Teacher Performance Assessment (TPA)

Elementary Mathematics

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? [Indicate your response after the applicable option below: ] Elementary school: X Middle school: Other (please describe): Urban: Suburban: X Rural: 2. List any special features of your school or classroom setting (e.g., themed magnet, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment. [Begin response here: ] The mentor teacher I am working with is a looping teacher; therefore, this is her second year with these students. The school building is a kindergarten through second grade building. 3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests. [Begin response here: ] The required curriculum for the district is Everyday Mathematics; therefore, there are guidelines to follow for each lesson and routines to follow. About the Class Featured in This Assessment 1. How much time is devoted each day to mathematics instruction in your classroom? [Begin response here: ] One hour of class time is devoted to math each day with the exception of early out days which is split up with a special in the middle; therefore, it is 40 minutes before special and 20 minutes after special. Early out days occurs once a month and then no math instruction is given that day. 2. Is there any ability grouping or tracking in mathematics? If so, please describe how it affects your class. [Begin response here: ] Students can be grouped similar to reading groups. Examples of grouping would include on-level with strategic (below level), on-level with above, and above with above. 3. Identify any textbook or instructional program you primarily use for mathematics instruction. If a textbook, please provide the title, publisher, and date of publication. [Begin response here: ] Everyday Math, Wright Group/McGraw Hill, 2007 4. List other resources (e.g., SmartBoard, manipulatives, online resources) you use for mathematics instruction in this class.
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Teacher Performance Assessment (TPA)

Elementary Mathematics
[Begin response here: ] Resources available to the teacher and student includes an Elmo, Easy Teach program, toolkit (ruler, template, money, analog/digital clock, calculator, die, tape measure, animal cards, fact triangles, & paper dominoes), Everyday Math website, Everyday Math reference book, pattern blocks, small counters (buttons, erasers, beans, etc) About the Students in the Class Featured in This Assessment [Indicate your response after each option listed in #1, #2, and #3 below: ] 1. Estimated percentage of students eligible for free/reduced lunch: 5% 2. Grade level(s): 1st 3. Number of a. students in the class: 21 b. males: 12 females: 9 c. English language learners: 0 d. students identified as gifted and talented: 1 e. 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 mathematics 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 Example: Learning Disability Behavior IEP ADHD (no IEP) Number of Students Example: 4 1 1 Accommodations, Modifications, and/or Pertinent IEP Goals Example: Close monitoring, follow up, and Resource Room Close monitoring, checklist to keep on track Close monitoring

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

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