TPA Task 1 & 2

Overview
Brandman University

Why TPAs?
Demonstrate competence in teaching based on
the Teacher Performance Expectations (TPEs)
Making Subject Matter Comprehensible
Assessing Student Learning
Engaging and Supporting Students
Planning Instruction and Designing Learning
Experiences
Creating and Maintaining Effective Environments
Developing as a Professional

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What are the TPAs?
TPAs consist of 4 performance based
assessments
Tasks increase in complexity from Task 1
to Task 4
Different tasks focus on certain TPEs
TPEs are assessed in more than one task
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What are the Tasks?

Task 1- Subject Specific Pedagogy
Task 2- Designing Instruction
Task 3- Assessing Learning
Task 4- Culminating Teaching Experience

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Task 1
Subject-Specific
Pedagogy

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Subject-Specific Pedagogy
Task 1

Purpose of the Task:
Prepare instruction for particular
subjects and content areas
Develop and adapt student
assessment plans based on content
for ELs and students with special
needs
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4 Case Studies

1. Developmentally Appropriate Pedagogy
2. Assessment Practices
3. Adaptation of Content - Specific
Pedagogy for English Learners
4. Adaptation of Content - Specific
Pedagogy for Students with Special
Needs
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Purpose of Case Study 1
Developmentally Appropriate Pedagogy
Demonstrate understanding of the
connection between information about
a class and designing developmentally
appropriate activities
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Purpose of Case Study 2
Assessment Practices
Demonstrate your ability to understand
and use a variety of formative and
summative assessments to determine
students progress and plan instruction
Demonstrate your ability to use multiple
measures to assess student knowledge,
skills, and behaviors

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Purpose of Case Study 3
Adaptation of Content - EL
Demonstrate your knowledge of pedagogical
theories, principles, and instructional practices
for advancing English language development
Demonstrate your ability to analyze a students
specific learning needs and plan differentiated
instruction to meet those needs
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Purpose of Case Study 4
Adaptation of Content - Special Needs
Demonstrate your ability to understand
the connection between information
about a student and adapting lessons
for this student
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Multiple Subject Case Studies
1. Developmentally Appropriate Pedagogy
English/LA - Reading and Writing (2nd Grade)
2. Assessment Practices
Math - Measurement and Geometry (3rd grade)
3. Adaptation of Content - EL
Science - Life Science (4th grade)
4. Adaption of Content - Special Needs
History/Social Science - California History (4
th
grade)
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Single Subject Case Studies

Complete this task in your content
area.

Each task has case studies based upon
the specific content area.

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Single Subject Case Studies for
English/Language Arts
1. Developmentally Appropriate Pedagogy
Reading
2. Assessment Practices
Listening and Speaking
3. Adaptation of Content - EL
Writing/Listening and Speaking
4. Adaptation of Content - Special Needs
Reading/Writing/Listening and Speaking
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Single Subject Case Studies for
History/Social Science
1. Developmentally Appropriate Pedagogy
U.S. History and Geography
2. Assesment Practices
World History,Culture, and Geography
3. Adaptation of Content - EL
World History,Culture and Geography
4. Adaptation of Content - Special Needs
World History, Culture and Geography

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Single Subject Case Studies for
Math
1. Developmentally Appropriate Pedagogy
Geometry
2. Assessment Practices
Algebra
3. Adaptation of Content - EL
Mathematical Analysis
4. Adaptation of Content - Special Needs
Probability and Statistics
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Single Subject Case Studies for
Science
1. Developmentally Appropriate Pedagogy
Chemistry
2. Assessment Practices
Biology/Life Sciences
3. Adaptation of Content - EL
Biology/Life Sciences
4. Adaptation of Content - Special Needs
Physics
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Case Study 1-Directions
Developmentally Appropriate
Pedagogy

1. Describe instructional strategies and
student activities that address the
learning goals and developmental needs
of the students
2. Explain why the strategies and activities
are appropriate for the students and the
content.
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Case Study 2-Directions
Assessment Practices
1. Analyze the assessment plan provided
and identify strengths and weaknesses
of the plan in relation to the goals of the
unit
2. Describe how the additional
assessment provided could be used to
improve the plan and address the
teachers dilemma

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Case Study 3-Directions
Adaptation of Content for EL
1. Identify two specific learning needs the student has as
an English learner
2. Identify an instructional strategy or student activity
from the plans that would be challenging for the student
3. Suggest an adaptation to the the strategy or activity and
explain how your adaptation would be effective in
supporting students academic progress and English
language development
4. Identify an assessment you would use to monitor the
students progress and give a rationale for your choice
5. Describe the next steps in facilitating the students
English language development.
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Case Study 4-Directions
Adaptation of Content-Special
Needs
1. Identify parts of the plan that would be
challenging for the student considering his
learning disability and other learning needs
2. Describe adaptations to the plan that would
meet the needs of the student and explain why
they would be effective for this student and
content
3. Identify an assessment you would use to
monitor the students progress and give a
rationale for your choice
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Scoring
Scenarios focus on different TPEs
Task is scored holistically - one score
for all 4 scenarios
Scores range from 1-4
Students who receive lower than a 3
must retake the task

What criteria does a level 4
response need to meet?
The response provides evidence that clearly,
consistently, and convincingly demonstrates the
teacher candidates 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.
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How can you demonstrate that
you meet the criteria?
Score Level 4- Evidence is
appropriate, relevant, accurate, and
clear or detailed; purposefully
connected and reinforced across the
response

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How do you show you
meet the criteria?
Score Level 4 Evidence is
appropriate, relevant, accurate, and
clear or detailed; purposefully
connected and reinforced across the
response

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Questions?
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Task 2
Designing Instruction
Brandman University
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Designing Instruction
Task 2
Purpose of Task:
Identify the links between students
characteristics and their learning needs
Plan and adapt instruction
Reflect on the connection between
student characteristics and instructional
planning
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Step 1 - Learning About
Students
Gather data on whole class and two focus
students (EL and different instructional
challenge)
Focus on the following student
characteristics:
Linguistic background
Academic language abilities
Physical, social, and emotional development
Cultural and health considerations
Interests and aspirations
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Step 1 & 2 Cont
For each characteristic explain:
1. What information do you want to
learn?
2. How will you learn about your
students?
3. How will you use this information in
your planning?
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Step 3 - Planning
Design a lesson that is part of a
unit of study
-Multiple subject (in a core
curriculum area)
-Single subject (in content area)

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Scoring

Seven TPEs are measured in this task
Task is scored holistically
Scores range from 1-4
Students who receive lower than a 3
must retake the task
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Step 3 Cont..
Plan should include the following components:
-Communicating learning goals
-Instructional strategies
-Student activities
-Student grouping
-Materials, technology, and/or resources
-Progress monitoring
Explain WHY strategies were selected for each area
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Step 4 - Adaptations
For each component of the plan:
-explain the adaptations you will be
making for the EL and the student who
represents a different instructional
challenge
WHY you have selected the adaptations
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Step 5 - Reflection
What information was most
beneficial?

How will you use what you have
learned in regard to connecting
instructional planning to student
characteristics?
Scoring
Scenarios focus on different TPEs
Task is scored holistically - one score
for all 4 scenarios
Scores range from 1-4
Students who receive lower than a 3
must retake the task
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What criteria does a level 4
response need to meet?
The response provides evidence that clearly,
consistently, and convincingly demonstrates the
teacher candidates 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.

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How can you demonstrate that
you meet the criteria?

Score Level 4- Evidence is
appropriate, relevant, accurate, and
clear or detailed; purposefully
connected and reinforced across the
response
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How are tasks submitted?
To submit a task you must first
request your ID # by emailing
credentialalert@brandman.edu
Tasks are submitted via the
dropbox on the EDUU 542 CTPA
Blackboard site
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When do you need to
submit tasks?
Tasks 1 & 2 must be submitted
before student teaching (two terms
ahead of time to be safe)
Task 3 & 4 can be completed during
or after student teaching
Tasks must be submitted in order
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How will candidates be
notified of results?

Candidates will be notified via their
Brandman email
An email will be sent for each task
taken
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What happens if a
candidate does not pass
a task?
1st-3rd Retakes- candidate is counseled to
either take a self-help route or receive
coaching
After 3rd Retake- additional coursework or
an Independent Study are required
Candidates who are unsuccessful on a 4th
attempt will be dismissed from the program

What resources are
available for you?
CalTPA EDUU 542 site on Blackboard
includes the following:
Information about how to get your ID # and how to
submit tasks
Tasks, task directions, powerpoint tutorials, scoring
rubrics
Benchmark examples of tasks
Permission slips/Forms

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