INTENTIONAL PRACTICES AT THE Fay Lee, M.Ed.

COMMUNITY COLLEGE LEVEL TO Lone Star College-CyFair

PREPARE PRE-EPP STUDENTS FOR Denise McKown, M.A. Ed.

TEACHER PERFORMANCE ASSESSMENTS Midland College
 LEARNING OUTCOMES
Participants will be able to:
• understand the alignment of EDUC 1301 and 2301 Students Learning Outcomes
(SLOs) with edTPA and T-TESS performance assessments;
• learn about our current assignments/projects/papers that relate to the
performance assessments;
• discuss if and how these assignments prepare teacher education students for their
future upper level classwork and teacher performance assessments; and
• share current practices for performance assessment preparation.
 CROSSWALK
❏ Student Learning Objectives (SLOs)

❏ T-TESS and edTPA rubrics

❏ Assignments
EDUC 1301 Connections with edTPA and T-
TESS
SLO 1: Identify current issues influencing the field
of education and teacher professional
development.
T-TESS edTPA Assignments
4.3 The teacher enhances Rubric 6: Learning Environment Find article from a credible source;
the professional community. Rubric 7: Engaging Students in Learning share with class.

Discussions on Education Vs.

Schooling

ESSA, NCLB, Movements

SLO 2: Analyze the culture of schooling and classrooms from the
perspectives of language, gender, socioeconomic, ethnic, and
disability-based academic diversity and equity

T-TESS edTPA Assignments

2.1 The teacher supports all
learners in their pursuit of high
levels of academic and social-
emotional success
2.2 Teacher uses content and
pedagogical experiences to design
and execute lessons aligned with
state standards, related content
and student needs.
Rubric 2: Planning to support
varied student learning needs;
Rubric 3: Using Knowledge of
Students to Inform Teaching and
Learning
Rubric 5: Learning Environment
Journal:
Data analysis from TAPR to
identify:
Demographics, ELL, SPED, SES, test
scores, school culture and
programs, parent/guardian
involvement
Redesign pre-developed lesson
plan to meet a diverse population.
Differentiation of a lesson plan for
multiple populations in the
classroom
SLO 3: Provide examples from classroom observations and
course activities that demonstrate understanding of
educational pedagogy and professional responsibilities of
teachers.
T-TESS edTPA Assignments
1.2 The teacher uses formal and informal Rubric 5: Planning Journal assignments based on classroom
methods to measure student progress, then assessments to observations:
manages and analyzes student data to monitor and rules and routines, teacher-student
inform. support student relationships
learning

1.3 Through knowledge of students and
proven practices, the teacher ensures high
level of learning, social-emotional
development, and achievement for students.
Rubric 6: Learning Development of lesson plan and
environment demonstration in class; teach the lesson
to area school children for service
learning opportunity and partnerships
with local library
Rubric 7: Engaging Scenarios that pertain to ethics and
students in learning teacher ethical codes of conduct
SLO 4: Evaluate personal motivations, educational
philosophies, and factors related to educational
career decision making
T-TESS edTPA Assignments
4.1. The teacher meets district expectations, decorum, Rubric 10: Analyzing Teaching Philosophy
procedural, ethical, legal, and statutory responsibilities. Teaching Paper
Effectiveness

4.2 The teacher reflects on his/her practice. Rubric 6: Learning Why Teach Paper
Environment
4.3 The teacher enhances the professional community Rubric 15: Using Digital Portfolio of work
Assessment to and teaching profession
inform instruction research

4.4 The teacher demonstrates leadership with students,

colleagues, and community members in the school,
district and community.
SLO 5: Recognize the various multiple intelligences/learning
styles in order to be able to implement instructional practices
that meet the needs of all students.
T-TESS edTPA Assignments

2.4 The teacher differentiates Rubric 1: Planning for Creating a lesson plan for pre-school
instruction, aligned methods and literacy learning service-learning program with
techniques to diverse student needs. community children and develop a
plan for differentiated age groups
and ability and language levels.
2.5 The teacher formally and informally Rubric 2: Planning to Formative and summative
collects, analyzes, and uses student Support Varied Student assessments to include in the lesson
progress data and makes needed lesson Learning needs plan for service learning project for
adjustments. area children.
Rubric 3: Using knowledge
of the students to inform
teaching and learning
EDUC 2301 Connections with edTPA and T-
TESS
SLO 1: Describe the characteristics of exceptional learners (e.g. Learning
Disabilities, Gifted and Talented), including legal implications.
T-TESS edTPA Assignments
Dimension 2.4: The teacher differentiates Lesson Plan
instruction, aligning methods and techniques to Rubric 2: Planning to Support Varied Student
diverse student needs. Learning Needs Tiered Assignment (modification and
Rubric 3: Using Knowledge of Students to enrichment)
Inform Teaching and Learning
Field Experiences and Reports
Dimension 4.1: The teacher meets district Lesson Plan
expectations for attendance, professional
appearance, decorum, and procedural, Tiered Assignment (modification and
ethical, legal, and statutory responsibilities. enrichment)

Field Experiences and Reports

SLO 2: Describe and analyze characteristics of diverse learners (e.g.
language, gender, sexual orientation, race, ethnicity) and how
diversity impacts learning.

T-TESS edTPA Assignments

Dimension 2.4: The teacher differentiates
instruction, aligning methods and techniques
to diverse student needs.
Dimension 2.5: The teacher formally and
informally collects, analyzes, and uses
student progress data and makes needed
lesson adjustments.
Rubric 2: Teacher adapts lessons with a Disability Topic (research assignment)
wide variety of instructional strategies to Lesson Plan
address individual needs of all students Tiered Assignment (enrichment/modification)
Rubric 2: Teacher adapts lessons with a PPR Charts
wide variety of instructional strategies to
address individual needs of all students Field Experience Reports
Reflective Writing
SLO 3: Describe the impact of socio-economic status on learning
and creating equitable classrooms.
T-TESS
Dimension 2.5: The teacher formally and
informally collects, analyzes, and uses
student progress data and makes needed
lesson adjustments.
Dimension 3.3: The teacher leads a
mutually respectful and collaborative class
of actively engaged learners.
edTPA Assignments
Rubric 2: Teacher adapts lessons with a Personal Philosophy of Education
wide variety of instructional strategies to TAPR analysis
address individual needs of all students
Rubric 3: Using Knowledge of Students to Discussion posts
Inform Teaching and Learning
Reflective Writing
Scholar’s Vocabulary
SLO 4: Demonstrate an understanding of the benefits and challenges of
racial, ethnic, and other types of cultural diversity in the classroom.

T-TESS edTPA Assignments

1.3: Through knowledge of students and Rubric 3: Using Knowledge of Students to Lesson plan
proven practices, the teacher ensures high Inform Teaching and Learning
levels of learning, social-emotional
development, and achievement for all Tiered Assignment (modification
learners. and enrichment)
Disability Topic
PPR charts
Denise McKown Fay Lee

Midland College Lone Star College-CyFair

3600 N. Garfield 9192 Barker Cypress Road
HLG West 206A Cypress, Texas 77433
Midland, TX 79705 Fay.D.Lee@lonestar.edu
dmckown@midland.edu 281-290-3406
432-685-6839