FASTv2.0

A MANUAL FOR TEACHER CANDIDATES
SITE VISITATION PROJECT
TEACHING SAMPLE PROJECT
Updated Summer 2019
FRESNO ASSESSMENT
OF STUDENT TEACHERS
(FAST 2.0)

Cover page with the Fresno Assessment of Student Teachers title and project names

TABLE OF CONTENTS

Table of Contents ........................................................................................................... i
Letter from FAST Coordinator ................................................................................. iii
FAST Alignment with TPEs ....................................................................................... iv
Site Visitation Project (SVP)
Overview and General Directions........................................................................1
Preparation for the Project ...................................................................................2
Parts of the Project...............................................................................................2
Part 1 – PLANNING.....................................................................................3
Part 2 – IMPLEMENTATION .....................................................................4
Part 3 – REFLECTION.................................................................................4
Evaluation of the Project......................................................................................5
Rubrics.................................................................................................................6
PLANNING..................................................................................................6
IMPLEMENTATION...................................................................................7
REFLECTION..............................................................................................8
Site Visitation Project Forms.......................................................................9
Class Profile ................................................................................................10
Lesson Plan .................................................................................................12
Activity/Strategy Table.......................................................................13
Self-Evaluation of Lesson...........................................................................15

Teaching Sample Project (TSP)
Overview and Evaluation...................................................................................17
Parts of the Project.............................................................................................18
Format................................................................................................................19

SECTIONS
Students in Context............................................................................................20
Learning Outcomes............................................................................................22
Assessment Plan.................................................................................................24
Design for Instruction ........................................................................................27
Instructional Decision-Making ..........................................................................29
Analysis of Student Learning.............................................................................30
Reflection and Self-Evaluation..........................................................................31
ADDENDUM: Students in Context..........................................................................32

LETTER FROM FAST COORDINATOR

Dear Fresno State Teacher Candidate:
The California Commission on Teacher Credentialing (CCTC) requires that every credential program candidate seeking recommendation for a Preliminary California Credential show mastery of the Teacher Performance Expectations (TPEs). The TPEs will be taught in your coursework and applied and practiced in your fieldwork. The Kremen School of Education and Human Development has designed its own assessment system to evaluate your mastery of the TPEs, the Fresno Assessment of Student Teachers (FAST). The system consists of two tasks or “projects” that you will complete during your fieldwork. Please note that success on FAST is just one of the requirements for earning a Preliminary Credential.
This manual provides you with important information regarding the two required FAST tasks, the Site Visitation Project and the Teaching Sample Project.
The Site Visitation Project and the Teaching Sample Project will be scored by trained scorers using a task-specific four-point rubric. The rubric levels are:
1= Does not meet expectations
2= Meets expectations
3= Meets expectations at a high level
4= Exceeds expectations
In order to receive credit for the fieldwork course in which the assessment is required, you must meet all fieldwork expectations AND you must earn a minimum score of “2” on each of the three sections evaluated in the Site Visitation Project and the seven sections evaluated in the Teaching Sample Project.
Should you earn a non-passing score of “1” on any section, you will have the opportunity to revise and resubmit that section. If you still do not earn a passing score in the resubmission, you may apply for Special Consideration using the FAST Non-Passing Score Procedure in this manual. Remember, you must pass all sections of the assessment before you can receive credit for the associated fieldwork course. Please be aware that the CCTC requires that your scores and any notation of the necessity for re-takes on the FAST projects be sent to them. A history of your scores will be available to you through Tk20 for sharing with your professional induction program supervisor as you see fit.
We are confident that you will show mastery of the TPEs by careful attention to the project directions and rubrics and by diligently studying and practicing your craft while enrolled in the credential program. As a result of your hard work and your successful performance on FAST and other required indicators of quality, you, our Credential Programs, and your hiring district can be confident that you will enter the next phase of professional growth as a competent beginning teacher with the skills necessary to teach California’s youth. Best of luck!
Sincerely,
Dr. Jeanie Behrend
FAST Coordinator
jeanb@csufresno.edu

FAST ALIGNMENT WITH TEACHING PERFORMANCE EXPECTATIONS

FAST ALIGNMENT WITH TEACHING PERFORMANCE EXPECTATIONS

Chart showing FAST alignment with Teaching Performance Expectations

Continuation of the FAST alignment chart with a highlighted row

SITE VISITATION PROJECT *

The Site Visitation Project assesses the candidate’s ability to plan, implement, and reflect upon instruction. The Teaching Performance Expectations (TPE) elements being evaluated are:
TPE 1 - Engaging and Supporting All Students in Learning (1.1, 1.3, 1.5, 1.8)
TPE 2 - Creating and Maintaining Effective Environments for Student Learning (2.2, 2.6)
TPE 3 - Understanding and Organizing Subject Matter for Student Learning (3.1, 3.2, 3.3, 3.5)
TPE 4 - Planning Instruction and Designing Learning Experiences for All Students (4.1, 4.2, 4.7)
TPE 6 - Developing as a Professional Educator (6.1)

Overview
For this project you will plan, teach, and evaluate a 20- to 45-minute lesson that is observed by your University Coach, and videotaped. The lesson plan and instruction should address goals and skills aligned with the state-adopted subject matter standards, English Language Development (ELD) and/or English Language Arts (ELA) standards and frameworks. For Single Subject candidates, you will teach a lesson in your content area that infuses English language development. For Multiple Subject candidates, you will teach a lesson in mathematics that infuses English language development. You will submit your written lesson plan at least 3 days prior to implementation. The lesson will be observed by your University Coach and/or a subject-matter expert and videotaped. After you watch the video, you will evaluate your planning and implementation by selecting a segment of the video to demonstrate subject-specific pedagogy and responding to questions about your lesson. The project will be submitted on Tk20 and evaluated using the Scoring Rubrics at the end of the directions.
Submissions: (1) CLASS PROFILE form, (2) lesson plan, (3) ACTIVITY/STRATEGY TABLE form, (4) 3- to 5-minute unedited video clip, (5) SELF-EVALUATION OF LESSON form.
NOTE: All forms are found on Tk20.

General Directions

These general directions present an outline of the Site Visitation Project requirements. See Parts of the Project (on pp. 2-5) for more detailed instructions and information about the required forms to submit.
To complete this project, you will:

  1. Collect information on your students for the class you will teach, using the CLASS PROFILE form. The information should be useful for planning instruction.
  2. Plan a lesson that demonstrates your ability to teach a standards-based lesson in your content area (Single Subject) or mathematics (Multiple Subject) that infuses the development of English language and is based on your students’ learning needs identified through the CLASS PROFILE form. The entire lesson should last between 20 and 45 minutes.

Scoring rubric table for the Teaching Sample Project

Continuation of the scoring rubric table for the Teaching Sample Project

Download the PDF

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