CalTPA Preparation Guide / Edition 1

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Overview

By demystifying the enormity of the CalTPA assessment and the demands candidates face in preparing for these required tests, Williams, Guillaume and Ponder, all trained CalTPA assessors and instructors, have written the CalTPA Prep Guide using only the clearest, most accessible language, in a voice that speaks directly to reader. This first edition guide will successfully prepare candidates for a multiple-subject and single-subject credential in California to organize, articulate and demonstrate their knowledge on all four of the CalTPA tasks in a clear and concise manner. Filled with activities and engaging exercises to help, the guide also provides practical writing strategies and tips for organization to enhance the credential candidate's performance on the CalTPA. Flexible and precise, this guide can be used by candidates in any credential program, whether candidates pursue the CalTPA through a series of courses at their program, or are expected to complete it independently. Once the access code is activated, the subscription is valid for six months.

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Product Details

  • ISBN-13: 9780138021771
  • Publisher: Pearson
  • Publication date: 1/20/2012
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 168
  • Sales rank: 229,238
  • Product dimensions: 8.40 (w) x 10.80 (h) x 0.40 (d)

Meet the Author

Lynda R. Williams taught in the Department of Elementary and Bilingual Education at California State University, Fullerton from 1994-2010. During that time she instructed a variety of courses in the Multiple Subject Credential Program. Being trained in all four of the CalTPA tasks has given her the opportunity to support many candidates in their work on the CalTPA. She has also served as an assessor for all four of the CalTPA tasks. She has published articles on making learning accessible to students with special needs, helping students with ADHD succeed in the classroom, learning disabilities, and speech and language disorders.Currently she is teaching courses in the School of Education at Utah Valley University.

Andrea M. Guillaume is a professor in the Department of Elementary and Bilingual Education at California State University, Fullerton. She has supported hundreds of candidates through their work on the CalTPA. She has authored and co-authored three other texts for Pearson, including K-12 Classroom Teaching: A Primer for New Professionals (4th edition, 2012), 35 Strategies for Content Area Vocabulary Development (with Brenda H. Spencer, 2009), and Active teaching: 50 Strategies for Engaging K-12 Learners in the Classroom (with R. H. and H. K. Yopp, 2007). She has taught students at a variety of levels, and her expertise is in pedagogy and in mathematics and science education.

Jennifer M. Ponder, a former elementary school teacher, is currently an assistant professor at California State University, Fullerton in the Department of Elementary and Bilingual Education where she teaches in the multiple subject credential and graduate program. She is also a lead assessor for all four CalTPA tasks, and is currently serving as the TPA coordinator for her department. Her teaching and research interests include education for democratic citizenship, experiential learning, and infusing the arts into the curriculum. She has published articles and book chapters related to civic education in the elementary classroom, social action curriculum in teacher education, and action-based science instruction. She received her Ph.D. in Curriculum & Instruction from Indiana University.

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Table of Contents

Part 1: Skills for CalTPA Success

Chapter 1: Understanding the Rubrics

Chapter 2: Understanding CalTPA Vocabulary

Chapter 3: Choosing Appropriate Focus Students

Chapter 4: Preparing your CalTPA Responses: Important Tips and Reminders

Part 2: Making Adaptations

Chapter 5: Making Adaptations for English Learners

Chapter 6: Making Adaptations for Learners with Special Needs

Part 3: Task Specific Support

Chapter 7: Subject Specific Pedagogy

Chapter 8: Designing Instruction

Chapter 9: Assessing Learning

Chapter 10: Culminating Teaching Experience

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