Teacher Performance Assessment (TPA)

Secondary EnglishLanguage Arts

Task 1: Planning Instruction and Assessment

Part A: Context for Learning Information
About the School Where You Are Teaching 1. In what type of school do you teach? High school; Suburban 2. List any special features of your school or classroom setting (e.g., themed magnet, remedial course, honors course) that will affect your teaching in this learning segment. I teach Fundamentals of Writing Lab, which is the assistance-based course for Fundamentals of Writing. The lab aims to help students who have scored below the forty-fifth percentile in the reading section of the state standards test and are currently taking Fundamentals of Writing. 3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula or texts, pacing plan, use of specific instructional strategies, or standardized tests. District standards govern the content requirements for Fundamentals of Writing courses. Therefore, I am required to include timed writings, a nonfiction book unit, a research paper unit, grammar, and vocabulary in my curriculum. About the Class Featured in This Assessment 1. What is the name of the course? Fundamentals of Writing 2. What is the length of the course? One semester 3. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)? 45 minutes every Monday, Thursday, and Friday; 1 hour 20 minutes every Wednesday 4. Is there any ability grouping or tracking in Englishlanguage arts? If so, please describe how it affects your class. Yesstudents are grouped by ability according to mandatory state standardized tests. Those who have scored below the forty-fifth percentile in reading are enrolled in the assistance course, Fundamentals of Writing Lab, while taking Fundamentals of Writing. 5. Identify any textbook or instructional program you primarily use for Englishlanguage arts instruction. If a textbook, please provide the title, publisher, and date of publication.

Copyright 2011 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

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Teacher Performance Assessment (TPA)

Secondary EnglishLanguage Arts
No textbooks are used in this course. 6. List other resources (e.g., SmartBoard, resource library in classroom, online resources) you use for Englishlanguage arts instruction in this class. Overhead projector, Elmo, nonfiction books, online research databases, Infinite Campus About the Students in the Class Featured in This Assessment 1. Estimated percentage of students eligible for free/reduced lunch: 10%-15% 2. Grade level composition (e.g., all seventh grade; 2 sophomores and 30 juniors): 25 sophomores and one senior in respective period 3. Number of a. students in the class: 26 b. males: 14 females: 12 c. English language learners: 0 d. Students with Individualized Education Programs (IEPs) or 504 plans: 1 4. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect your Englishlanguage arts instruction in this learning segment. As needed, consult with your cooperating teacher to complete the chart. The first row has been completed in italics as an example. Use as many rows as you need. Special Education Category Learning Disability with 504 plan Number of Students 1 Accommodations, Modifications, and/or Pertinent IEP Goals Tests/answers read aloud as necessary; audio book assistance; close monitoring; follow up; assigned to Fundamentals of Writing Lab

Copyright 2011 Board of Trustees of the Leland Stanford Junior University. All rights reserved.

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