# Mathematics Preliminary Teaching Event Candidate Handbook. Department of Secondary Education California State University, Northridge

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1 Mathematics Preliminary Teaching Event Candidate Handbook Department of Secondary Education California State University, Northridge Adapted from the Mathematics Teaching Event Candidate Handbook, PACT Consortium, 2012

7 10. If there is a particular textbook or instructional program you primarily use for mathematics instruction, what is it? (If a textbook, please provide the name, publisher, and date of publication.) What other major resources do you use for instruction in this class? 6

13 Task 4. Assessing Student Learning Purpose The Assessment of Student Learning task illustrates how you diagnose student learning needs through your analysis of student work samples. It provides evidence of your ability to 1) select an assessment tool and criteria that are aligned with your central focus, student standards, and learning objectives; 2) analyze student performance on an assessment in relation to student needs and the identified learning objectives; 3) provide feedback to students; and 4) use the analysis to identify next steps in instruction for the whole class and individual students. Overview of Task n Summarize and analyze meaningful patterns in whole class performance on a selected student assessment from the lesson. The assessment should be the work of individuals, not groups. n Demonstrate a variety of student performances for the assessment using three student work samples, including any feedback you wrote directly on the work. n Analyze the performance of two individual students and diagnose individual learning needs. What Do I Need to Do? ü Provide a copy of the directions/prompt for the assessment, if these are not apparent from the student work samples. ü Collect student work from your entire class. Analyze the student work to identify patterns in understanding across the class. ü Provide any evaluative criteria (or rubric) that you used to assess the student work. Evaluative criteria are performance indicators that you use to assess student learning. Categories of evaluative criteria include the ability to identify characteristics of graphs from equations, use a counterexample to disprove an argument, solve inequalities, or translate a word problem into mathematical symbols. ü Select three student work samples which together represent what students generally understood and what a number of students were still struggling to understand. At least one of these students should be an English Learner 2. If multiple drafts of the assessment were collected, you may include all drafts as the work sample. 2 If you do not have any English Learners, select a student who is challenged by academic English. Examples may include students who speak varieties of English or special needs learners with receptive or expressive language difficulties. 12

15 6. Based on the student performance on this assessment, describe the next steps for instruction for your students. If different, describe any individualized next steps for the two students whose individual learning you analyzed. These next steps may include a specific instructional activity or other forms of re-teaching to support or extend continued learning of objectives, standards, central focus, and/or relevant academic language for the lesson. In your description, be sure to explain how these next steps follow from your analysis of the student performances. (TPEs 2, 3, 4, 13) 14

16 Task 4. Summary of Student Learning Chart (Optional) List the categories of evaluative criteria as well as the corresponding characteristics of student work and the percent of students in the class at levels of performance that increase in quality. This chart is designed to be completed electronically, so the blank space does not represent the space needed. Use as much space and as many rows as you need. Evaluative Criteria Category Performance Level 1 (provide description of student performance) & % of class) Characteristics of Student Work Performance Level 2 (provide description of student performance & % of class) Performance Level 3, etc. (Insert more columns if needed) (provide description of student performance & % of class) (provide description of student performance) & % of class) (provide description of student performance) & % of class) (provide description of student performance & % of class) (provide description of student performance & % of class) (provide description of student performance & % of class) (provide description of student performance & % of class) The boxes indicating levels of student performance should include key characteristics of student work at that level, as well as the approximate percentage of the class performing at that level. 15

18 3. If you could go back and teach this lesson again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How would the changes improve the learning of students with different needs and characteristics? (TPE 13) 17

20 demand also varies with the cognitive complexity of the content, a student s current language development, a student s relevant knowledge and experience, and the context in which the language demand occurs (e.g., participating in a discussion with or without notes). Teachers can draw upon students language strengths (including language abilities in another language or context) and supply scaffolds to enable students to understand or produce language beyond their current level of mastery. Learning Objectives: Student learning outcomes to be achieved by the end of the lesson. Learning Segment: A set of lessons that build one upon another toward a central purpose, with a clearly defined beginning and end. Learning Tasks: Purposefully designed activities in which students engage (not just participate see Engagement in Learning) to meet the learning objectives for the lesson. Productive modalities: Ways that students communicate to others, e.g., speaking, writing, drawing. Assessment of productive modalities focuses on student communication of their own understanding or interpretation. Examples of students demonstration of productive abilities with respect to understanding curriculum content are writing an analysis, drawing and labeling a scale model, sculpting a figure from clay. Receptive modalities: Ways that students receive communications from others, e.g., listening, reading, viewing. Assessment of receptive modalities focuses on student communication of their understanding of the meaning of communications from others. Because this is done through a productive modality, assessment of students skills and abilities with respect to receptive modalities is not as straightforward as that of productive modalities. Examples of students demonstration of receptive abilities with respect to curriculum content are using tonal qualities of voice to help convey meaning from a passage read aloud, restating a classmate s comment, describing how the key and tempo of a piece of music set a mood. Redesignated English Learners: Students whose primary language is other than English and who have been reclassified from English Learners to Fluent English Proficient (FEP) by meeting district criteria for English proficiency. Routines and working structures: Regular processes for conducting activities within a classroom. Once they are established, the rules and norms for routines and working structures are understood by the teacher and students and help classroom activities flow efficiently. Examples are roles during groupwork, how students signal that they have a question, procedures for taking turns during discussions, norms for what the rest of the class does when the teacher is working with a small group, types of questions expected to be asked when exploring a problem. Rubric level descriptor: The text that describes performance at a particular rubric level. 19

21 Scaffolding: A special type of instructional support to allow students to do a task that they cannot yet do independently. Like scaffolding for buildings under construction, the support is designed to be temporary and to be removed or gradually reduced as students learn to do the task by themselves. Student academic content standards: A set of knowledge, skills, and abilities that students are to learn by the end of a particular grade, grade level, or course. California s student academic content standards are published by the California Department of Education. They guide curriculum and instruction in California public schools. 20

22 Required Format for the Preliminary Teaching Event The following guidelines should be used to prepare all parts of your Preliminary Teaching Event. Student Work Samples Student work samples will be submitted in Task 4. Assessing Student Learning. Student work samples should be submitted in the following format. n Select samples to meet the criteria indicated by the Preliminary Teaching Event directions. n Work samples should be written by the students. n Names of students, yourself, and the school should be removed with correcting fluid, tape, or marker prior to copying/scanning. n Label work samples as Work Sample 1, 2, or 3. Use of Submitted Materials Your Preliminary Teaching Event and related materials may be used for training scorers or university faculty/supervisors or for purposes of research for validating the assessment. Your name, school, and students names will be kept absolutely confidential. 21

23 Teaching Performance Expectations (TPEs) A. Making subject matter comprehensible to students TPE 1. Specific Pedagogical Skills for Subject Matter Instruction B. Assessing student learning TPE 2. Monitoring Student Learning During Instruction TPE 3. Interpretation and Use of Assessments C. Engaging and supporting student learning TPE 4. Making Content Accessible TPE 5. Student Engagement TPE 6. Developmentally Appropriate Teaching Practices TPE 7. Teaching English Learners D. Planning instruction and designing learning experiences for students TPE 8. Learning about Students TPE 9. Instructional Planning E. Creating and maintaining effective environments for student learning TPE 10. Instructional Time TPE 11. Social Environment F. Developing as a professional educator TPE 12. Professional, Legal, and Ethical Obligations TPE 13. Professional Growth The full text of the TPEs can be downloaded from 22

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