/language arts, mathematics, history/social science, or science that is different from the lessons you planned in the previous tasks. If you are a candidate for a Single Subject Preliminary Credential, you will plan a lesson within your subject area that is different from the lessons you planned in the previous tasks. Your teacher preparation program may provide you with additional guidance for making your content area selection.

Select or develop a lesson that allows you to demonstrate your ability to address the instructional planning for the whole class with adaptations for the two focus students (Steps 3 and 4 of the task). For this task, you may use an existing lesson plan, adapt an existing lesson plan, or develop your own lesson plan. Depending on the age and grade range of the students, the lesson could be 15 to 90 minutes in duration. It should be a single, discrete lesson within a larger unit of study or within a series of lessons. Select, adapt, or develop a lesson that gives you the opportunity to address all of the components of effective instruction that are discussed in Step 2, and that allows for the kinds of adaptation you will need to make to meet the focus students’ needs in Step 3.

A lesson in which students are only memorizing procedures or are involved in rote learning may not be the best choice for this lesson. The state-adopted student academic content standards and/or frameworks in your subject area will guide your lesson selection or development.

4. Choosing an assessment

If you are a candidate for a Multiple Subject Preliminary Credential, you will plan and conduct an assessment in a core curriculum area such as English/language arts, mathematics, history/social science, or science. If you are a candidate for a Single Subject Preliminary Credential, you will plan and conduct an assessment within your subject area.

Your first step in choosing an assessment is to consider where you are in the selected unit of study. The following chart provides a review of the three major purposes of assessment: entry level (typically used as the beginning of unit of study); progress monitoring (typically used in the middle of the unit of study), or summative (typically used at the end of the unit of study). In your task response, you will need to identify and describe the purpose of your assessment.

Your response to this task is judged on the extent to which it provides clear, consistent, and convincing evidence of your ability to connect student characteristics to instructional planning. There are four performance score levels, from a low of 1 to a high of 4. Your task response will be scored by a trained assessor and will be given a single overall performance level score. The criteria for each of the four score levels are provided below, first in summary version for quick reference, and then in the Assessing Learning task rubric.

Key Score Level Criteria: A Quick Reference

Score Level 4

Evidence is appropriate, relevant, accurate, and clear or detailed; purposefully connected and reinforced across the response

Score Level 3

Evidence is appropriate, relevant, or accurate; connected across the response

Score Level 2

Evidence is minimal, limited, cursory, inconsistent, and/or ambiguous; weakly connected across the response and may be inconsistent

Score Level 1

Evidence is inappropriate, irrelevant, inaccurate or missing; unconnected across the response

The Scoring Rubric

Candidates must earn a 3 or 4 to successfully complete Task 3. Scores of 2 or 1 are not acceptable and students will be required to complete a remediation process if the TPA is not successfully completed on the first attempt.

Score Level 4.

The response provides written and video evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to learn about students; create and maintain the classroom environment; plan for instruction; make adaptations to the plan to meet student needs; teach the lesson; assess student learning; analyze the evidence of student learning and the effectiveness of the lesson; and reflect on the instructional experience. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Planning Instruction and Designing Learning Experiences for Students TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction and assessment, as evidenced by:

  • establishing clear and appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • obtaining detailed and relevant information about the class as a whole and about selected students, including linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • selecting or adapting relevant and appropriate instructional strategies, grouping strategies, and instructional materials to assist students to achieve learning goals and meet all students’ needs

Creating and maintaining effective environments for student learning TPE 10, 11

The candidate establishes a climate for learning and uses instructional time appropriately, as evidenced by:

  • allocating instructional time appropriately
  • establishing clear and appropriate procedures for routine tasks and managing transitions to maximize instructional time
  • developing and maintaining clear and appropriate expectations for academic and social behavior
  • creating and maintaining a positive climate for learning

Engaging and supporting students in learning TPE 4, 5, 6, 7

The candidate uses and adapts strategies and activities for instruction and learning, as evidenced by:

  • using relevant and developmentally-appropriate instructional strategies and activities according to purpose and lesson content
  • making relevant and appropriate plans for students who have special needs or abilities
  • drawing upon detailed and relevant information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
  • knowing and applying relevant and appropriate instructional practices for English Language Development
  • ensuring the active and equitable participation of all students

Making subject matter comprehensible to students TPE 1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

  • demonstrating a detailed and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Assessing student learning TPE 2, 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

  • using progress monitoring appropriately at key points during instruction to determine whether students are progressing adequately and providing detailed and accurate feedback to students
  • using classroom assessments appropriately and analyzing student work accurately

Developing as a professional educator TPE 13

The candidate reflects on the instructional experience and student learning, as evidenced by:

  • providing detailed and relevant reflection and feedback on the results of the instruction and adaptations made in order to improve teaching effectiveness
Score Level 3.

The response provides written and video evidence that clearly demonstrates the teacher candidate’s ability to learn about students; create and maintain the classroom environment; plan for instruction; make adaptations to the plan to meet student needs; teach the lesson; assess student learning; analyze the evidence of student learning and the effectiveness of the lesson; and reflect on the instructional experience. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Planning instruction and designing learning experiences for students TPE 8, 9

The candidate learns about her or his students and uses this information to plan instruction and assessment, as evidenced by:

  • establishing appropriate goals for student learning, based on state-adopted academic content standards for students or state-adopted framework
  • obtaining relevant information about the class as a whole and about selected students, including linguistic background; academic language abilities; content knowledge and skills; physical, social, and emotional development; cultural and health considerations; and interests
  • planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted academic content standards for students or state-adopted framework
  • selecting or adapting appropriate instructional strategies, grouping strategies, and instructional materials that assist students to achieve learning goals and meet students’ needs

Creating and maintaining effective environments for student learning TPE 10, 11

The candidate establishes a climate for learning and uses instructional time appropriately, as evidenced by:

  • allocating instructional time appropriately
  • establishing appropriate procedures for routine tasks and managing transitions to maximize instructional time
  • developing and maintaining appropriate expectations for academic and social behavior
  • creating and maintaining a positive climate for learning

Engaging and supporting students in learning TPE 4, 5, 6, 7

The candidate uses and adapts strategies and activities for instruction and learning, as evidenced by:

  • using developmentally-appropriate instructional strategies and activities according to purpose and lesson content
  • making appropriate plans for students who have special needs or abilities
  • drawing upon relevant information about students’ backgrounds and prior learning, including
  • students’ assessed levels of literacy in English and their first language, as well as their proficiency in English, for planning, and allowing students to express meaning, including in their first language
  • knowing and applying appropriate instructional practices for English language levelopment
  • ensuring the active and equitable participation of most students

Making subject matter comprehensible to students TPE 1

The candidate knows the state-adopted content standards for students or state-adopted framework, as evidenced by:

  • demonstrating an accurate understanding of subject-specific pedagogical skills for teaching the state-adopted academic content standards or state-adopted framework to all students

Assessing student learning TPE 2, 3

The candidate uses assessment to obtain information about student learning and to plan further instruction, as evidenced by:

  • using progress monitoring appropriately at key points during instruction to determine whether students are progressing adequately and providing accurate feedback to students
  • using classroom assessments and analyzing student work accurately

Developing as a professional educator TPE 13

The candidate reflects on the instructional experience and student learning, as evidenced by:

  • providing relevant reflection and feedback on the results of the instruction and adaptations made in order to improve teaching effectiveness

FOR the Level 2 or 1 rubric review the TPA candidate handbook. A score of 1 or 2 is not acceptable for UOPX requirements and will require remediation and an attempt at resubmitting the TPA task 3. Candidates must earn a 3 or 4 to successfully complete Task 3.

File Attachments: CTE-Rubric.pdf

Culminating Teacher Experience Rubric

Task Template and Rubric

Culminating Teaching Experience Task

Candidate Task [MS Word]

Rubric-Linear Format [PDF]

Rubric-Horizontal Format [PDF]

Not available at this time.

Your TPA DRF does not automatically appear in TaskStream. You will have to use the provided instructions to add the correct DRF for your program. Please be sure you are using the correct code for your program. Please use the multiple subject if you are in the elementary program. Please use the single subject instructions if you are in the secondary education program.

Once you add the DRF, simply upload your work. You will not submit it to anyone; an evaluator is assigned by the University. It can take up to 30 days for you to receive your results back.

Remember, you must earn a 3 or 4 to successfully pass the TPA task. If you do not earn a 3 or 4 on your first attempt, you are required to complete a remediation process and then retry the TPA. Remember you only have 2 total attempts to successfully complete TPA Task 3 with a 3 or 4. If you do not earn a 3 or a 4 within your allotted attempts, you are automatically counseled out of the program and may not continue.

File Attachments:

Culminating Teaching Experience multiple sub drf instructions.pdf

Please use these instructions to add the Task 4 DRF if you are a multiple subject (elementary) teacher candidate.

Culminating Teaching Experience single sub drf instructions.pdf

Please use these instructions to add the Task 4 DRF if you are a Single subject (secondary) teacher candidate.

Tips for TPAs:

  1. Read the CalTPA Candidate Handbook access and review the CalTPA Preparation Guide from the University Ebook Library.
  2. Review the directions for each task carefully.
  3. Define and clarify the language in the task – chapter 2 of CalTPA Preparation Guide.
  4. Download the template and rubric for the task.
  5. Distribute and collect the TPA 4 permission slips to the students in your class (the permission slip is found in the teacher education handbook on your ecampus website or below).
  6. Write your TPA – make sure you have enough detail to address all the items requested in the directions and found on the rubric.

Resources:

EBOOK COLLECTION:

Williams, L. R., Guillume, A. M., & Ponder, J. M. (2013). CalTPA preparation guide. Boston, MA: Pearson.

Airasian, P. W. & Russell, M. K. (2012). Classroom assessment: Concepts and applications (7th ed.). Boston: McGraw-Hill.

Green, S. K. & Johnson, R. L. (2010). Assessment is essential. Boston: McGraw-Hill.

CTC CalTPA Materials:

Teacher Candidate Information and Materials

File Attachments:

TPA 4 permission slip in English: EnglishPermissionCTE.doc

TPA 4 permission slip in Spanish: SpanishCTEPermissionForm.doc

Recommended Resources

Official CTC CalTPA website – Contains all the materials and full handbook for the TPA tasks.

http://www.ctc.ca.gov/educator-prep/TPA-California.html

Focus on Teacher Peformance Expectations website – This site has each chapter of the CalTPA handbook. Sign up for the TPE of the Week to receive a weekly reminder about each TPE to help you prepare and understand what is expected of you as a future teacher.

http://www.caltpe.com/

California Commission on Teacher Credentialing – Credential Requirements – https://www.ctc.ca.gov/credentials

EBOOK COLLECTION from University of Phoenix Library:

Williams, L. R., Guillume, A. M., & Ponder, J. M. (2013). CalTPA preparation guide. Boston, MA: Pearson.

TPA Remediation

File Attachment: UOPX TPA Passing Score Flowchart

Documents

General Information

Task One Documents

Task Two Documents

Task Three Documents

Task Four Documents

FAQs

Frequently Asked Questions about CalTPA for UOPX Students

The CalTPA Tasks are completed during the following courses.

Task Multiple Subject Program Single Subject Program
Task 1: Subject-Specific Pedagogy (SSP)
TPA/001 TPA/001
Task 2: Designing Instruction (DI) TPA/002 TPA/002
Task 3: Assessing Learning (AL) Student Teaching Seminar A

Student Teaching Seminar A
Task 4: Culminating Teaching Experience (CTE) Student Teaching Seminar B Student Teaching Seminar B

It is always a good idea to submit your CalTPA to TaskStream as soon as you have completed the related course (TPA/001 and TPA/002). However, there will be some scheduling cases when students have not had the Special Populations course prior to TPA/001. In this case, we advise you wait to submit your SSP CalTPA until after the Special Populations course is complete. Remember, every CalTPA has an “English Learner” and a “Special Challenges/Needs Student” piece to it. The Special Populations course is instrumental in your understanding of these skills.

You have three chances to pass CalTPAs Tasks One and Two. If you do not pass the first time, you are welcome to re-work your CalTPA and submit again. If you do not pass the second time, it is mandatory that you meet with your Campus College Chair for remediation. Failure to pass CalTPA Task One or Two after three attempts will result in dismissal from the College of Education.

Students must complete and pass CalTPA Task One (SSP) and Task Two (DI) prior to student teaching.

CalTPAs Task Three (AL) and Task Four (CTE) are designed to be submitted during student teaching. Failure to pass CalTPAs Task Three and Task Four in two attempts will result in dismissal from the College of Education. Formal remediation is required after your first failed attempt. Please note you may need access to a classroom to complete these last two CalTPAs. Failure to pass any of the CalTPAs within the allotted attempts will result in permanent dismissal from the UOPX College of Education Program.

The codes that are provided in your course are the codes for self-enrollment. You must self-enroll for each of the four CalTPAs during the associated course (TPA/001, TPA/002, Student teaching seminar A, Student teaching seminar B). Please try the step-by-step directions provided under each Task section of this website, or contact TaskStream Technical Support at 1-800-311-5656 if you are still experiencing difficulties.

Yes. Students are required to observe an English Learner and Special Needs Student in order to complete CalTPA Task Two (DI). You may use your field observation hours to complete this portion of the CalTPA- Designing Instruction.

It takes up to 48 hours for your self-enrollment to be processed into the appropriate folders in TaskStream.

Yes. The Commission is measuring your ability to teach the California standards. If you passed in one content area, the CTC assumes that you will know how to obtain standards in the other subject area. You are not required to re-take the CalTPA for that Subject-Specific Pedagogy task.

Contact your Credential Analyst. If you have passed Subject-Specific Pedagogy and/or Designing Instruction CalTPAs while attending another institution, you are not required to complete the corresponding preparation courses (TPA/001, TPA/002), nor are you required to re-take the corresponding CalTPA. Scores of 1 or 2 are not passing scores at UOPX and will not be accepted.

You should check TaskStream once each week for your score. Scores of 1 and 2 are not passing scores. Scores of 3 and 4 are passing scores. In the event you do not pass, your Campus College Chair will contact you for remediation.

You must complete formal remediation after the second failure of CalTPAs Task One (SSP) or Task Two (DI). You must complete formal remediation after the first failure of CalTPAs Task Three (AL) or Task Four (CTE). You have multiple tools available to you to use before reattempting your TPA.

  • Consult your CalTPA Candidate Handbook.
  • Review your course materials.
  • Note that your score is “holistic”.
  • Review the rubrics in your CalTPA handbook. Note the requirements for scores 1, 2, 3 & 4 (little or no evidence, partial evidence, clear evidence, clear and convincing evidence).

You will see a new DRF in your TaskStream account when you have completed remediation and are allowed to resubmit. You will also receive an email.

You should complete edTPA®. Refer to the edTPA® Resources on the College of Education Resources Page.

edTPA Overview

edTPA is a pre-service teacher assessment process designed by professional teachers to prepare teacher candidates with the skills necessary to maximize their students learning potential. edTPA “is a performance-based, subject-specific assessment and support system used by teacher preparation programs throughout the United States to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom.” (edTPA, n.d). At the culmination of the teaching and learning process, the edTPA assessment includes a review of the teacher candidate’s teaching materials that demonstrate the candidate’s ability to effectively teach his/her subject matter to all students.

edTPA includes multiple assessments of teaching (planning, instruction, assessment and analyzing teaching). Each assessment is aligned with Interstate Teacher Assessment and Support Consortium (InTASC) standards, Council for the Accreditation of Educator Preparation (CAEP) standards and the Common Core State Standards Initiative. By producing quality teacher education graduates the College of Education will strengthen their reputation in the marketplace and attain a competitive advantage to set us apart as leaders of this national initiative.

For more access to edTPA handbooks and other relevant resources, go to:

https://ecampus.phoenix.edu/secure/aapd/COE/COEresrc/edtpa-resources.asp

edTPA is a capstone performance-based portfolio assessment requiring teacher candidates to demonstrate their readiness for full-time classroom teaching and helping all students maximize their learning potential. This assessment was designed by educators to answer this essential question: “Is the teacher candidate ready for the job of teaching all children in California and the nation’s public schools?”

edTPA is aligned to and assesses candidate’s mastery of the California Teaching Performance Expectations (TPEs) and the relevant Common Core standards, California student academic content standards and/or curriculum frameworks. A passing score on edTPA is required for licensure in California. Developed at Stanford Center for Assessment, Learning, and Equity (SCALE), in partnership with the American Association of Colleges for Teacher Education, edTPA is used by teacher preparation programs across the United States.

The focus of the edTPA teaching event is on TK-12 student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds, and learning needs. edTPA requires aspiring teachers to demonstrate readiness to teach through instructional practices designed to support their students’ learning and to make subject matter accessible to all; engage students in real world and inquiry learning; analyze whether their students are learning; and adjust their instruction to become more effective. edTPA is a valid and reliable measure of teacher candidates’ knowledge and skills. This assessment of teacher candidate performance is embedded in both the Multiple- and Single-subject programs.

What do Candidates do?

edTPA assesses teacher candidates’ planning, instructing, assessing, and analyzing of a learning segment in a specific content area. A learning segment consists of 3-5 sequential lessons connected to a central focus (specific content theme based on California state content standards). Evidence of teaching competence consists of authentic artifacts (lesson plans, instructional materials, unedited teaching videos, and student assessments/work) documenting teaching and learning during the learning segment and commentaries explaining, analyzing, and reflecting on the artifacts.

Teacher candidates prepare their edTPA portfolio during clinical practice (student teaching). In constructing their edTPA portfolio, candidates apply learnings from coursework and clinical experiences about research, theory and effective practices related to teaching and learning. The assessment features a common architecture focused on three tasks: Planning, Instruction, and Assessment. Candidates submit their completed edTPA portfolio to Pearson, the organization responsible for facilitating national scoring by subject experts hired and trained by Pearson. edTPA final scores are reviewed by University of Phoenix (UOPX) credential analysts and are included with all other requirements for recommendation for the Preliminary Credential.

Task 1: Planning for Instruction and Assessment (including Academic Language Support)

Candidates provide evidence of their ability to select, adapt, or design learning tasks and assessments that offer all students equitable access to curriculum content. Candidates also identify a key language function and then analyze and develop academic language related to that function. Artifacts include 3-5 consecutive lesson plans, instructional materials, student assignments and assessments, and written planning commentary.

Task 2: Instruction and Engaging Students in Learning

Candidates provide evidence of their ability to create a positive learning environment and to engage student in meaningful learning tasks and demonstrate how they facilitate students’ developing understanding of the content. They will also analyze students’ use of academic language either here or in the assessment. Artifacts include one or two unedited video clips of 15-20 minutes from one of the 3-5 consecutive learning segments and written instructional commentary.

Task 3: Assessing Student Learning

Candidates demonstrate how they analyze and diagnose their students’ learning and use assessment information to plan future instruction. The task focuses on just one of the assessments from the learning segment. Artifacts include classroom assessment of the whole class and cases of individual student learning over time (evaluation criteria), student work samples, evidence of the teacher candidate’s feedback, and written assessment commentary.

Multiple Subject Candidates – Task 4: Math

UOPX multiple subject candidates complete the Elementary Education: Literacy with Mathematics Task 4.

Candidates’ evidence is also evaluated and scored on two additional dimensions of teaching:

Analysis of Teaching Effectiveness is addressed in commentaries within Planning, Instruction, and Assessment tasks. In planning, candidates justify their plans based on the candidate’s knowledge of diverse students’ learning strengths, needs and principles of research and theory. In instruction, candidates explain and justify which aspects of the learning segment were effective and what they would change to improve students’ learning. Candidates use their analysis of assessment results to inform next steps for individuals and groups with varied learning needs. Candidates also use assessment results to inform ways to improve their instructional practices.

Academic Language Development is evaluated based on candidate’s ability to support students’ oral and written use of academic language to deepen subject matter understandings. Candidates explain how students demonstrate academic language using student work samples and/or video recordings of student engagement.

What do Candidates do?

edTPA assesses teacher candidates’ planning, instructing, assessing, and analyzing of a learning segment in a specific content area. A learning segment consists of 3-5 sequential lessons connected to a central focus (specific content theme based on California state content standards). Evidence of teaching competence consists of authentic artifacts (lesson plans, instructional materials, unedited teaching videos, and student assessments/work) documenting teaching and learning during the learning segment and commentaries explaining, analyzing, and reflecting on the artifacts.

Teacher candidates prepare their edTPA portfolio during clinical practice (student teaching). In constructing their edTPA portfolio, candidates apply learnings from coursework and clinical experiences about research, theory and effective practices related to teaching and learning. The assessment features a common architecture focused on three tasks: Planning, Instruction, and Assessment. Candidates submit their completed edTPA portfolio to Pearson, the organization responsible for facilitating national scoring by subject experts hired and trained by Pearson. edTPA final scores are reviewed by UOPX credential analysts and are included with all other requirements for recommendation for the Preliminary Credential.

Task 1: Planning for Instruction and Assessment (including Academic Language Support)

Candidates provide evidence of their ability to select, adapt, or design learning tasks and assessments that offer all students equitable access to curriculum content. Candidates also identify a key language function and then analyze and develop academic language related to that function. Artifacts include 3-5 consecutive lesson plans, instructional materials, student assignments and assessments, and written planning commentary.

Task 2: Instruction and Engaging Students in Learning

Candidates provide evidence of their ability to create a positive learning environment and to engage student in meaningful learning tasks and demonstrate how they facilitate students’ developing understanding of the content. They will also analyze students’ use of academic language either here or in the assessment. Artifacts include one or two unedited video clips of 15-20 minutes from one of the 3-5 consecutive learning segments and written instructional commentary.

Task 3: Assessing Student Learning

Candidates demonstrates how they analyze and diagnose their students’ learning and use assessment information to plan future instruction. The task focuses on just one of the assessments from the learning segment. Artifacts include classroom assessment of the whole class and cases of individual student learning over time (evaluation criteria), student work samples, evidence of the teacher candidate’s feedback, and written assessment commentary.

Multiple Subject Candidates – Task 4: Math

UOPX multiple subject candidates complete the Elementary Education: Literacy with Mathematics Task 4.

Candidates’ evidence is also evaluated and scored on two additional dimensions of teaching:

Analysis of Teaching Effectiveness is addressed in commentaries within Planning, Instruction, and Assessment tasks. In planning, candidates justify their plans based on the candidate’s knowledge of diverse students’ learning strengths and needs and principles of research and theory. In instruction, candidates explain and justify which aspects of the learning segment were effective and what they would change to improve students’ learning. Candidates use their analysis of assessment results to inform next steps for individuals and groups with varied learning needs. Candidates also use assessment results to inform ways to improve their instructional practices.

Academic Language Development is evaluated based on candidate’s ability to support students’ oral and written use of academic language to deepen subject matter understandings. Candidates explain how students demonstrate academic language using student work samples and/or video recordings of student engagement.

edTPA Passing Standard

Passing scores for each edTPA assessment area have been determined by the California Commission on Teacher Credentialing.

California Teaching Credential edTPA Handbook California Passing Score Standard
Multiple Subject: Elementary Elementary Education: Literacy with Mathematics Task 4 49
Single Subject: Secondary
Visual Arts Visual Arts
41
Biological Sciences Secondary Science 41
Chemistry Secondary Science 41
English Secondary English-Language Arts 41
Foundational-level General Science Secondary Science 41
Foundational-level Mathematics Secondary Math 41
Geosciences Secondary Science 41
MathematicsSecondary Math 41
Physical Education Physical Education 41
Physics Secondary Science 41
Social Studies Secondary History/Social Studies 41

edTPA Score Reporting

  • edTPA submission due dates and score reports are released according to the following schedules:
  • Candidates will receive individual score profiles. The candidate score profiles will include the score obtained on each of the edTPA rubrics, overall performance information, and supplementary narrative that provides the rubric language descriptions of candidate’s performance for each of their rubric scores. The candidate profile focuses on the candidate’s performance at that score point level as descried by the scoring rubric.
  • Educator Preparation Programs will receive scores for candidates who selected the educator preparation program as a score recipient upon registration. UOPX California teacher candidates must select “UOPX-California” as the score recipient. Programs will receive the score obtained on each of the edTPA rubrics and overall performance information.

Candidate Remediation Procedures

Candidates who do not pass the edTPA are assigned formal remediation with a faculty coach for counseling and development of a remediation plan before attempting to re-take the chosen task(s). The remediation process provides candidates with an in-depth review of their Rubrics and Evaluator comments for the task(s), identification of specific support materials they may need, and a timeline for task preparation, registration, and resubmission. Candidates may not re-submit edTPA work until cleared by their faculty coach/advisor.

  • Candidates can find important information in Guidelines for edTPA Retake Decision-making and Support.
  • Before registering, candidates should review the Instructions for edTPA Retake.
  • Candidates can register for only one retake at a time (either full-assessment retake or partial retake). Candidates must wait to receive scores from their last submission before they can register for another retake.
  • Score void. If edTPA scores were voided as a final determination of the administrative review process, a candidate will submit a full assessment retake to receive scores for the fulfillment of program and/or state requirements. Review the guidance provided in the Instruction for edTPA Retake.

Candidate Appeal and Assessment Rescoring Procedures

Candidates receive results of edTPA approximately 2-3 weeks after submission. The California Program Chair and faculty coach will meet with the candidate to determine if an appeal is warranted.

A Score Confirmation request is the process for appealing a score.

If a candidate believes that a score (not a condition code) on one or more rubrics was reported in error, they may submit a request for a score confirmation in writing. The fee is $200. Information about the score confirmation services is available on edTPA.com.

Please note that only one score confirmation request is permitted per submission and requests received after the initial score confirmation request will not be honored.

If a candidate is unsure why a condition code was assigned to one or more rubric score profiles, please refer to information on the score profile. The performance description(s) provide information regarding any condition code(s) assigned. For additional information about condition codes, please review edTPA Submission Requirements and Condition Codes.

edTPA Scorer Experience

Scorers for edTPA must meet the criteria outline in the Scorer Experience Qualifications.

Scorers may be current or retired higher education faculty, field supervisors, teacher preparation program administrators and other higher education educators at a state-endorsed teacher preparation program. Scorers may also be retired PK-12 classroom teachers, induction or peer assistance mentor/coaches, National Board-Certified Teachers, school principals or other PK12 administrators (e.g. assistant principal, Dean of Students, etc.)

Scorers have content-specific expertise in the content area they score.

Candidate Advisement on edTPA

How does the educator preparation program support candidates in completing the edTPA? University of Phoenix College of Education takes a comprehensive approach to candidate advisement for the edTPA. Throughout the program, candidates are introduced to edTPA requirements and procedures, materials, and College website resources. Candidates are exposed to the edTPA Cycle of Effective Teaching, lesson planning elements, specific edTPA language used, and the structure of the edTPA, along with having multiple formative opportunities to “practice the activities of edTPA and to synthesize their learning from the program” (SCALE, 2016).

The program provides edTPA materials such as:

  • edTPA Handbook (specific to credential area being sought)
    • edTPA Handbook = directions for all tasks and rubrics
  • Commentary = template (Word document) for writing all tasks
  • “Making Good Choices”
    • Support guide (reference) for edTPA candidates to assist with making good choices as they develop artifacts and commentaries.

edTPA is considered an open assessment in that candidates can seek assistance with clarifying questions from trained edTPA faculty, faculty supervisors, and program coordinators. Student teaching seminar faculty provide weekly support to candidates in the preparation of their edTPA work. Seminar instructors explain in detail edTPA tasks and scoring rubrics. Candidates may request one-on-one support from a faculty coach as well. All edTPA support providers follow the edTPA Guidelines for Acceptable Candidate Support.

Candidate’s final submission must represent their own work. The candidate may not:

  • Receive assistance editing drafts prior to submission.
  • Ask for and receive critique of their work that provides specific, alternative responses.
  • Receive assistance selecting which video clips or student work samples to select for submission

How does the cooperating teacher support the candidate in completing the edTPA?

The cooperating teacher’s role includes:

  • Follow the edTPA Guidelines for Acceptable Candidate Support
  • Work with teacher candidate to determine the class and identify the unit and lesson segment to be taught (3-5 consecutive lessons)
  • Guide understanding of curriculum organization in the classroom/district. Work with candidate to secure appropriate materials for the lesson segment.
  • Ask the candidate probing and clarifying questions regarding draft edTPA responses, without providing direct edits or specific suggestions about the candidate’s work.
  • Provide feedback relative to candidate’s demonstration of competency on the TPE domains.
  • Give the candidate full responsibility for planning, teaching and assessing the class.
  • Understand the candidate must secure video permission using the forms provided or the district’s required video permission form.
  • Assist with video recording of candidate working with students
  • Build candidate’s confidence as a teacher and offer emotional support

Program Completion and Licensure

This is an exciting time! Make sure that you check and understand the requirements for successful program completion and eligibility for licensure recommendation.

The time limit between completion of coursework and institutional recommendation (IR) for license or endorsement is 12 months. Failure to complete the IR process within this time period will result in a program review and may require additional coursework or assessments for currency.

  1. Program Completion
    • Completed Course Work
    • Submitted TPA (All Tasks)
    • Finished Student Teaching Successfully
    • Good Academic & Financial Status
    • Submitted Graduation Application
  2. Institutional Recommendation (IR)
    • Completed Individual Development Plan (IDP)
    • COE Exit Survey
    • Completed CPR Training
    • Passed RICA (Multi-subject)
    • Passed TPA
    • Submitted and Paid for Application Credential
    • Coursework in U.S. Constitution and Health Education (with a grade of “C” or better).
  3. Teaching Certificate

Alternative Paths

SB 57 – Alternative Path Using Private School Experience

California residents may have the qualifications to waive the student teaching practicum experience and course work, (ELM/590 and ELM/595 OR SEC/590 and SEC/595). Students will need to meet all the qualifications listed below, as well as complete the remaining courses in their program in order to graduate. California students who are eligible for student teaching waivers under SB 57 do not need to complete the Teacher Performance Assessment Tasks.

Students with accredited private school teaching experience may waive their student teaching requirements for a credential. California Education Code 44259.2 allows the Commission to use three years of full-time teaching experience in an accredited private school in lieu of the student teaching component. The following defines the accredited private school experience and the verification procedures:

Qualifications:

  • Three years of full-time accredited private school teaching experience must be at the same level and in the same subject area of the credential sought.
  • California private school teaching experience must be in an accredited private school. California private schools must be accredited by the Western States Association of Schools and Colleges (WASC) and must be verified by the private school’s WASC Certificate or letter from the Accreditation Commission.
  • Out-of-state private school teaching experience must be acquired at a school with regional accreditation, which must be verified by a certificate or a letter to the private school from the regional accrediting body.
  • The three years of experience must be verified on official letterhead of the school signed by the director of personnel, principal, or director.
  • Two years of rigorous performance evaluations must be submitted with written authenticity by a personnel officer, principal, or director. At least one of the evaluations must have been conducted within the last two years of private school teaching. Evaluations must be satisfactory or better.

The rigorous performance evaluations must include the teacher’s effectiveness in the following areas:

  1. The use of teaching strategies that motivate all students to engage in the learning process.
  2. Demonstration of classroom management skills that maintain high standards for student behavior.
  3. Demonstration of knowledge of the subject taught and the use of diverse and appropriate instructional strategies that promote student understanding.
  4. The ability to plan lessons and implement a sequence of appropriate instructional activities.
  5. The ability to communicate effectively by presenting ideas and instructions clearly and meaningfully to all students.
  6. The ability to evaluate and assess student achievement.
  7. Completion of the following coursework:
    • Multiple Subject: SEC/586, SEC/587
    • Single Subject: ELM/586, ELM/587

If you have questions, or are interested in participating in the SB 57 path, please contact your California Credential Analyst.

Nicole.Brainard@Phoenix.edu

Jeanie.Shelton@Phoenix.edu

 Internship Opportunities

Internship Opportunities for MAED/TED Students

Candidates in California may qualify for an intern credential in California while enrolled in the MAED/TED program. Internships allow students to accept a teaching contract, serve as teacher of record, and complete student teaching requirements in their own classroom while completing their MAED/TED program; however, student acceptance of a teaching contract does not guarantee internship eligibility. The university works as a partner with the hiring school district.

The California Commission has identified the below requirements for eligibility of single-subject or multiple-subject interns.

  • Candidates must provide verification of each of the following requirements:
  1. Passing score on CBEST, CSET Multiple Subject Plus Writing Skills, Examination, or another state-approved basic skills exam
  2. Passing score on appropriate CSET for intern placement
  3. Completion of a bachelor’s degree from a regionally accredited institution
  4. Letter of Intent to Hire
  5. Completion of 30 hours of Field Experience with diverse students
  6. Certificate of Clearance
  7. Continuous enrollment in the University of Phoenix MAED/TED-E or S (Elementary or Secondary Education teacher preparation degree program)
  8. US Constitution (units or exam)
  9. Negative TB results or negative chest X-ray
  10. Completion of the following coursework:
    Multiple Subject:

    • V07CA: MTE/506CA; MTE/518CA; ELL/500; SPE/514CA; RDG/537CA; MTE/522CA
    • V08CA: MTE/511; ELM/533; ELL/500; MTE/512; RDG/556; ELM/532

    Single Subject:

    • V07CA: MTE/506CA; SEC/508CA; ELL/500; SPE/514CA; RDG/542CA; MTE/523CA
    • V08CA: MTE/511; SEC/533; ELL/501; MTE/512; RDG/558; SEC/532
  • If an intern candidate is removed from the university intern program, the university must notify the California Commission on Teacher Credentialing so the intern certificate can be deactivated by the Commission. If the candidate re-enters the program, the Commission must be notified in order to reactivate the intern credential.
  • Candidates who had been issued an Internship from another university must provide a letter of academic good standing from their previous university prior to being accepted in the Internship Program.
  • Candidates must be continuously enrolled in coursework to maintain their Internship Credential. Candidates who fail to be continuously enrolled or are dismissed or removed from their Internship will have their Internship Credential revoked and returned to the state with notification to their hiring district.

If you are interested in an Internship program, please contact a CA credential analyst.

CA Credential Analysts:

Nicole.Brainard@Phoenix.edu

Jeanie.Shelton@Phoenix.edu