ࡱ> =?:;<a jbjbYQYQ T3333 4TZ Z Z :|||p~l~~:`6:pF̀bbb,6REZ b^^bbz z ̀4bz Z ̀>  Xr z z b @Z ;* |LdSF;l00`VV;Z ::dfu::u CSUN Secondary Education Science Preliminary Teaching Event Candidate Handbook 2007-08 Performance Assessment for California Teachers PACT expresses appreciation to the following for their work on PACT and the Science Teaching Event: Science Development Team Chris Halter, Chair Maria Lopez-Freeman Donna Ross Susan Schultz Irene Swanson Randy Yerrick Science Benchmarkers and Statewide Trainers Karen Bush Phil Curtiss Lorna Endler Fred Freking Larry Horvath Rachel Millstone Lilly Ning Rick Pomeroy Shary Rosenbaum Susan Schultz Ursula Sexton Irene Swanson and to Steve Athanases, George Bunch, Valerie Henry, Rachel Lotan, Barbara Merino, Nadeen Ruiz, Misty Sato, Kip Tellez, and Terry Underwood for their work on developing the PACT assessment system, as well as to the hundreds of anonymous faculty, supervisors, and students who have provided feedback and suggestions for improvement. Purpose and Use of Teaching Event Scores In accordance with sound psychometric principles prohibiting the use of a single assessment for high-stakes purposes, the Teaching Event scores should be used in conjunction with multiple sources of information, including course grades, student teaching evaluations, and information from embedded signature assessments (ESAs), to determine whether a teacher candidate should be recommended for a preliminary teaching credential. A candidate who has not successfully completed other credential requirements should not be awarded a preliminary credential on the sole basis of having completed and passed the PACT Teaching Event. In other words, passing the PACT Teaching Event alone is insufficient to demonstrate ones qualifications to become a teacher of record. Individual candidates Teaching Event scores, like other licensing test scores and academic records, are confidential and should not be released without the prior consent of individual teachers to employers or induction programs. Schools and districts are prohibited from using Teaching Event scores for hiring purposes or for determining pay differentials. The scores may be released by programs to the PACT consortium for the purpose of assessment validation, research/evaluation, and regular activities involved in implementation of the assessment system, but may not be released to outside agencies other than the CCTC without prior consent of individual teachers. Scores may not be released to BTSA (induction) programs without the prior consent of individual teachers. Should a program release PACT Teaching Event scores to an outside agency with the prior consent of individual teachers, the program must inform the agency that the assessment is valid only for determining the pedagogical competence for initial teaching credentials in California. Overview of the Preliminary PACT Teaching Event Science Focus on student learning In this Teaching Event, you will show the strategies you use to make science accessible to your students, and how you support students in learning to read, write, and use academic language. You will explain the thinking underlying your teaching decisions and analyze the strategies you use to connect students with the content you are teaching. You will examine the effects of your instructional design and teaching practices on student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds and learning needs. Select a learning segment A learning segment is a set of lessons that build upon one another toward a central focus that reflects key concepts and skills, with a clearly defined beginning and end. It may be a part of a larger instructional unit that includes multiple learning segments. If you teach science to more than one class of students, focus on only one class. For the Preliminary Teaching Event, you will plan a learning segment of one lesson, (probably 55 minutes to 1.5 hours, depending on the length of your school period) within a larger unit that is centered around key scientific concepts and scientific inquiry skills that underlie specific student academic content standards. The learning segment should also develop students scientific knowledge by helping them use scientific concepts to make sense of one or more real world phenomena. The learning segment should include learning objectives for both the curriculum content and the development of academic language related to science. A Glossary of terms used in the Teaching Event appears on pages 20 and 21. Submit teaching artifacts and analysis You will submit a lesson plan, copies of instructional and assessment materials, one video clip of your teaching of 10 continuous minutes, a summary of whole class learning, and an analysis of student work samples. You will also write a commentary describing your teaching context, analyzing your teaching practices, and reflecting on what you learned about your teaching practice and your students learning. The instructions in the following pages will guide you in putting together the instructional materials, video selection, student work samples, and commentary required in this Preliminary Teaching Event. Assessment of your Preliminary Teaching Event Your Teaching Event should clearly demonstrate how your practice meets the California Teaching Performance Expectations (TPEs). A list of the TPEs appears at the end of this Handbook. Scoring rubrics have been developed to align with these professional expectations for classroom teachers. To download this Handbook or for more information about the Teaching Events, the scoring rubrics, and the TPEs, go to the PACT website at  HYPERLINK "http://www.pacttpa.org" www.pacttpa.org. Overview of Science Preliminary Teaching Event Teaching Event TaskWhat to DoWhat to submit1. Context for Learning (TPEs 7,8) Provide relevant information about your instructional context and your students as learners of science.  Context Form Context Commentary 2. Planning Instruction & Assessment (TPEs 1,2,3,4,6,7,8,9, 10,12) Select a learning segment of 1-2 hours of instruction that is centered around key scientific concepts and scientific inquiry skills that underlie specific student academic content standards. The learning segment should also develop students scientific knowledge by helping them use scientific concepts to make sense of one or more real world phenomena. Create an instruction and assessment plan for the learning segment and write lesson plans. Write a commentary that explains your thinking in writing the plans. Record daily reflections, to submit in the reflection section of the Teaching Event.  Lesson Plan for Learning Segment Instructional Materials Planning Commentary3. Instructing Students & Supporting Learning (TPEs 1,2,4,5,6,7,10, 11) Review your plan and prepare to videotape your class. Identify opportunities for students to collect and analyze scientific data. Videotape the lesson you have identified. Review the videotape to identify a video clip portraying the required features of your teaching. The total running time should be approximately 10 minutes. Write a commentary that analyzes your teaching and your students learning in the video clip.  Video Clip Video Label Form Instruction Commentary4. Assessing Student Learning (TPEs 2,3) Select one student assessment from the learning segment and analyze student work. Identify three student work samples that illustrate class trends in what students did and did not understand. Write a commentary that analyzes the extent to which the class met the standards/objectives, analyzes the individual learning of two students represented in the work samples, and identifies next steps in instruction.  Student Work Samples Evaluative Criteria or Rubric Assessment Commentary 5. Reflecting on Teaching & Learning (TPEs 12,13) Provide your reflection. Write a commentary about what you learned from teaching this learning segment. Reflection Reflective Commentary Task 1. Context for Learning Purpose The Context for Learning task is a brief overview of important features of your classroom context that influence your instructional decisions during the learning segment. It provides evidence of: 1. your knowledge of your students; and 2) your ability to identify and summarize important factors related to your students learning and the school environment. Overview of Task Select a central focus/big idea for your learning segment and reflect on the relevant features of your classroom context that will impact your planning, instruction, and assessment. The focus of your learning segment should provide opportunities to develop students abilities to use scientific concepts to make sense of one or more real world phenomena by using key scientific inquiry skills. Provide descriptive information about your instructional context and instructional resources. Describe important features of your class that will affect your instructional decisions. What Do I Need to Do? Complete the Context for Learning Form. The form is located after the instructions for this task. Respond to each of the prompts in the Context Commentary. Context Commentary Write a commentary of about two to three single-spaced pages that addresses the following prompts. Please address each prompt separately (not through a holistic essay). Briefly describe the following: Type of school/program in which you teach, (e.g., middle/high school, themed school or program) Kind of class you are teaching (e.g., ninth grade Integrated Science untracked, Honors Biology) and organization of subject in school (e.g., departmentalized, interdisciplinary teams) Degree of ability grouping or tracking, if any Describe your class with respect to the features listed below. Focus on key factors that influence your planning and teaching of this learning segment. Be sure to describe what your students can do as well as what they are still learning to do. Academic development Consider students prior knowledge, key skills, developmental levels, and other special educational needs. (TPE 8) Language development Consider aspects of English language proficiency in conversational and academic language as well as in the students primary languages, if other than English. Describe the language development of your entire class, not just your English learners. (TPEs 7, 8) Social development Consider factors such as the students ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others. (TPE 8) Socio-economic and cultural context Consider key factors such as cultural context, knowledge acquired outside of school, and home/community resources. Describe any district, school, or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing, use of specific instructional strategies, or standardized tests. Task1. Context for Learning Form Please provide the requested context information for the class selected for this Teaching Event. This form is designed to be completed electronically. The blank space does not represent the space needed. Use as much space as you need. About the course you are teaching 1. What is the name of the course you are documenting? _______________________________ 2. What is the length of the course? o one semester o one year o other (describe) _________ 3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? About the students in your class 4. How many students are in the class you are documenting? _____ 5. How many students in the class are: English learners ____ Redesignated English Learners _____ Proficient English speakers ____? 6. How many students have Individualized Education Plans (IEPs) or section 504 plans? _____ 7. What is the grade-level composition of the class? __________________________________ About the school curriculum and resources 8. Describe any specialized features of your classroom setting, e.g., bilingual, Sheltered English. 9. If there is a particular textbook or instructional program you primarily use for science 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? 10. What technology is available to support science instruction? NOTE: If this data is difficult to obtain, then provide an estimate, e.g., a few or about 30. # of scientific calculators# of graphing calculators# of computers# of computers connected to the InternetAvailable in classroom Available elsewhere in school  11. What other types of technology, e.g., LCD projector, smart boards, are available to support instruction in your classroom? Task 2. Planning Instruction & Assessment Purpose The Planning Instruction & Assessment task describes and explains your plans for the learning segment. It demonstrates your ability to organize curriculum, instruction, and assessment to help your students meet the standards for the curriculum content and to develop academic language related to that content. It provides evidence of your ability to select, adapt, or design learning tasks and materials that offer your students equitable access to science curriculum content. Overview of Task Identify the central focus, student academic content standards, English Language Development (ELD) standards (if applicable), and learning objectives for the learning segment. The one period of instruction in the learning segment should develop students use of scientific concepts and inquiry skills to make sense of one or more real world phenomena. Identify objectives for developing academic language, taking into account students prior language development and the language demands of the learning tasks and assessments. Select/adapt/design and organize instructional strategies, learning tasks, and assessments to promote and monitor your students learning during the learning segment. What Do I Need to Do? Complete a plan for your lesson.  SHAPE \* MERGEFORMAT  Submit copies of all instructional materials, including class handouts, overheads, and informal and formal assessment tools (including evaluation criteria or rubrics) used during the learning segment. If any of these are included from a textbook, please provide a copy of the appropriate pages. If longer than four pages, provide a summary of relevant features in lieu of a photocopy. (TPEs 1, 2,4,7,9) Label each document or group of documents with a corresponding lesson number. Provide appropriate citations for all materials whose sources are from published text, the Internet, or other educators. Respond to each of the prompts in the Planning Commentary.  Planning Commentary Write a commentary of about two-three single-spaced pages that addresses the following prompts. You can address each prompt separately, through a holistic essay, or a combination of both, as long as all prompts are addressed. What is the central focus of the learning segment? Apart from being present in the school curriculum, student academic content standards, or ELD standards, why is the content of the learning segment important for your particular students to learn? (TPE 1) How do key learning tasks in your plans build on each other to support student learning of science concepts, inquiry skills, and the development of related academic language? How will students use the science concepts and inquiry skills to make sense of one or more real world phenomena? Describe specific strategies that you will use to build student learning across the learning segment. Reference the instructional materials you have included, as needed. (TPEs 1, 4, 9) How do your choices of instructional strategies, materials, and the sequence of learning tasks reflect your students backgrounds, interests, and needs? Be specific about how your knowledge of your students informed the lesson plans, such as the choice of text or materials used in lessons, how groups were formed or structured, using student learning or experiences (in or out of school) as a resource, or structuring new or deeper learning to take advantage of specific student strengths. (TPEs 4,6,7,8,9) For this learning segment, identify students possible common sense understandings or misconceptions that contrast with accepted scientific understandings. How will you detect and attempt to change these common sense understandings or misconceptions? What language demands of the learning and assessment tasks are likely to be challenging for your students? Explain how specific features of the learning and assessment tasks in your plan support students in meeting these language demands, building on what your students are currently able to do with language. Be sure to set these support plans in the context of your long term goals for your students development of academic language. (TPE 7) Explain how the collection of assessments from your plan allows you to evaluate your students learning of specific student standards/objectives. (TPEs 2, 3) Describe any teaching strategies you have planned for your students who have identified educational needs (e.g., English learners, GATE students, students with IEPs). Explain how these features of your learning and assessment tasks will provide students access to the curriculum and allow them to demonstrate their learning. (TPEs 9. 12) Task 2. Lesson Plan Template (Optional) You may use the lesson plan format preferred by your program if it includes the following information or you add any missing information. Otherwise, please use this format for your lesson plans, using as much space as you need. Lesson ____ Content standards that are the target of student learning (list the complete text of the relevant parts of each standard): (TPE 1) English Language Development (ELD) standards (if applicable): (TPE 1) Learning Objectives (both content and language): (TPE 1) Formal and Informal Assessments: (TPE 2) Instructional Strategies and Learning Tasks to Support Student Learning (what you and the students will be doing) (TPEs 1,4,5,6,9,10) Resources and Materials: (TPEs 4,9) Task 3. Instructing Students & Supporting Learning Purpose The Instructing Students & Supporting Learning task illustrates how you work with your students to improve their scientific inquiry skills and strategies as well as knowledge of science concepts. It provides evidence of your ability to engage students in meaningful science tasks and monitor their understanding. Overview of Task Examine your plans for the learning segment and identify learning tasks in which you are supporting students as they are actively engaged in collecting and analyzing scientific data. The data may be collected directly by the students or selected from data collected by others. Videotape one or more of these tasks. View the video to check the quality, analyze your teaching, and select the most appropriate video clipsto submit. What Do I Need to Do? Videotape your classroom teaching Provide one video clips of no more than ten minutes. The clip should include interactions between and among you and your students and your responses to student comments, questions, and needs. (TPEs 1, 2, 4, 5, 6, 11) CHOOSE ONE BELOW: The first clip should illustrate how you facilitated your students engagement in meaningful scientific thinking while they are collecting data or selecting data collected by others during a scientific inquiry. The second clip should illustrate how you actively engaged students in analyzing, interpreting, and synthesizing the results of that inquiry.  Provide a copy of any relevant writing on the board, overhead, or walls if it is not clearly visible on the video. Complete the Video Label Form and either attach it to the videotape or put it in a folder with the video files. The form is located after the instructions for this task. Respond to each of the prompts in the Instruction Commentary. Instruction Commentary Write a commentary of about two single-spaced pages that addresses the following prompts. You can address each prompt separately (not through a holistic essay). Other than what is stated in the lesson plan, what occurred immediately prior to and after the video clip that is important to know in order to understand and interpret the interactions between and among you and your students? Please provide any other information needed to interpret the events and interactions in the video clip. Describe any routines or working structures of the class (e.g., group work roles, class discussion norms) that were operating in the learning tasks seen on the video clip. If specific routines or working structures are new to the students, how did you prepare students for them? (TPE 10) In the instruction seen in the clip, how did you further the students knowledge and skills and engage them intellectually while collecting, analyzing, and interpreting data from a scientific inquiry? Provide examples of both general strategies to address the needs of all of your students and strategies to address specific individual needs. (TPEs 1, 2, 4, 5, 7, 11) Describe any language supports used in the clip to help your students (including English learners as well as other students struggling with language) understand the content and/or academic language central to the lesson. If possible, give one or two examples from the video clip of how you implemented these supports. (TPEs 4, 7) Describe the strategies you used to monitor student learning during the learning task shown on the video clip. Cite one or two examples of what students said and/or did in the video clip or in assessments related to the lesson that indicated their progress toward accomplishing the lessons learning objectives. (TPEs 2, 3) Reflect on the learning that resulted from the experiences featured in the video clip. Explain how, in your subsequent planning and teaching, successes were built upon and missed opportunities were addressed. Task 3. Video Label Form Candidate ID # ___________________________________ Clip # 1 Lesson from which clip came: Lesson # _____ If Electronic, Video Format of Clip: (check one) ( Quicktime ( Real One ( Windows Media Player ( Other (please specify) ___________________________________ 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/big idea, student standards, and learning objectives; 2) analyze student performance on an assessment in relation to student needs and the identified learning objectives; and 3) use this analysis to identify next steps in instruction for the whole class and individual students. Overview of Task Summarize and analyze meaningful patterns in whole class performance on a selected student assessment from the learning segment. The assessment should be the work of individuals, not groups. Demonstrate a variety of student performances for the assessment using three student work samples. Analyze the performance of two individual students and diagnose individual learning needs. What Do I Need to Do? Provide a copy of the directions/prompt for the assessment, if these are not apparent from the student work samples. Collect student work from your entire class. Analyze the student work to identify patterns in understanding across the class. 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. 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. If multiple drafts of the assessment were collected, you may include all drafts as the work sample. Label these work samples as Work Sample 1, Work Sample 2, and Work Sample 3. Respond to each of the prompts in the Assessment Commentary. Assessment Commentary Write a commentary of about two to three single-spaced pages that addresses the following prompts. You can address each prompt separately (not through a holistic essay). 1. Identify the specific standards/objectives measured by the assessment chosen for analysis. You may just cite the appropriate lesson(s) if you are assessing all of the standards/objectives listed. 2. How do the evaluative criteria (or rubric) measure student proficiency for these standards/objectives? Evaluative criteria are performance indicators that you use to assess student learning. Categories of evaluative criteria include understanding of a particular science concept, the relationship between two concepts, or the fit between evidence and conclusions. (TPE 3) 3. Create a summary of student learning across the whole class relative to your evaluative criteria (or rubric). Summarize the results in narrative and/or graphic form (e.g., table or chart). (You may use the optional chart provided following the Assessment Commentary prompts to provide the evaluative criteria, including descriptions of student performance at different levels.) (TPEs 3, 5) 4. Discuss what most students appear to understand well, and, if relevant, any misconceptions, confusions, or needs (including a need for greater challenge) that were apparent for some or most students. Cite evidence to support your analysis from the three student work samples you selected. (TPE 3) 5. From the three students whose work samples were selected, choose two students, at least one of which is an English Learner. For these two students, describe their prior knowledge of the content and their individual learning strengths and challenges (e.g., academic development, language proficiency, special needs). What did you conclude about their learning during the learning segment? Cite specific evidence from the work samples and from other classroom assessments relevant to the same evaluative criteria (or rubric). (TPE 3) 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 feedback to students, a specific instructional activity, or other forms of re-teaching to support or extend continued learning of objectives, standards and/or central focus/big idea for the learning segment. In your description, be sure to explain how these next steps follow from your analysis of the student performances. (TPEs 2, 3, 4, 13) 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 different levels. 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 CategoryCharacteristics of Student WorkBelow StandardsMeets StandardsExceeds Standards  ____% of class ____% of class ____% of class  ____% of class ____% of class ____% of class  ____% of class ____% of class ____% 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. Task 5. Reflecting on Teaching & Learning Purpose The Reflecting on Teaching & Learning Task describes what you learned from teaching the learning segment. It provides evidence of your ability to analyze your teaching and your students learning to improve your teaching practice. Overview of Task Record your reflections after teaching the lesson, discussing how the lesson went for the class as a whole as well as for specific students. (See instructions in the daily reflection box in Part 1. Planning Instruction and Assessment.) Review your reflection and your analyses of the effectiveness of instructional and assessment strategies in previous tasks. Use these specific analyses and reflections to identify more general patterns within your planning, instruction, and assessment practices across the learning segment. Reflect on your experience teaching the learning segment in light of 1) your observations of the effectiveness of your teaching practice in helping your students learn; and 2) the theoretical perspectives and research principles that you learned during teacher preparation. What Do I Need to Do? Submit the reflection that was completed as part of Task 2. Planning Instruction & Assessment. Respond to each of the prompts in the Reflection Commentary. Reflection Commentary Write a commentary of about one to two single-spaced pages that addresses the following prompts. Please address each prompt separately (not through a holistic essay). When you consider the content learning of your students and the development of their academic language, what do you think explains the learning or differences in learning that you observed during the learning segment? Cite relevant research or theory that explains what you observed. (TPEs 7, 8, 13) Based on your experience teaching this learning segment, what did you learn about your students as science learners (e.g., easy/difficult concepts and skills, easy/difficult learning tasks, easy/difficult features of academic language, common misconceptions)? Please cite specific evidence from previous Teaching Event tasks as well as specific research and theories that inform your analysis. (TPE 13) If you could go back and teach this learning segment 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) Glossary Academic Language: Academic language is the language needed by students to understand and communicate in the academic disciplines. Academic language includes such things as specialized vocabulary, conventional text structures within a field (e.g., essays, lab reports) and other language-related activities typical of classrooms, (e.g., expressing disagreement, discussing an issue, asking for clarification). Academic language includes both productive and receptive modalities (see below). Assessment: Evidence teachers collect of student prior knowledge, thinking, or learning in order to evaluate what students understand and how they are thinking. Informal assessments include such things as student questions and responses during instruction and teacher observations of students as they work. Formal assessments may include such things as quizzes, homework assignments, lab reports, papers, journals, and projects. Central focus: The target of the student learning that the standards, learning objectives, instructional tasks, and assessments within a learning segment are intended to produce. A central focus can be expressed by a theme, overarching concept, or essential question. Curriculum content: The student learning that is expected to occur, including various areas of knowledge, e.g., facts, concepts, procedures, methods of inquiry and making judgments. Engaging students in learning: When students are actively increasing their knowledge, skills, and abilities related to the learning objectives for the lesson. This is in contrast to participating in learning tasks where the students complete the activities, but little learning takes place because the tasks are not well-designed and/or implemented. English Language Development standards: The standards in the English-Language Development Standards for California Public Schools (California Department of Education). This document organizes standards for English Learners in reading, writing, speaking, and listening in English according to sequential stages of development of English proficiency. It is intended to identify what English Learners must know and be able to do as they move toward full fluency in English. Guiding question: Questions used by PACT to identify the focus of each rubric, i.e., what it measures about the candidates teaching practice as documented in the Teaching Event. Each rubric level descriptor provides an answer to the related guiding question at a different level of performance. (See Rubric level descriptor) 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 classmates comment, describing how the key and tempo of a piece of music set a mood. 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. 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. Californias student academic content standards are published by the California Department of Education. They guide curriculum and instruction in California public schools. Required Format for the Teaching Event The following guidelines should be used to prepare all parts of your Teaching Event. This format will allow faculty/supervisors to efficiently review and score all Teaching Events. Commentaries Submitted on Paper Commentaries are your written descriptive, analytic, and reflective responses to specific prompts in the Teaching Event directions. Commentaries should be in the following format. Typed or word processed on 8.5" by 11" white paper in black ink Font size should be at least 12 point size and an easily readable font (e.g., Times, Times New Roman, or Arial; not italics) Length kept within suggested page limits, which are based on previous experience with Teaching Event submissions. Suggested page lengths are based on single spaced text, with a blank line between paragraphs, and 1" margins. Individual pages should not be enclosed in plastic page protectors. Video Clips Video clip(s) are submitted as part of Task 3. Instructing Students & Supporting Learning. Video should be submitted in the following format. Video formats will be specified by your program based on the formats that it can accept. Select appropriate equipment based on your programs requirements. The time length of the video to be submitted is specified in the Teaching Event directions. You and your students should be clearly visible and audible. Individual video clips should be continuous and unedited, with no interruption in events. If possible, use a tripod to avoid wobbling. Further recommendations for videotaping your class are available in Procedures for Classroom Videotaping, located on the PACT website, www.pacttpa.org. 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. Select samples to meet the criteria indicated by the Teaching Event directions. Work samples should be written by the students. Names of students, yourself, and the school should be removed with correcting fluid, tape, or marker prior to copying/scanning. Label work samples as Work Sample 1, 2, or 3. Documentation of Lessons Documentation of lessons such as lesson plans, handouts, assessments, rubrics, overhead transparencies, or other instructional materials will be submitted with various Teaching Event tasks to demonstrate the events that occurred in the learning segment. Documentation should be submitted in the following format. Label all documents with a number corresponding to the relevant lesson plan(s). Page Numbering Number every page of the paper copy of your Teaching Event sequentially from beginning to end, including pages of student work and documentation of lessons. Page numbers may be handwritten on paper copies. Candidate Identification Number Label all pages of the paper copy of your Teaching Event (commentaries, student work samples, and lesson documentation) with your Candidate ID number, which will be given to you by your program. If you use a word processor, include your Candidate ID number as a running header or footer on every page. You may find it saves time to print a sheet of labels containing your Candidate ID number and apply the labels in the top or bottom margin of student work samples and lesson documentation. Electronic Format for Teaching Events Each program using an electronic submission format may provide additional guidelines for completing the Teaching Event that are specific to its electronic format. However, if you use a mixed format (i.e., part electronic and part paper), submit two copies of any paper portions (e.g., student work samples). Use of Submitted Materials Your Teaching Event and related materials may be used for training scorers, university faculty, pre-service teachers, K-12 teachers, or for purposes of research for validating the assessment. Your name, school, and students names will be kept absolutely confidential. Teaching Event Authenticity Sign-Off Form Submit this form with your completed Teaching Event. This Teaching Event has been submitted as part of a pilot test of an assessment whose passage will be required for completing the requirements for a California Multiple/Single Subject(s) Teaching Credential under S.B. 2042. This attestation is acknowledgement that the ultimate responsibility for compiling the documentation (including writing the commentaries) lies with the credential candidate. However, credential candidates are encouraged to seek assistance, input and feedback from their university supervisors, cooperating/master teachers, university instructors, or other credential candidates during the Teaching Event development process. Attestation by Credential Candidate I have primary responsibility for teaching the students/class during the learning segment profiled in this Teaching Event; The video clips submitted show me teaching the students/class profiled in this Teaching Event; The student work included in the documentation is that of my students who are profiled in the learning segment documented in this Teaching Event; I am sole author of the teacher commentaries and other written responses to prompts and forms in this Teaching Event; Appropriate citations have been made for all materials in the Teaching Event whose sources are from published text, the Internet, or other educators. ___________________________ ___________________________ _____________ Teacher Candidates Signature Teacher Candidates Name (printed) Date ___________________________ Teacher Candidate ID # Attestation by University Supervisor To the best of my knowledge, the statements above are accurate. ___________________________ ___________________________ _____________ University Supervisors Signature University Supervisors Name (printed) Date Checklist for Assembling Your Teaching Event For the paper copy of your Teaching Event, place the following materials in the order listed. If you are constructing an electronic Teaching Event, make sure that all of the following are included. The Teaching Event Authenticity Sign-Off Form should be submitted as a paper copy with both paper and electronic and formatted Teaching Events. In addition, you should complete the PACT Demographic Survey according to instructions from your program. Required Forms (these can be downloaded from www.pacttpa.org) Teaching Event Authenticity Sign-Off Form Checklist for Assembling Your Teaching Event Task 1. Context for Learning Context for Learning Form Commentary on your instructional context Task 2. Planning for Instruction & Assessment Lesson Plan for learning segment Instructional materials, e.g., class handouts, overheads, and formal assessments (including evaluation criteria) labeled by the lesson number(s) (e.g., Lesson 1, Lessons 2-3) for which each document will be used Commentary explaining your thinking behind your instruction and assessment plans Task 3. Instructing Students & Supporting Learning Video clip Video Label Form Commentary explaining and analyzing the teaching and learning portrayed in the video Task 4. Assessing Student Learning Work samples from three students to illustrate what students generally understood and what a number of students were still struggling to understand Evaluative criteria or rubrics used to assess student performance on the assessment Commentary analyzing student learning and identifying next steps in instruction Task 5. Reflecting on Teaching & Learning Daily reflections for each lesson taught within your learning segment Commentary analyzing what you learned about your students and your teaching practice from teaching the learning segment and identifying changes you might make in your teaching practice based on this analysis Submitting Your Teaching Event Submit Two Copies to Your Program To enable validation of the assessment process across multiple campuses, you need to submit TWO copies of all text submitted as a paper copy (e.g., student work, instructional materials) and all video. If your Teaching Event is submitted via electronic files on a CD, submit two copies of the CD. You need not submit multiple copies of electronic Teaching Event materials that are stored electronically on a common platform. Follow the instructions from your program as to when and where your Teaching Event should be submitted. Organizing your Teaching Event for Submission (non-Electronic) Organize the commentaries and paper documentation in the order shown in the Checklist for Assembling Your Teaching Event. Fasten all pages together in order. Do not submit pages in plastic protectors. Place all materials (Teaching Event documentation, video, and/or CD) into a large envelope. Write your candidate ID number on the outside of the envelope. Retain for your own records a complete copy of your Teaching Event, including: 1) Computer file copies of all commentaries and other materials created by you 2) Paper copies of materials from other sources (e.g., student work, assessment instruments) 3) A copy of the videotape or file(s) with the video clip(s) Electronic Teaching Events Follow the directions provided by your program for format specifications. Provide two sets of paper copies of all documents if you are submitting a mixed format Teaching Event. A paper copy of the Teaching Event Authenticity Sign-Off Form should be submitted if you are completing an electronic Teaching Event. 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  HYPERLINK "http://www.pacttpa.org" www.pacttpa.org.   Language demands can be related to vocabulary, features of text types such lab reports, or scientific and mathematical notation, or other language demands such as participating in group tasks.  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.     PAGE  PAGE 1 Science Teaching Event 2005-05 ( 2007 the PACT Consortium October 1, 2007 PAGE 5 Science Preliminary Teaching Event 2007-08 ( 2007 the PACT Consortium PAGE 27 Science Preliminary Teaching Event 2007-08 ( 2007 the PACT Consortium Videotape Guidelines A video clip should be continuous and unedited, with no interruption in the events. The two clips can come from the same lesson or from different lessons. The clips can feature either the whole class or a small group of students. Both you and your students should be visible and clearly heard on the video submitted. Tips for videotaping your class are available on the PACT website,  HYPERLINK "http://www.pacttpa.org" www.pacttpa.org. Before you videotape, ensure that you have the appropriate permission from the parents/guardians of your students and from adults that appear on the videotape. Be sure to address the learning of curriculum content and related academic language. To identify standards, please list the standard number, followed by the text of the standard. If only a portion of a standard is being addressed, then only list the relevant part(s). Use the preferred lesson plan format in your program. 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