California Teaching Performance
Assessment
New Content Areas Pilot
August - December, 2008
Physical Education
Teacher Candidate ID# Institution -
Candidate Directions for Completing the Subject-Specific Pedagogy Task
Physical Education
The Subject-Specific Pedagogy task includes four case studies. Each case study focuses on a
different aspect of teaching:

Case Study 1: Subject-specific and developmentally appropriate pedagogy

Case Study 2: Assessment practices

Case Study 3: Adaptation of subject-specific pedagogy for English learners

Case Study 4: Adaptation of subject-specific pedagogy for students with special
needs
To complete the Subject-Specific Pedagogy task, read each case study, think about the
teaching situation presented, and answer each question.
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Before beginning this task, read the complete directions provided in the CalTPA Candidate
Handbook.
Case Study 1: Subject-Specific and Developmentally Appropriate
Pedagogy
A. Contextual Information for Case Study 1
1. Elements of a Learning Experience in a Unit
Grade:
3
Content Area:
Physical Education
Subject Matter:
Manipulative Skills: Throwing and Catching
Time Period for the Learning Experience: Two 45-minute sessions in two consecutive days
State-adopted Academic Content Standards for Students
Standard One: Students demonstrate the motor skills and movement patterns needed to
perform a variety of physical activities.
1.7
Catch, while traveling, an object thrown by a stationary partner
1.9
Throw a ball, using the overhand movement pattern with increasing accuracy
1.10 Throw and catch an object with a partner, increasing the distance from the partner and
maintaining an accurate throw that can be caught easily
Learning Goals for the Learning Experience
• Demonstrate an overhand throw with accuracy
• Demonstrate a two-handed catch of a thrown object
• Demonstrate a two-handed catch of a thrown object while traveling
Instructional Resources Available
Bean bags
2. Class Description
Students are in a third grade physical education class. They particularly need opportunities to
learn content in different ways and to revisit content. Many of the students enjoy the school
environment and like to socialize with each other. Students have begun developing distinct groups
of friends and hesitate to socialize or collaborate outside of their particular groups.
3. Developmental Needs of the Students in Grade 3
• Shift focus from fundamental skills to combining skills into new movement sequences
• Practice for a sufficient amount of time in order to lead to increased skill proficiency
• Have an improving attention span and an increased interest in why things occur
____________________________________
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
1
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
B. Questions for Case Study 1
1. Given the contextual information for Case Study 1, think about a lesson you might use
with these students that addresses the subject matter learning goals and the
developmental needs of the students described. In the columns below describe:

Instructional strategies: Instructional strategies are what the teacher does
during instruction.

Student activities: Student activities are what the students do during the lesson.

Instructional resources: Include how you would utilize the instructional
resources as you describe your strategies and student activities.
Instructional Strategies
Student Activities
2. Based on your knowledge of the subject-specific content and of student development,
explain why the instructional strategies, student activities, and resources you listed in
question 1:

are appropriate for this class

address the developmental needs of
these students

help these students make progress
toward achieving the state-adopted
academic content standards for
students in this content area
— END OF CASE STUDY 1 —
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
2
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Case Study 2: Assessment Practices
A. Contextual Information for Case Study 2
1. Elements of a Learning Experience in a Unit
Grade:
High School
Content Area:
Physical Education
Domain:
Physical Fitness
Time Period for Whole Unit:
3 weeks
State-adopted Academic Content Standards for Students
Standard Two: Students achieve a level of physical fitness for health and performance while
demonstrating knowledge of fitness concepts, principles, and strategies
2.1 Participate in moderate to vigorous physical activity at least four days each week
2.2 Participate in enjoyable and challenging physical activities that develop and maintain the
first components of physical fitness
2.7 Develop and implement a one-month personal fitness plan
Learning Goals for Whole Unit
Students will be able to do the following:
• Provide evidence of participation in moderate to vigorous physical activity at least four
times per week
• Define cardio-respiratory fitness
• Discuss at least two activities that will improve cardio-respiratory fitness levels
• Compare and contrast muscular strength and muscular endurance
• Describe developmentally appropriate practices that would enhance muscular strength and
muscular endurance
• Define flexibility as a health-related fitness component
• Describe safe practices of flexibility-related activities
• Describe body composition and its relationship to physical activity
• Design a basic four-week physical fitness plan incorporating the five components of
physical fitness
2. Teacher Reflection on Student Assessment for this Unit
“I am not satisfied with the assessment plan I used for the last unit of study. I gave the students a
diagnostic test at the beginning of the unit, two quizzes during the unit, and a final test, all of
which came from commercially-produced materials. I feel, though, that I need additional
information on what students really know and understand, their misconceptions, what they learned
during the instruction, and their progress toward achieving the learning goals. I am looking for
ways to improve my assessment plan, so I can have a more complete understanding of how well
these students learned the subject matter.”
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
3
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
3. Assessment Plan
Day 1
Goal 1: Physical
Activity (PA) log
Goal 2: Define
Cardiorespiratory (CR)
fitness
Goal 3: CR
activities
Diagnostic test
survey; multiple
choice;
formative
Day 6
Goal 1: PA log
Goal 4:
Goal 5:
Goal 6
Goal 7:
Day 11
Goal 1
Goal 8
Goal 9
Day 15
Goals 1-9
Quiz from class
notes; multiple
choice
Quiz from class
notes; multiple
choice
Purpose
Assess previous
knowledge,
skills, and
activity levels
Assess acquired
concepts and
skills
Assess acquired
concepts and
skills
Implementation
Individual
assessment;
paper and
pencil; teacher
corrects with an
answer key
Tell students of
scores and
inform student
of correct and
incorrect items
To determine
knowledge of
what healthrelated physical
activity is
Individual
assessment;
paper and
pencil; teacher
corrects with an
answer key
Inform student
of correct and
incorrect items
Individual
assessment;
paper and
pencil; teacher
corrects with an
answer key
Inform student
of correct and
incorrect items
Cumulative
teacherdesigned final
exam; multiple
choice and essay
Assess acquired
knowledge and
skills and
application of
the knowledge
and skills
Individual
assessment;
paper and
pencil; teacher
corrects with an
answer key
Inform student
of correct and
incorrect items
To determine
knowledge of
what healthrelated physical
activity is
To determine
knowledge of
what healthrelated physical
activity is
To determine
achievement
level of each
student towards
the goals
Goals
Assessed
Numbers
refer to the
Goals, 1-9
above
Type
Feedback
Strategies
Informing
Instruction
____________________________________
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
4
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
B. Questions for Case Study 2
1.a.
1.b.
Identify one strength in the
assessment plan and explain why
it is a strength in relation to the
learning goals of this unit.
Identify one weakness in the
assessment plan and explain why
it is a weakness in relation to the
learning goals of this unit.
Note: Refer to this additional assessment when responding to questions 2 and 3.
2. Suppose you found the following additional assessment in a supplementary resource.
Think about how the additional assessment could improve the teacher’s assessment plan.
Additional Assessment
1. Working in a teacher-assigned group of five, students will
create an exercise video incorporating concepts learned from the
unit.
Explain to the teacher how it might be used to improve the plan by answering the
following questions:
2.a.
2.b.
2.c.
2.d.
2.e.
2.f.
2.g.
July 2008
When in the plan would you use
this assessment?
What goals would be assessed by
this assessment?
What type of assessment would
it be?
What would be the purpose of
the assessment?
How would you implement
the assessment?
What feedback strategies would
you use?
How would the results of the
assessment inform instruction?
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
5
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
3. Explain how using the additional assessment as you described in question 2 improves the
teacher’s assessment plan and what specific information would be gained about what the
students really know and understand about the content area, their misconceptions, and
their progress toward achieving the learning goals.
— END OF CASE STUDY 2 —
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
6
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Case Study 3: Adaptation of Subject-Specific Pedagogy for English
Learners
A. Contextual Information for Case Study 3
1. Elements of a Learning Experience for 2 Days in a Unit
Grade:
Middle School
Content Area:
Physical Education
Subject Matter:
Social interaction
Time Period for Whole Unit:
3 weeks
State-adopted Academic Content Standards for Students
Physical Education
Grade Eight Standard Five: Students demonstrate and utilize knowledge of psychological and
sociological concepts, principles, and strategies that apply to the learning and performance of
physical activity.
5.4 Identify the contributions of members of a group or team and reward members for
accomplishing a task or goal
Learning Goals for Whole Unit
Students will be able to do the following with a focus on behavioral aspects:
1. Identify and evaluate contributions of individual group members
2. Express appreciation to group members for accomplishing a task or goal
Relationship to Preceding and Subsequent Learning Experiences
Basic psychological and sociological tasks must be demonstrated before complex concepts
such as sportsmanship and teamwork can be mastered.
2. Outline of Plans for Days 1 and 2
The following outline addresses some of the academic content standards and unit goals, but it is
not expected that the students will achieve them during the two days.
Instructional Strategies
• On Day 1, lead a discussion about appropriate interactions among group members. Write
student ideas on board. Have students independently read a handout concerning various
examples of positive and negative interactions. Then present the following scenario: “You
will be split into groups to design a new game, but each member of the group wants to
integrate different rules into your new game. Write three or four paragraphs describing how
each member can make a positive contribution and how it will be recognized.” Have students
write paragraphs using newly acquired behavioral terms/vocabulary to explain their answer to
their classmates.
• On Day 2, allow students to complete written response. Have students practice with a partner
orally summarizing their written work. Then have them individually share their oral
summaries using newly acquired behavioral terms/vocabulary with the whole class and receive
feedback.
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
7
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Student Activities
• Participate in a discussion about social interaction. Read the handout about the positive and
negative interactions. Listen to and carefully consider the scenario. Write three or four
paragraphs using newly acquired behavioral terms and vocabulary.
• Complete the written response. Practice with a partner to orally summarize written work.
Present oral summary, using newly acquired behavioral terms/vocabulary, to the whole class.
Provide feedback to other students in small groups.
Progress Monitoring
• Teacher will use class discussion, written responses to questions, projects, observation,
portfolio, and chapter test to determine level of learning.
3. Student Description (English learner)
Elena is a 13-year-old eighth grader and an English learner. She is from Guatemala and both of
her parents are professionals. Her extended family includes aunts, uncles, and cousins. Her
grandparents live in Guatemala and she and her family visit them in the summer. She has been in
the United States for one and a half years. She is literate in Spanish and often reads Spanish
literature. Her report cards from her school in Guatemala indicate above-average grades. Elena is
somewhat shy socially but is well liked and works well in small groups. She is seldom absent
from school. The CELDT results indicate overall score in the Early Intermediate range, and she
has been identified as an English learner.
Written Response to: “What is your favorite family day?”
A Special Family Celebration
My grandparent have special celebration. They have marry 45 year. My mother
and father and me make long trip to Guatemala to celebrate. We carry especial
gift it is a picture of all family. My tio, tia and primos going to. We like visit
grandparent and especial celebration. All family cook especial food of Guatemala
for celebration. I remember in Guatemala we all time together. I miss my abuelita
and abuelito. That is the name we say for grandparent in my country. The
celebration is fun we see friends and play. My grandparent very happy. I want to
stay in Guatemala. Soon we say adios.
Transcript of Student Oral Response to: “Tell me about your dance class.”
I like my dance class at community center. I think pretty things. I dance in pretty
dress. I like my dress everybody look me and say “Elena is pretty.” Everybody
take my picture. I am in newspaper. When I dancing I feel good. I like that.
____________________________________
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
8
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
B. Questions for Case Study 3
1.
2.a.
2.b.
3.a.
3.b.
3.c.
4.a.
4.b.
July 2008
Identify two specific learning needs the
student has as an English learner, based
on the student description and the
responses.
Identify one instructional strategy or
student activity from the outline of
plans that could be challenging for the
student.
Explain why the strategy or activity you
chose could be challenging to the
student. Use your knowledge of English
learners and your analysis of the
student’s learning needs in your
explanation.
Describe how you would adapt the
strategy or activity you identified above
to meet the learning needs of the
student. Consider specific subject
matter pedagogy when writing your
description.
Explain how your adaptation would be
effective for the student in making
progress toward the learning goals of
the lesson. (In your explanation of the
adaptation, refer to specific aspects of the
student description and to the samples of
proficiency in English.)
Explain how your adaptation would be
effective for the student in making
progress toward English language
development. (In your explanation of the
adaptation, refer to specific aspects of the
student description and to the samples of
proficiency in English.)
Which progress monitoring assessment
based on the lesson plan would you
choose to monitor this student’s
progress toward achieving the learning
goal(s)?
Give a rationale for your choice of
progress monitoring assessment. Use
your knowledge of content in this unit,
and this student’s English language
abilities in your rationale.
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
9
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
5.
ID #00000000
Based on what you learned about this
student’s English proficiency, what
would be your next steps in planning to
facilitate her English language
development? Consider specific
information from the student
description and her written and oral
language samples when responding.
— END OF CASE STUDY 3 —
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
10
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Case Study 4: Adaptation of Subject-Specific Pedagogy for Students
with Special Needs
A. Contextual Information for Case Study 4
1. Elements of a Learning Experience for 3 Days in a Unit
Grade:
6
Content Area:
Physical Education
Subject Matter:
Movement Patterns and Skills
Time Period for Whole Unit:
3 weeks
State-adopted Academic Content Standards for Students
Standard Two
2.12 Develop a cooperative movement game that uses locomotor skills, object manipulation,
and an offensive strategy and teach the game to another person
Learning Goals for Whole Unit
Students will be able to do the following with a focus on movement:
1. Develop a cooperative movement game that uses locomotor skills, object manipulation,
and an offensive strategy
2. Teach a cooperative movement game that uses locomotor skills, object manipulation, and
an offensive strategy to one or more classmates
Relationship to Preceding and Subsequent Learning Experiences
Skill progressions and combinations must be mastered prior to engaging in more complex
individual, dual, and team sport activities.
2. Outline of Plans for Days 3, 4, and 5
The following outline addresses some of the academic content standards and unit goals, but it is
not expected that the students will achieve them during the three days.
Instructional Strategies
• On Day 3, use a handout about offensive team strategies and have class read, varying between
independent, silent, and oral reading to whole class. Present additional information about the
concepts and lead whole-class discussion. Have students respond in writing to the questions in
the handout.
• On Day 4, do a teacher-led game development activity with the whole class. Demonstrate the
key concepts of locomotor skills, object manipulation, and offensive strategy. Students write
individual critiques of the teacher-led game. As a group, they present their critiques to the
class and receive feedback from others.
• On Day 5, have students read excerpts of the handout. Students work in small groups to create
games similar to the one played on Day 4. Students teach the games to the class with their
group. Each student writes a critique of the new games created on Day 5.
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
11
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Student Activities
• In class, read handout, take notes, and participate in class discussion about concepts presented.
For homework, complete written responses to questions in handout.
• Watch presentation of games, take notes, and participate in class analysis and discussion.
Individual students write critiques of teacher-led games. Work in a group to create own games.
Present the created game to whole class. Provide feedback to other groups.
• Write critiques of student-led games. Read a critique written by another classmate and analyze
for game development understanding and reasonableness.
Progress Monitoring
• Teacher will use class discussions, responses to questions, written summary of games, game
presentation, and group interaction to monitor student progress.
• Students will receive written and oral comments from the teacher and other students.
3. Student Description
Alex is an 11-year-old boy in the sixth grade. He had difficulty with the development of his early
literacy skills, including the acquisition of sound/symbol relationships and word identification,
demonstrated in both his reading and writing. In the second grade, Alex was identified as a
student with specific learning disabilities. Since then, Alex has received special education support
primarily in a resource room for language arts, while he is included in the general education
curriculum. He is able to independently read text at a third-grade level and continues to struggle
with decoding words. Alex also has asthma for which he takes daily medication and occasionally
needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class
conversations or contribute to group learning situations. His tendency is to sit alone at lunch and
to be by himself on the playground. There is no in-class support for this student.
____________________________________
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
12
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
B. Questions for Case Study 4
1.a.
1.b.
1.c.
1.d.
2.a.
2.b.
2.c.
2.d.
3.a.
3.b.
Identify one instructional strategy or
student activity from the outline of
plans that could be challenging for the
student, considering the description of
the student’s learning disability.
Explain why the strategy or activity you
chose could be challenging for the
student, based on specific aspects of the
student description.
Describe how you would adapt the
strategy or activity you identified to
meet the needs of the student.
Explain how your adaptation would be
effective for the student in making
progress toward achieving the learning
goal(s) of this unit.
Identify one additional instructional
strategy or student activity from the
outline of plans that could be
challenging for the student, considering
the student’s other learning needs.
Explain why the strategy or activity you
chose could be challenging for the
student, based on specific aspects of the
student description.
Describe how you would adapt the
strategy or activity you identified to
meet the needs of the student.
Explain how your adaptation would be
effective for the student in making
progress toward achieving the learning
goal(s) of this unit.
What progress monitoring assessment
would you choose to obtain evidence of
the student’s progress toward a
learning goal(s)?
Give a rationale for your choice of
assessment. Use your knowledge of
academic content in this unit and this
student’s learning needs in your
rationale.
— END OF CASE STUDY 4 —
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
13
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
Biographical Information Questionnaire
The information you provide will be used to describe the representation and diversity of the
participants who have completed the Subject-Specific Pedagogy Task of the California Teaching
Performance Assessment (CalTPA).
(To check a box, double click on it and select checked.)
Group you are representing (Check one.)
Student
Intern
Student Teacher
Institution Type (Check one.)
California State
University
Private University
Intern Program (District/County/University)
Race or Ethnicity (Check one.)
African American
or Black
Alaska Native or
American Indian
Asian or Asian
American
White
Hispanic
Other
Native Hawaiian
and Other Pacific
Islander
Gender
Female
Male
At what educational level are you doing your field work or student teaching? (Check one.)
Elementary
(Pre-K-6)
Secondary (7-12)
Post-secondary
Not Applicable
In which type of school setting are you doing your field work or student teaching? (Check
one.)
Urban
Suburban
Rural
What year are you in your teacher preparation program? (Check one.)
1st
2nd
3rd
4th
5th
What is the total amount of your classroom teaching experience? (Check one.)
Less than 1
month
1 to 6 months
7 to 12
months
13 to 24
months
More than 24
months
Approximately how many hours did it take you to complete this task? (Check one.)
Less
than 1
July 2008
1
2
3
4
5
More
than 5
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
14
CalTPA Subject-Specific Pedagogy Task
— Single Subject Physical Education —
ID #00000000
The following questions are asked for each of the four Case Studies that comprise Task One.
Please respond for each Case Study.
I found the directions clear and easy to understand.
Case Study One
Strongly Agree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Case Study Two
Strongly Agree
Case Study Three
Strongly Agree
Case Study Four
Strongly Agree
I was given sufficient background information about the student or class to provide a
thorough response to the case study.
Case Study One
Strongly Agree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Agree
Disagree
Strongly Disagree
Case Study Two
Strongly Agree
Case Study Three
Strongly Agree
Case Study Four
Strongly Agree
Please share any additional comments that you believe will help the CTC to further refine
the Subject-Specific Pedagogy Task.
July 2008
Copyright © 2008 by the California Commission on Teacher Credentialing. All rights reserved.
15