CalAPA Performance Assessment Guide: Leadership Cycle 3 Dirctions and Rubrics

CalAPA C3 V06

Performance Assessment Guide

Leadership Cycle 3:

Supporting Teacher Growth

Cycle Directions and Rubrics, Version 06

Ian Wedgewood. Pearson Education Ltd

1900 Capitol Avenue, Sacramento, CA 95811

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Preamble to the California Administrator Performance Expectations (CAPE)

Effective educational leaders strive for educational opportunities that are driven by equity

and culturally responsive practices to promote each student’s academic success and well-

being. California leaders recognize, respect, and utilize each student’s strengths,

experiences, and background as assets for teaching and learning. Effective educational

leaders confront and alter institutional biases of student marginalization, deficit-based

schooling, and low expectations.

Throughout the CAPE, reference is made to “all students” or “all Birth–22 students.” This

phrase is intended as a widely inclusive term that references all students attending public

schools. Students may exhibit a wide range of learning and behavioral characteristics, as

well as disabilities, dyslexia,* intellectual or academic advancement, and differences

based on ethnicity, race, socioeconomic status, gender, gender identity, gender

expression, sexual orientation, culture, language, religion, and/or geographic origin. The

range of students in California public schools also includes students whose first language

is English and English learners. This inclusive definition of “all students” applies whenever

and wherever the phrase “all students” is used in the CAPE and in the CalAPA cycles

(steps, rubrics, and CalAPA Glossary).

*The purpose of the California Dyslexia Guidelines is to assist regular education teachers, special education

teachers, and families in identifying, assessing, and supporting students with dyslexia.

All information about the CalAPA program can be found on the California Educator

Credentialing Assessments website. The website includes assessment information, registration

and registration support, information on requesting reasonable accommodations for

alternative testing arrangements, and preparation materials including instructions on using the

Pearson ePortfolio system and video annotation tool. For technical questions related to Cycle 3,

see the Contact Us page on the California Educator Credentialing Assessments website.

Contents

Acknowledgments ............................................................................................................ iv

Overview ........................................................................................................................... 1

Evidence Table ........................................................................................................................ 3

Step 1: Investigate ............................................................................................................. 5

I. Current Coaching and Observation Practices at the School ................................................ 5

II. Volunteer Teacher and Context for the Coaching Cycle ..................................................... 6

Evidence to Be Submitted ....................................................................................................... 7

Step 2: Plan ....................................................................................................................... 8

I. Conducting the Pre-Observation Meeting ........................................................................... 8

II. Video Evidence of Your Pre-Observation Meeting ............................................................. 8

Evidence to Be Submitted ..................................................................................................... 11

Step 3: Act ....................................................................................................................... 12

I. Focused Classroom Observation ........................................................................................ 12

II. Preparation for the Post-Observation Meeting ................................................................ 12

III. Post-Observation Meeting ............................................................................................... 12

IV. Evidence of Your Coaching .............................................................................................. 14

Evidence to Be Submitted ..................................................................................................... 15

Step 4: Reflect ................................................................................................................. 16

I. Reflective Narrative ........................................................................................................... 16

Evidence to Be Submitted ..................................................................................................... 16

Leadership Cycle 3 Rubrics ............................................................................................... 17

Essential Questions ............................................................................................................... 17

Step 1 Rubric ......................................................................................................................... 18

Step 2 Rubric ......................................................................................................................... 19

Step 3 Rubrics ........................................................................................................................ 21

Step 4 Rubrics ........................................................................................................................ 26

Submitting Your Evidence ................................................................................................ 28

Preparing Your Evidence ....................................................................................................... 28

What to Submit ..................................................................................................................... 29

Leadership Cycle 3 Submission Specifications ...................................................................... 30

CalAPA Glossary .............................................................................................................. 33

CalAPA Performance Assessment Guide Leadership Cycle 3

Acknowledgments

California has been an innovator in the development and use of teaching performance

assessments since 2003. The California Administrator Performance Assessment (CalAPA) was

developed at the direction of the Commission on Teacher Credentialing with the assistance of a

15-member design team; the Evaluation Systems group of Pearson; consultants in the field of

educational leadership and administration; and California administrator organizations. The

CalAPA draws from and is informed by California’s rich experience with performance-based

assessment models, including the original California Teaching Performance Assessment

(CalTPA), the redeveloped CalTPA (2016), the Education Specialist CalTPAs, the Performance

Assessment for California Teachers (PACT), and edTPA®. The Commission on Teacher

Credentialing acknowledges the contributions of these assessment systems and the educators

who have developed, administered, and scored them.

CalAPA Performance Assessment Guide Leadership Cycle 3

Overview

Effective equity-driven educational leaders

know and understand TK–12 student

content standards, frameworks, and

performance expectations, and align

instructional and support practices focused

on providing equitable learning

opportunities for all students. Essential to

this work is the ability to use the California

Standards for the Teaching Profession

(CSTP) and principles of reflective,

courageous, and collegial conversation to

provide unbiased, evidence-based feedback

about observed teaching and learning to

improve instructional practice and student

learning and/or well-being.

Leadership Cycle 3 focuses on coaching an

individual teacher to strengthen teaching

practices and improve student learning

and/or well-being. Within the cycle of

investigate, plan, act, and reflect, you will

familiarize yourself with coaching and

observation practices at the school; identify

a volunteer teacher whom you will coach;

and conduct a full coaching cycle, including

a pre-observation meeting, a focused

classroom observation to collect CSTP-

related evidence of practice, and a post-

observation meeting. Throughout this

leadership cycle, you will reflect on your

strengths and areas for professional growth

as a coach and an equity-minded leader.

Leadership Cycle 3 includes four specific

steps to be completed in order: investigate,

plan, act, then reflect.

The first reference of a term in each section of this guide is

hyperlinked to its corresponding definition in the CalAPA Glossary.

To navigate to the glossary definition, click the hyperlinked word.

To navigate back to the page origin, use the “Previous View”

command (or ALT+Left Arrow).

Investigate

Plan

Act

Reflect

CalAPA Performance Assessment Guide Leadership Cycle 3

 Step 1: Investigate. Inquire and learn about the current teacher coaching, observation,

and/or instructional feedback practices of the school, then describe and analyze these

practices. Understand how the school uses the California Standards for the Teaching

Profession (CSTP) to support teacher growth and development. Identify a volunteer

teacher, provide context for the coaching cycle, and explain the implications for this cycle

based on your analysis.

 Step 2: Plan. Using the lens of coaching and instructional feedback and the California

Standards for the Teaching Profession (CSTP), plan for, participate in, and video-record a

pre-observation meeting with the identified volunteer teacher. Jointly select one or two

elements of the CSTP with the volunteer teacher to serve as the focus for the observation.

 Step 3: Act. Conduct a classroom observation and video-record the lesson. As you observe

the lesson, collect evidence of teaching practices related to the one or two CSTP elements

identified with the volunteer teacher and related to student learning and/or well-being.

Prepare for a post-observation meeting with the volunteer teacher by analyzing CSTP

observation evidence and student work products, and watching the recorded lesson.

Facilitate a post-observation meeting. Video-record and annotate your coaching practice

during the post-observation meeting as you watch the video of instruction with the

volunteer teacher. During the meeting, share CSTP-focused observation evidence, jointly

discuss student work products, and collaborate to establish a shared goal for next coaching

and development steps.

 Step 4: Reflect. Identify personal leadership competencies and needs in relation to

instructional coaching, CSTP-focused observation processes and collection of evidence, and

support for teacher growth developed through this cycle. Describe continuous

improvement steps for the volunteer teacher and reflect on the role coaching, observation,

and/or instructional feedback play at the school.

CalAPA Performance Assessment Guide Leadership Cycle 3

Evidence Table

Cycle Step What You Need to Do Evidence to Be Submitted

Step 1:

Investigate

(template

provided in

ePortfolio

system)

• Familiarize yourself with, describe, and analyze the

current teacher coaching, observation, and/or

instructional feedback practices at the school and

review the California Standards for the Teaching

Profession (CSTP). Describe how the CSTP (or its

equivalent) are used at this school to support teacher

growth and development.

• Identify a volunteer teacher for the coaching cycle

and learn about the teacher’s classroom context and

students.

• Explain the implications for this cycle based on the

analysis of the current role of coaching practices (at

the school) and the background and experience of the

volunteer teacher.

• Provide a summary of the context and the teacher’s

prior experiences with coaching, observation, and/or

instructional feedback to plan for the coaching cycle.

• Part A: Written Narrative:

Coaching, Observation, and/or

Instructional Feedback Practices

at the School and the Volunteer

Teacher (no more than 5 pages)

Step 2:

Plan

(template and

annotation tool

provided in

ePortfolio

system)

• Plan, participate in, and video-record a pre-

observation meeting with the volunteer teacher.

After the volunteer teacher’s self-assessment of

instructional practices, jointly select one or two CSTP

elements as a focus for the lesson observation and

post-observation meeting.

• Review and collect a copy of the lesson plan to be

observed and co-determine student work products

that you will be able to review as an outcome of the

lesson.

• Select 2 video clips from the pre-observation meeting

that provide evidence of your coaching, and annotate

the clips with brief rationales for coaching practices

seen in the video.

• Four annotation titles include:

• Volunteer Teacher’s Self-Assessment

• Lesson Plan Review

• CSTP Selection

• Coaching and Observation Process

• Part B: Written Narrative:

Classroom Context, Lesson, and

Observation (no more than

4 pages)

• Part C: Volunteer Teacher’s

Lesson Plan, including student

work product description

• Part D: 2 Annotated Video Clips

of the Pre-Observation Meeting

(no more than 4 minutes each)

(Continued)

CalAPA Performance Assessment Guide Leadership Cycle 3

Cycle Step What You Need to Do Evidence to Be Submitted

Step 3:

Act

(annotation

tool provided in

ePortfolio

system)

• Conduct and video-record a classroom observation of

the teacher’s lesson. Follow all district policies

regarding video-recording of students and teachers,

and secure all required permissions.

• Prepare for the post-observation meeting.

1. Watch the video recording of the lesson.

2. Analyze the CSTP-focused observation evidence

you collected during the lesson.

3. Analyze student work products from the lesson

and/or any other data related to the lesson.

• Jointly participate in a post-observation meeting with

the volunteer teacher and video-record the meeting.

During the post-observation meeting, together with

the volunteer teacher, watch the video of the lesson,

review the CSTP–element-focused data collected

during the observation, and analyze student work

and/or other data related to the lesson.

• Select 1 to 5 video clips from the post-observation

meeting that provide evidence of your coaching.

Annotate the clips with brief rationales for coaching

practices seen in the post-observation video. The five

annotations include:

• Teacher’s Self-Assessment and Analysis of Practice

• Evidence Sharing and Analysis

• Effectiveness of Teaching Practices

• Agreed-Upon Next Steps for Volunteer Teacher

• Volunteer Teacher Feedback on Coaching

Practices

• Part E: Specific Notes from the

Observation and/or Forms Used

to Document the Observation

Evidence Related to CSTP

Element(s)

• Part F: Student Work Product

Example(s) from the lesson used

in the post-observation meeting

• Part G: 1 to 5 Annotated Video

Clips of the Post-Observation

Meeting (totaling no more than

10 minutes; a single clip must be

at least 1 minute in length)

Step 4:

Reflect

(template

provided for

written

narrative only

in ePortfolio

system)

• Reflect on your learning and leadership development

in relation to your coaching and observation abilities

to support teacher growth. Discuss how coaching,

observation, and/or instructional feedback support

teachers at the school site.

• Describe continuous improvement steps for

supporting teacher growth.

• Part H: Reflective Narrative (no

more than 4 pages of written or

no more than 5 minutes of video

explanation)

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 1: Investigate

I. Current Coaching and Observation Practices at the School

Directions: Familiarize yourself with current teacher coaching, observation, and/or instructional

feedback practices at the school. Review established practices for classroom observations and

evidence collection, including forms and/or documents associated with the observation

process. Understand how the California Standards for the Teaching Profession (CSTP) or

alternative aligned framework are used to guide teacher development at the school. Provide an

overview of the processes used at the school for coaching and/or conducting classroom

observations and pre-observation and post-observation meetings by responding to the

following prompts using the Part A: Written Narrative: Coaching, Observation, and/or

Instructional Feedback Practices at the School and the Volunteer Teacher Template provided.

Consider how these practices are reflective of current evidence-based practices and/or adult

learning theory.

Describe and analyze existing practices in place at the school regarding teacher coaching,

observation, and/or instructional feedback practices.

1. Outline how often during the year teachers are coached, observed, or provided

instructional feedback and what the intended outcomes are for the school, teachers,

and students. After reviewing current practices at this school, provide an analysis of the

effectiveness of teacher coaching, observation, and/or instructional feedback.

2. Describe the processes, forms, and/or documents that are used to guide pre-

observation meetings, collect observation data, and focus post-observation meetings

(e.g., teacher response forms, observation tools, student work products, next steps for

professional growth). If the school does not conduct teacher observation and uses a

different approach to provide instructional feedback to teachers, provide a detailed

description of the process and forms used.

3. Explain the level of input teachers have on the focus or purpose of coaching,

observation, and/or instructional feedback practices at the school.

4. Explain the implications for this cycle based on the analysis of the current role of

coaching practices (at the school) and the background and experience of the volunteer

teacher.

Once you have familiarized yourself with teacher coaching, observation, and instructional

feedback practices at the school, review the California Standards for the Teaching Profession

(CSTP), considering both academic and affective elements contained in the CSTP.

CalAPA Performance Assessment Guide Leadership Cycle 3

5. How does the CSTP guide or play a role in teacher growth and development at the

school?

If the school uses another set of standards, provide a crosswalk to the CSTP for the

element(s) you have identified.

II. Volunteer Teacher and Context for the Coaching Cycle

Directions: Identify a volunteer teacher who will participate in the coaching cycle and classroom

observation. Provide background information regarding the volunteer teacher and how the

existing coaching, observation, and/or instructional feedback practices at the school will shape

your plans for conducting a coaching cycle.

You must select a volunteer teacher and conduct an actual coaching cycle that is

neither staged nor scripted.

Verify permissions for the teacher(s), other adults, and students to video-record your coaching

conversations and their classroom instruction during the one observation of instruction. You

will use the video recording of the volunteer teacher’s lesson to guide your post-observation

meeting, but you will not submit the video recording of the lesson as evidence in this cycle.

Follow all district policies regarding video recording of students and teachers.

You are responsible for verifying and, if necessary, obtaining appropriate permissions

from the teacher(s), other adults, and parents/guardians of the students who appear in

the video clips.

Respond to the following prompts using the Part A: Written Narrative: Coaching, Observation,

and/or Instructional Feedback Practices at the School and the Volunteer Teacher Template

provided.

1. Provide information about the volunteer teacher’s:

a. professional experience as a teacher (including years of service, school sites, grades

and content taught, languages)

b. current assignment (grade level[s], content area, course titles)

c. past experiences with coaching, observation, and/or instructional feedback at the

school site, in other previous teaching positions, or during teacher preparation

d. knowledge and use of the CSTP to guide their growth and development as a teacher

at the school site, in other previous teaching positions, or during teacher

preparation

CalAPA Performance Assessment Guide Leadership Cycle 3

2. Explain how the information you gathered about the school context and the volunteer

teacher’s experiences informs your plans for conducting a coaching cycle, including how

you will:

orient the volunteer teacher to participate in your coaching process

participate in a pre-observation meeting

prepare for the observation and collection of evidence (including student work)

jointly conduct (with the volunteer teacher) the post-observation meeting

3. Describe any challenges you may face in conducting a coaching cycle with the volunteer

teacher and provide strategies for addressing these challenges.

Evidence to Be Submitted

 Part A: Written Narrative: Coaching, Observation, and/or Instructional Feedback

Practices at the School and the Volunteer Teacher (no more than 5 pages)

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 2: Plan

I. Conducting the Pre-Observation Meeting

Directions: Conduct and video-record a pre-observation meeting with the volunteer teacher to

review the learning goals and classroom context, including the teacher’s perspective on that

context. In the pre-observation, identify the teacher’s self-assessment of instructional needs

and challenges and discuss student assets and learning needs (academic and affective) within

the content area of the lesson to be observed. Co-determine student work products that you

will be able to review as an outcome of the lesson. Agree on a coaching focus by jointly

selecting a specific California Standard for the Teaching Profession (CSTP) domain and, within

that domain, one or two elements. Your observation will focus on the one or two elements

only. Collect and submit a copy of the volunteer teacher’s lesson plan, including the student

work product description.

Provide the following information using the Part B: Written Narrative: Classroom Context,

Lesson, and Observation Template provided.

1. Classroom context, including:

a. topic of lesson, learning and instructional goals, students’ prior knowledge, and what

was taught in the prior lesson

b. classroom setting (face-to-face, online, or hybrid) and organization for learning

(whole class, small groups, individual practice, hybrid)

c. description of students served and their assets and learning needs, academic and

affective (e.g., grade level, demographics, languages spoken, learning supports and

adaptations, funds of knowledge)

d. educational technology and resources used during the lesson by the teacher or

students to enhance or extend learning

e. other relevant classroom context information (e.g., time of day for the lesson, time

of year, support staff that are in the room during the lesson, materials used, safety

issues, bell schedule, parent support)

II. Video Evidence of Your Pre-Observation Meeting

Discuss the following topics with the volunteer teacher in the pre-observation meeting:

1. instructional components regarding the lesson that the teacher wants you to observe,

including the learning environment, the anticipated learning goals (academic or well-

being) and prior knowledge, instructional strategies the teacher will use, and key

learning activities and work products students will complete during the lesson

2. student assets and learning needs, and supports or adaptations for English learners,

students with identified learning needs (Individualized Education Program [IEP], 504

CalAPA Performance Assessment Guide Leadership Cycle 3

plans, Gifted and Talented Education [GATE]), or students who have experienced

trauma in or outside of school

3. one or two CSTP elements that have been jointly selected, based on the interests of the

teacher and assets and needs of the students, and that will be the focus of the coaching

discussion in the post-observation meeting and for the data collected during the

observation

4. planned protocol for the observation or form used, including the time and duration for

the observation and the CSTP–element-focused data you will collect and share during

the post-observation meeting

5. additional information relevant to the coaching cycle that the volunteer teacher shares

with you (e.g., time of day for the lesson, time of year, support staff that are in the room

during the lesson, materials used, safety issues, bell schedule, parent support)

Explain that you will video-record the lesson and watch the recording with the teacher to guide

the post-observation meeting. Be sure all appropriate permissions are in place at the school for

the teacher(s), other adults, and students who will be in the video recording.

Directions: After the pre-observation meeting, review the video and select 2 video clips from

the meeting that demonstrate the following:

Video Clip 1 (no more than 4 minutes)

• Coaching, including asking prompting and clarifying questions that lead to the volunteer

teacher’s self-assessment of instructional needs and challenges based on the lesson plan

they intend to teach and the student work product that will be the outcome of the

lesson, student assets and needs, and classroom context

• Supporting the teacher to then identify one or two elements of one of the six CSTP

domains for which they would like observation data collected to guide the post-

observation meeting

Video Clip 2 (no more than 4 minutes)

• Review of the coaching and observation process

• Review of the CSTP–element-focused data you plan to collect during the observation to

share and discuss in the post-observation meeting in addition to the student work

products and other relevant data shared by the teacher

CalAPA Performance Assessment Guide Leadership Cycle 3

Each Step 2 video clip must be unedited and continuous, and provide uninterrupted

discussion. Video clips should not be edited to include added titles, music, graphics, or

other elements.

Assessors will watch only the first 4 minutes of video for each clip. If the total time for

each video exceeds 4 minutes, assessors will stop viewing, and any remaining video and

associated annotations will not be considered.

The candidate and volunteer teacher must be visible in each of the video recordings.

Provide 4 annotations to the 2 video clips to explain and reflect on your collaborative coaching

conversation as recorded in the pre-observation meeting.

Annotations

Your annotations are brief text explanations/narrative analyses that highlight your ability to

listen to and talk with the volunteer teacher and are attached to specific timestamped points in

a video clip.* These annotations must identify the specific moments in the video clips that

demonstrate the required actions and analyze how those moment(s) support the specific

coaching practices. Use 1 annotation title for each timestamped segment. Use each of the 4

annotations at least once across the 2 video clips.

For each annotation, you will

• select an annotation title (described below) from a drop-down list and

• provide a brief rationale to highlight what you are doing and why it supports your

coaching practices. Your explanation must align to what is seen in the video timestamp

you have selected.

*Do NOT set timestamps that are the entire duration of the video clip. The purpose of

the timestamps and annotations is to provide you with the opportunity to

demonstrate to the assessor when and where you are purposefully demonstrating

specific coaching practices. The lengths of annotation timestamps should be set to

highlight the specific moment(s) in the clip where the annotation evidence can be seen

and heard.

Annotation Titles

Volunteer Teacher’s Self-Assessment

Volunteer teacher’s determination of their instructional needs and challenges based on the

CSTP element(s)

CalAPA Performance Assessment Guide Leadership Cycle 3

Lesson Plan Review

Joint review of lesson plan, including student work product, classroom context, and student

assets and learning needs

CSTP Selection

Joint selection of one or two CSTP elements based on the teacher’s self-assessment and

student assets and needs

Coaching and Observation Process

Collaborative review of the coaching and observation process and CSTP–element-focused

data to be collected during the lesson

Annotations: Each annotation title must be used at least once across the 2 video clips. If

appropriate, you may use annotation titles multiple times. Be sure that your annotation

title and rationale explain the timestamped segment you have selected. For each

annotation rationale, you may enter up to 1,000 characters. If you write an annotation

rationale in a separate file and copy it into the system, only the first 1,000 characters will

be accepted.

Labels: When you upload your annotated video clips for submission, you will be required

to assign a label to each file, indicating whether it is Clip 1- Teacher Needs, Lesson Plan

Review, and CSTP Selection or Clip 2-Observation Process and CSTP Data. Be sure that

you appropriately label each video clip during the upload process.

Evidence to Be Submitted

 Part B: Written Narrative: Classroom Context, Lesson, and Observation (no more than

4 pages)

 Part C: Volunteer Teacher’s Lesson Plan, including student work product description

 Part D: 2 Annotated Video Clips of the Pre-Observation Meeting (no more than

4 minutes each)

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 3: Act

I. Focused Classroom Observation

Directions: Following the pre-observation meeting with the volunteer teacher, conduct the

CSTP-focused classroom observation. The observation should be at least 20 minutes in length.

During the observation, use an observation tool to collect evidence related to the one or two

CSTP elements agreed upon during the pre-observation meeting with the volunteer teacher,

including student work (process, product, performance) that was the result of the lesson.

Submit your notes from the observation and/or forms you used to document the observation

as well as the student work product as evidence for Step 3.

Video-record the teacher’s instruction for the full duration of the observation. In the coaching

cycle, your analysis of the video recording will help you set the context for the post-observation

meeting. In addition, you will use the video in your post-observation meeting to guide your

discussion focused on the one or two CSTP elements for which you gathered evidence.

II. Preparation for the Post-Observation Meeting

Directions: After the classroom observation, watch the video recording of the lesson and

analyze the volunteer teacher’s performance using/citing the video recording, the evidence of

practice in relation to the one or two CSTP elements collected on an observation tool, and

student work products that you collected during or at the end of the observation. Identify

evidence of teacher strengths and areas for growth in teaching practices related to the one or

two agreed-upon CSTP elements for the coaching cycle.

Prepare for the post-observation meeting by developing guiding questions to promote

professional learning for improved student learning and/or well-being based on the CSTP

element(s). Consider how to engage the volunteer teacher through guiding questions that

develop rapport and elicit a two-way conversation. Be sure to discuss the agreed-upon CSTP

element(s) and evidence collected, including the jointly viewed lesson observation video, as

well as the resulting student work products. You will want to suggest ways of improving

instructional practice related to the agreed-upon CSTP element(s). Share the video of the lesson

with the volunteer teacher so that they can watch the recording prior to the post-observation

meeting and be prepared to discuss their instruction. You will watch the video of the lesson

together during the post-observation meeting to guide the two-way CSTP-focused conversation

with the volunteer teacher. In addition, you will ask the volunteer teacher for feedback

regarding what was helpful and not helpful throughout the coaching cycle.

III. Post-Observation Meeting

Directions: Conduct and video-record the entire post-observation meeting with the volunteer

teacher, including when you watch the lesson observation video together. Watching the video

of instruction together is a powerful coaching tool that allows both the coach and the volunteer

CalAPA Performance Assessment Guide Leadership Cycle 3

teacher to jointly discuss the lesson. The goal of the meeting is to foster a learning conversation

with the teacher to improve instructional practice and student learning based on key CSTP

element(s). The meeting should demonstrate mutual respect for, rapport with, and

responsiveness to the teacher while engaging in professional learning.

In addition to watching the video recording of the volunteer teacher’s performance together

during the post-observation meeting, review student work products collected during or after

the lesson to provide CSTP-focused feedback to the teacher regarding observed teacher

performance and student learning. Coach the volunteer teacher to identify strengths and

area(s) for growth that are related to the agreed-upon CSTP (academic and/or affective)

element(s) for the coaching cycle. Share with the teacher observation evidence and student

work to support your reflective questions related to the teacher’s professional growth and

instructional strategies used to improve student learning and/or well-being during the lesson.

Include the opportunity for the volunteer teacher to provide feedback to you about your

coaching strengths and areas for growth.

Using a collaborative approach, conduct a two-way conversation with the teacher to provide

coaching feedback and to discuss the following:

• the teacher’s self-assessment of their instruction and assessment during the lesson and

relationship to the one or two agreed-upon CSTP elements, including academic content

standards and learning goals

• specific information/evidence from your observation notes related to the CSTP

element(s), analysis of student work products, and other evidence of student learning

from the lesson or after the observation of the lesson (e.g., observation notes, learning

goals met, student engagement in the lesson, responses to questions during the lesson,

level of student discussion, grouping of students, student work, video of the lesson)

• effectiveness of the teaching practices as documented in the video recording of the

lesson; when watching the video together during the post-observation meeting, ask the

teacher to discuss what is happening during the lesson, including:

o “in-the-moment” adjustments to instructional strategies used during the lesson to

support student learning needs OR

o missed opportunities to support student learning

• joint determination of the volunteer teacher’s next steps, resources, and possible

professional development activities to support the teacher’s areas for growth

• feedback provided by the volunteer teacher regarding what was helpful and not helpful

throughout the coaching and observation cycle for you to determine your own strengths

and areas for growth

CalAPA Performance Assessment Guide Leadership Cycle 3

IV. Evidence of Your Coaching

Directions: Review the video of the post-observation meeting and select 1 to 5 video clips

(totaling no more than 10 minutes; a single clip must be at least 1 minute in length) to provide

evidence of your collaborative discussion with the volunteer teacher.

While you may choose to submit 5 video clips, you may submit fewer clips.

Each Step 3 video clip must be unedited and continuous, and provide uninterrupted

discussion. Video clips should not be edited to include added titles, music, graphics, or

other elements.

Assessors will watch up to 10 minutes of video, starting with Video Clip 1. If the total

time across all videos exceeds 10 minutes, assessors will stop viewing, and any

remaining video and associated annotations will not be considered.

The candidate and volunteer teacher must be visible in the video recordings.

Provide 5 annotations to the video clip(s) to document and explain your coaching practice.

Annotations

Your annotations are brief text explanations/narrative analyses that highlight your coaching and

are attached to specific timestamped points in a video clip.* These annotations must identify

the specific moments in the video clips that demonstrate the required actions and analyze how

those moment(s) support the specific coaching practices. Use 1 annotation title for each

timestamped segment. Use each of the 5 annotations at least once across the video clip(s). For

each annotation, you will

• select an annotation title (described below) from a drop-down list and

• provide a brief rationale to highlight what you are doing and why it supports your

coaching practices. Your explanation must align to what is seen in the video timestamp

you have selected.

*Do NOT set timestamps that are the entire duration of the video clip. The purpose of

the timestamps and annotations is to provide you with the opportunity to

demonstrate to the assessor when and where you are purposefully demonstrating

specific coaching practices. The lengths of annotation timestamps should be set to

highlight the specific moment(s) in the clip where the annotation evidence can be seen

and heard.

Annotation Titles

Teacher’s Self-Assessment and Analysis of Practice

Volunteer teacher’s CSTP-focused self-assessment of their instruction and assessment of

student learning during the lesson and reflection on practice

CalAPA Performance Assessment Guide Leadership Cycle 3

Evidence Sharing and Analysis

CSTP–element-focused data that you share and co-analysis of the video of the lesson,

student work, and/or other data (if collected) from the lesson

Effectiveness of Teaching Practices

Joint discussion of effectiveness of volunteer teacher’s teaching practices, including “in-the-

moment” instructional adjustments made during the lesson, as evidenced in the video, to

support student learning or missed opportunities to support student learning

Agreed-Upon Next Steps for Volunteer Teacher

Co-determination of volunteer teacher’s next steps, including resources and additional

coaching support based on the CSTP-related evidence (what you will do and what the

volunteer teacher will do)

Volunteer Teacher Feedback on Coaching Practices

Volunteer teacher providing feedback to you, the candidate, regarding what you did that

was helpful and not helpful throughout the coaching and observation cycle; the feedback is

for you to determine your own strengths and areas for growth as an instructional coach

Annotations: Each annotation title must be used at least once across the video clip(s). If

appropriate, you may use annotation titles multiple times. Be sure that your annotation

title and rationale explain the timestamped segment you have selected. For each

annotation rationale, you may enter up to 1,000 characters. If you write an annotation

rationale in a separate file and copy it into the system, only the first 1,000 characters will

be accepted.

Labels: When you upload your annotated video clips for submission, you will be required

to assign a label to each file, indicating whether it is Clip 1, Clip 2, Clip 3, Clip 4, or Clip 5,

depending on how many video clips you submit. Be sure that you appropriately label

each video clip during the upload process.

Evidence to Be Submitted

 Part E: Specific Notes from the Observation and/or Forms Used to Document the

Observation Evidence Related to CSTP Element(s)

 Part F: Student Work Product Example(s) from the lesson used in the post-observation

meeting

 Part G: 1 to 5 Annotated Video Clips of the Post-Observation Meeting (totaling no more

than 10 minutes; a single clip must be at least 1 minute in length)

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 4: Reflect

I. Reflective Narrative

Directions: Reflect on your learning and leadership development throughout Leadership Cycle 3

by responding to the following prompts. You have two options for responding: either

• in a written narrative using the Part H: Reflective Narrative template provided or

• in a video recording in which you verbally respond to each prompt.

If you choose to respond with a video recording, you may start and stop the camera as

needed. Your final video clip should not exceed 5 minutes and may contain breaks

within and between prompt responses.

When responding to the prompts, consider your ability to provide coaching, observation,

and/or instructional feedback to support teacher growth.

1. Based on your experience in this coaching cycle, and the feedback you elicited from the

volunteer teacher, reflect on your instructional coaching abilities during the post-

observation meeting in Step 3. Cite the volunteer teacher’s feedback/input and evaluate

your strengths and areas for growth in coaching and observing a teacher’s practice and

providing instructional feedback in relation to the agreed-upon CSTP element(s). Explain

why you think you should work on them.

2. Reflect on and cite evidence from Steps 1–3 to demonstrate how you were able to

facilitate and maintain a two-way conversation throughout the coaching, observation,

and instructional feedback cycle. How were you able to encourage teacher voice and

ownership of their strengths and areas for growth based on evidence of practice in

relation to the CSTP element(s), the video of instruction, and student work product(s)?

3. Informed by a continuous improvement mindset and focus on equitable leadership,

reflect on your role (or future role) as an equity-driven school leader. Discuss the impact

of supporting teacher growth through coaching, observation, and/or instructional

feedback.

Evidence to Be Submitted

 Part H: Reflective Narrative (no more than 4 pages of written or no more than 5 minutes

of video explanation)

CalAPA Performance Assessment Guide Leadership Cycle 3

Leadership Cycle 3 Rubrics

Essential Questions

Rubrics are aligned to the specified steps of the leadership cycle (investigate, plan, act, and

reflect). Each rubric is framed by an essential question that outlines the California Administrator

Performance Expectations (CAPE) based knowledge, skills, and abilities assessed within the

rubric. The table below lists the seven essential questions for the CalAPA rubrics contained in

Leadership Cycle 3.

Step 1: Investigate

Rubric 3.1 How does the candidate describe and analyze the current role of teacher coaching,

observation, and/or instructional feedback practices at the school, and explain the

implications for their approach to conducting a coaching cycle?

Step 2: Plan

Rubric 3.2 How does the candidate demonstrate and analyze their ability to listen to and talk with

the volunteer teacher to understand the learning goals, classroom context, and student

assets and learning needs; jointly select with the volunteer teacher one or two CSTP

elements, including evidence to be collected; and plan for the observation?

Step 3: Act

Rubric 3.3 How does the candidate recognize, document, and analyze the volunteer teacher’s

qualities of teaching practice related to the selected CSTP element(s) and learning goals

of the lesson?

Rubric 3.4 How does the candidate demonstrate and analyze their ability to foster a learning

conversation in a post-observation meeting using CSTP-focused observation evidence,

lesson observation video, and student work with the volunteer teacher regarding

strengths and area(s) for growth?

Rubric 3.5 In partnership with the volunteer teacher, how does the candidate demonstrate and

analyze their ability to co-determine next steps for professional development, including

resources and additional coaching support based on the CSTP-related evidence during

the post-observation meeting?

Step 4: Reflect

Rubric 3.6 How does the candidate analyze their capacity to conduct a CSTP-focused coaching and

observation process, based on their experience in this coaching cycle and feedback from

the volunteer teacher, and cite evidence to demonstrate their ability to facilitate and

maintain a coaching partnership?

Rubric 3.7 How does the candidate, informed by a continuous improvement mindset and focused

on equitable leadership, reflect on the potential impact of coaching and explain the

benefits to both teachers and students?

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 1 Rubric

Rubric 3.1 — Step 1: Investigate

Essential Question: How does the candidate describe and analyze the current role of teacher coaching, observation, and/or instructional

feedback practices at the school, and explain the implications for their approach to conducting a coaching cycle?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate does not provide

an explanation of the

purpose or processes for

coaching, observation,

and/or instructional

feedback practices at the

school.

Candidate outlines a plan for

the coaching cycle with little

or no details about

implications for their

approach or provides no

plan.

Candidate lists the teacher

coaching, observation,

and/or instructional

feedback practices at the

school, providing limited

detail about the processes

used. The purpose for

conducting these processes

is unclear.

Candidate provides minimal

description of how the

volunteer teacher’s

professional experience

influenced their choices

about how to prepare for

and conduct coaching

and/or observation.

Candidate describes and

analyzes the current role of

teacher coaching,

observation, and/or

instructional feedback,

including the purpose and

intended goals of the

practices for teachers and

students.

Candidate describes plans

for and implications of each

step of the teacher coaching

cycle and observation based

on the volunteer teacher’s

professional experience,

current teaching assignment,

and past experience in

relation to coaching.

All of Level 3, plus:

Candidate describes how

teachers participate in the

selection and purpose of the

instructional feedback

practices at the school to

meet the unique needs of

the teachers and build trust.

All of Levels 3 & 4, plus:

Candidate discusses relevant

evidence-based practices

and/or adult learning theory

to explain how school

practices of teacher

coaching, observation,

and/or instructional

feedback support ongoing

teacher development and

benefit students.

Source of Evidence:

• Part A: Written Narrative: Coaching, Observation, and/or Instructional Feedback Practices at the School and the Volunteer Teacher (no more than 5 pages)

CAPE Standard 2; Elements 2A, 2B, 2C, 2D

CAPE Standard 3; Element 3C

CAPE Standard 5; Element 5B

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 2 Rubric

Rubric 3.2 — Step 2: Plan

Essential Question: How does the candidate demonstrate and analyze their ability to listen to and talk with the volunteer teacher to understand

the learning goals, classroom context, and student assets and learning needs; jointly select with the volunteer teacher one or two CSTP

elements, including evidence to be collected; and plan for the observation?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate and the volunteer

teacher do not discuss

classroom context, learning

goals, and/or student assets

and learning needs.

Selection of the CSTP

element(s) and/or evidence

to be collected, including

student work, is made by the

candidate without input

from the volunteer teacher

or element(s) are not

selected.

Candidate does not provide

a narrative analysis of their

ability to listen to nor talk

with the volunteer teacher in

their required annotations.

No plan is established for the

coaching and/or observation

process.

Candidate and volunteer

teacher broadly discuss

classroom context, learning

goals, and/or student assets

and learning needs,

including student work.

Candidate only occasionally

provides a narrative analysis

of their ability to listen to

and talk with the volunteer

teacher in their required

annotations.

Candidate minimally involves

the volunteer teacher in the

selection of CSTP element(s)

and/or evidence to be

collected.

It is not clear what aspects of

instruction need to be the

focus of the observation,

and a plan is not specified

and/or agreed to by the

volunteer teacher.

Candidate engages the

volunteer teacher in a

detailed pre-observation

discussion about the

classroom context, student

assets and learning needs,

and content-specific learning

goals of the lesson.

Candidate consistently

provides a narrative analysis

of their ability to listen to

and talk with the volunteer

teacher in their required

annotations.

Candidate jointly selects

with the volunteer teacher

the CSTP element(s), and

together they determine

evidence to be collected,

including student work.

Candidate and volunteer

teacher plan for the

observation.

All of Level 3, plus:

Candidate uses facilitative

questioning strategies to

engage in a two-way

discussion with the

volunteer teacher to draw

out specific areas of need.

All of Levels 3 & 4, plus:

Candidate uses facilitative

questioning strategies,

including re-directing as

appropriate for the

conversation, to deepen

discussion regarding

equitable opportunities for

all students in the class to

learn.

CalAPA Performance Assessment Guide Leadership Cycle 3

Sources of Evidence:

• Part B: Written Narrative: Classroom Context, Lesson, and Observation (no more than 4 pages)

• Part C: Volunteer Teacher’s Lesson Plan, including student work product description

• Part D: 2 Annotated Video Clips of the Pre-Observation Meeting (no more than 4 minutes each)

CAPE Standard 2; Elements 2A, 2B, 2C, 2D

CAPE Standard 5; Element 5C

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 3 Rubrics

Rubric 3.3 — Step 3: Act

Essential Question: How does the candidate recognize, document, and analyze the volunteer teacher’s qualities of teaching practice related to

the selected CSTP element(s) and learning goals of the lesson?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate provides

observational evidence that

is unrelated to the CSTP

element(s) and/or student

learning goals of the

observed lesson.

Candidate does not provide

a narrative analysis of the

volunteer teacher’s qualities

of teaching practice in their

annotations.

Candidate provides evidence

that is mostly unrelated to

the CSTP element(s) and/or

student learning goals of the

observed lesson.

Candidate documents

evidence that may be CSTP

related, but evidence is

vague and/or too general

and may not inform the

volunteer teacher about

improving student learning

of the lesson content or

teaching practices in a

specific, meaningful, or

useful way to the volunteer

teacher.

Candidate only occasionally

provides a narrative analysis

of the volunteer teacher’s

qualities of teaching practice

in their annotations.

Candidate accurately

recognizes and documents

qualities of essential

teaching practices for the

selected CSTP element(s)

and content-specific student

learning goals of the

observed lesson.

Candidate’s observation

notes are detailed enough to

potentially provide CSTP-

specific guidance in a

meaningful and useful way

to the volunteer teacher.

Candidate consistently

provides a narrative analysis

of the volunteer teacher’s

qualities of teaching practice

in their annotations.

All of Level 3, plus:

Candidate’s observation

evidence documented either

a. missed teaching

opportunities that would

have supported students to

meet the content-specific

learning goals

b. successful CSTP-related

practices that the volunteer

teacher did implement that

positively impacted student

learning during the lesson.

All of Levels 3 & 4, plus:

Candidate documents how

the volunteer teacher

addresses whole class, small

group, and individual

student learning needs

during the lesson and how

they adapted or did not

adapt their instruction to

meet student needs as

aligned to the learning goals

of the lesson and the

selected CSTP element(s).

CalAPA Performance Assessment Guide Leadership Cycle 3

Sources of Evidence:

• Part E: Specific Notes from the Observation and/or Forms Used to Document the Observation Evidence Related to CSTP Element(s)

• Part F: Student Work Product Example(s) from the lesson used in the post-observation meeting

• Part G: 1 to 5 Annotated Video Clips of the Post-Observation Meeting (totaling no more than 10 minutes; a single clip must be at least 1 minute in length)

CAPE Standard 2; Elements 2A, 2B, 2C, 2D

CalAPA Performance Assessment Guide Leadership Cycle 3

Rubric 3.4 — Step 3: Act

Essential Question: How does the candidate demonstrate and analyze their ability to foster a learning conversation in a post-observation

meeting using CSTP-focused observation evidence, lesson observation video, and student work with the volunteer teacher regarding strengths

and area(s) for growth?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate provides

inaccurate or irrelevant

feedback to the volunteer

teacher, making limited use

of the observation and other

collected evidence (e.g.,

lesson observation video,

student work).

Candidate does not provide

a narrative analysis of their

ability to foster a learning

conversation in their

annotations.

No strengths or area(s) of

growth for the volunteer

teacher are discussed.

Candidate provides the

volunteer teacher with

minimal CSTP-focused

evidence or feedback, with

limited discussion of

findings.

Candidate vaguely connects

observation evidence, lesson

observation video, or quality

of student work to the

volunteer teacher’s

strengths or area(s) for

growth.

Candidate only occasionally

provides a narrative analysis

of their ability to foster a

learning conversation in

their annotations.

Candidate fosters a two-way

conversation with the

volunteer teacher, citing the

CSTP-specific observation

evidence, the jointly viewed

lesson observation video,

and student work.

Candidate respectfully, and

in a supportive manner,

jointly identifies with the

volunteer teacher strengths

and area(s) for growth based

on gathered CSTP evidence

and student work.

Candidate consistently

provides a narrative analysis

of their ability to foster a

learning conversation in

their annotations.

All of Level 3, plus:

Candidate establishes a clear

partnership with the

volunteer teacher as they

discuss and make

connections between the

pre-observation meeting

considerations, the CSTP

observation evidence, lesson

observation video, and

student learning as

evidenced in the student

work produced during the

lesson.

All of Levels 3 & 4, plus:

Candidate fosters a learning

conversation that increases

the volunteer teacher’s

capacity for self-evaluation

of instruction and

assessment of student

learning.

Sources of Evidence:

• Part E: Specific Notes from the Observation and/or Forms Used to Document the Observation Evidence Related to CSTP Element(s)

• Part F: Student Work Product Example(s) from the lesson used in the post-observation meeting

• Part G: 1 to 5 Annotated Video Clips of the Post-Observation Meeting (totaling no more than 10 minutes; a single clip must be at least 1 minute in length)

CAPE Standard 2; Elements 2A, 2B, 2C, 2D

CAPE Standard 5; Element 5B

CalAPA Performance Assessment Guide Leadership Cycle 3

Rubric 3.5 — Step 3: Act

Essential Question: In partnership with the volunteer teacher, how does the candidate demonstrate and analyze their ability to co-determine

next steps for professional development, including resources and additional coaching support based on the CSTP-related evidence during the

post-observation meeting?

Level 1

Level 2

Level 3

Level 4

Level 5

Candidate solely determines

the volunteer teacher’s next

steps for professional

development.

There is little to no

identification of resources

and/or additional coaching

support for the volunteer

teacher.

No relationship to CSTP-

related evidence for next

steps is discussed.

Candidate does not provide

a narrative analysis of their

ability to co-determine next

steps for professional

development in their

annotations.

Candidate occasionally

allows the volunteer teacher

to add their insights or

perspective to the

discussion. The conversation

with the volunteer teacher

provides support for next

steps of their professional

development but lacks the

inclusion of CSTP-related

evidence and/or

identification of resources

and additional coaching

support.

Candidate only occasionally

provides a narrative analysis

of their ability to co-

determine next steps for

professional development in

their annotations.

Candidate participates in a

two-way conversation with

the volunteer teacher to co-

determine next steps for

professional development,

including resources and

additional coaching support

that are clearly based on the

CSTP-related evidence

(observation feedback,

lesson observation video,

and/or student work).

Candidate consistently

provides a narrative analysis

of their ability to co-

determine next steps for

professional development in

their annotations.

All of Level 3, plus:

Candidate and the volunteer

teacher identify professional

development with specific

attention to addressing

individual students’ learning

needs for CSTP-related

professional learning.

All of Levels 3 & 4, plus:

Candidate provides specific

evidenced-based resources

to support the volunteer

teacher’s professional

development and engages

the teacher in developing

detailed next steps for

professional learning and

growth.

CalAPA Performance Assessment Guide Leadership Cycle 3

Sources of Evidence:

• Part E: Specific Notes from the Observation and/or Forms Used to Document the Observation Evidence Related to CSTP Element(s)

• Part F: Student Work Product Example(s) from the lesson used in the post-observation meeting

• Part G: 1 to 5 Annotated Video Clips of the Post-Observation Meeting (totaling no more than 10 minutes; a single clip must be at least 1 minute in length)

CAPE Standard 2; Elements 2A, 2B, 2C, 2D

CAPE Standard 5; Element 5B

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 4 Rubrics

Rubric 3.6 — Step 4: Reflect

Essential Question: How does the candidate analyze their capacity to conduct a CSTP-focused coaching and observation process, based on their

experience in this coaching cycle and feedback from the volunteer teacher, and cite evidence to demonstrate their ability to facilitate and

maintain a coaching partnership?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate does not provide

an analysis of their capacity

to support teacher

development through CSTP-

focused coaching and/or

observation processes.

Candidate does not reflect

on or cite evidence on how

they facilitated and

maintained a coaching

partnership with the

volunteer teacher.

Candidate does not use the

volunteer teacher’s feedback

directed to the candidate

regarding their coaching

skills.

Candidate broadly describes

strengths and/or areas for

growth in CSTP-focused

coaching and observation

with cursory use of the

volunteer teacher’s

feedback.

Candidate minimally reflects

upon and/or vaguely cites

evidence on how they

facilitated and maintained a

coaching partnership with

the volunteer teacher.

Candidate analyzes CSTP-

focused coaching and

observation strengths and

identifies areas for growth,

clearly drawing on the

volunteer teacher’s feedback

and other learning gained

throughout the cycle.

Candidate reflects upon and

cites evidence on how they

facilitated and maintained a

coaching partnership with

the volunteer teacher that

encouraged the volunteer

teacher’s voice and

ownership of their strengths

and areas for growth.

All of Level 3, plus:

Candidate provides an

extensive analysis of the

volunteer teacher’s feedback

in relation to their coaching

and observation abilities in

planning and conducting the

coaching cycle and discusses

how they would change their

approach to coaching to

address the volunteer

teacher’s needs.

All of Levels 3 & 4, plus:

Candidate cites evidence-

based practices or research

as they analyze their

capacity to maintain a high

standard of professional

behavior, integrity, and

equity and explain how

these types of leadership

skills and abilities support

teacher development and/or

adult learning.

Source of Evidence:

• Part H: Reflective Narrative (no more than 4 pages of written or no more than 5 minutes of video explanation)

CAPE Standard 5; Elements 5A, 5C

CalAPA Performance Assessment Guide Leadership Cycle 3

Rubric 3.7 — Step 4: Reflect

Essential Question: How does the candidate, informed by a continuous improvement mindset and focused on equitable leadership, reflect on

the potential impact of coaching and explain the benefits to both teachers and students?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate does not

demonstrate an awareness

of the connection between

equitable leadership and

instructional coaching.

Candidate does not explain

the potential impact of

coaching leading to benefits

to teachers and students.

Candidate minimally reflects

on and describes an

understanding of how

instructional coaching and

equitable leadership inform

a continuous improvement

mindset and minimally

explains the benefits of using

coaching to support teacher

growth and benefit students.

Candidate, informed by a

continuous improvement

mindset and focused on

equitable leadership, reflects

on their role as a school leader

acting as an instructional coach

and explains the benefits of

using coaching to support

teacher growth and benefit

students.

All of Level 3, plus:

Candidate cites specific

evidence from the cycle,

drawing on the volunteer

teacher’s feedback and/or

other collected evidence, to

support their reflection and

analysis of their capacity to

be an equitable leader and

an instructional coach.

All of Levels 3 & 4, plus:

Candidate cites evidence-

based practices or research

that support instructional

coaching and observation as

a viable and equitable

strategy to support teacher

growth and benefit students.

Source of Evidence:

• Part H: Reflective Narrative (no more than 4 pages of written or no more than 5 minutes of video explanation)

CAPE Standard 2; Elements 2A, 2D

CAPE Standard 5; Elements 5A, 5C

CalAPA Performance Assessment Guide Leadership Cycle 3

Submitting Your Evidence

Preparing Your Evidence

You will submit your evidence using the Pearson ePortfolio system. To begin your work, refer to

the Leadership Cycle 3 Submission Specifications on the following pages for file requirements,

and save the files locally (on your computer or external storage device) for future uploading.

When naming your files, you may find by including in each filename the specific cycle number

and part letter/title (see the submission specifications), you will be better able to manage and

organize your files prior to uploading them to the system.

Before submitting your evidence, you must agree to the CalAPA Candidate Attestations, which

include confirmation that you are the sole author of the submission, including written and

video narratives, completed templates, video clips, and/or other evidence.

Templates

Templates that include the written narrative prompts are provided upon registration in the

Pearson ePortfolio system for you to document your responses. To complete the templates,

you must

1. log in to your account;

2. download the word-processing template files available;

3. fill out the templates electronically;

4. upload the electronic files or scanned images with any associated evidence to the

Pearson ePortfolio system; and

5. review the electronic files you uploaded to ensure that they are the correct files and that

they comply with submission requirements.

As you complete these templates, carefully follow the directions on the templates and in this

guide. Do not delete or alter any original text (including headers, footers, titles, directions,

margins, and prompts) from the templates to gain more space to write your responses. Both

the original text and your responses are included in the total page count allowed. Pages

exceeding the maximum allowed will not be read or used to determine a rubric score by the

assessor.

All personally identifiable information (e.g., last names) must be redacted on any

evidence you submit.

CalAPA Performance Assessment Guide Leadership Cycle 3

What to Submit

The Leadership Cycle 3 Submission Specifications below list each piece of evidence that must be

submitted and provide format specifications and other important information.

Note that your evidence cannot contain hyperlinks to required uploads. Any web content you

wish to include as part of your evidence must be submitted as a document file, which must

conform to the file type and response length requirements listed below.

Since you will not be able to access any of your files in the ePortfolio system after you submit

your cycle, you are strongly encouraged to

• save all your submitted files to your local drive for your records;

• export your final annotations for your records (for more information about the Export

Annotations feature, see the Video Annotation Tool Guide on the California Educator

Credentialing Assessments website).

English Translation

Translations or transcriptions are NOT required for the following:

• candidates using American Sign Language (ASL) in a meeting or coaching setting with

participants who are deaf or hard of hearing

• candidates using Braille materials in a meeting or coaching setting with participants who

are visually impaired

For all other candidates, any evidence in a language other than English must be accompanied

by a translation.

CalAPA Performance Assessment Guide Leadership Cycle 3

Leadership Cycle 3 Submission Specifications

Step 1: Investigate

What to

Submit

Supported

File Types

Min

# of

Files

Max

# of

Files

Response

Length

Additional

Information

Part A:

Written Narrative:

Coaching, Observation,

and/or Instructional

Feedback Practices at the

School and the Volunteer

Teacher

.docx; .odt;

.pdf

1 1

no more than

5 pages

• Download template.

• Use Arial 11-point type.

• Single space with 1" margins on all sides.

Step 2: Plan

What to

Submit

Supported

File Types

Min

# of

Files

Max

# of

Files

Response

Length

Additional

Information

Part B:

Written Narrative:

Classroom Context,

Lesson, and Observation

.docx; .odt;

.pdf

1 1

no more than

4 pages

• Download template.

• Use Arial 11-point type.

• Single space with 1" margins on all sides.

Part C:

Volunteer Teacher’s

Lesson Plan

.docx; .odt;

.pdf

1 1 N/A

Part D:

2 Annotated Video Clips

of the Pre-Observation

Meeting

asf, qt,

mov, mpg,

mpeg, avi,

wmv, mp4,

or m4v

2 2 no more than

4 minutes

each

• Before recording, verify permission from

adults who appear in each video.

• Provide annotations (brief text

explanations/narrative analyses attached to

specific points in the video clips). Refer to

the Step 2 directions for annotation

requirements and video content.

• Be sure you and the teacher are visible in

the video recording.

• Ensure that the video recording is of

sufficient visual and sound quality to serve

as evidence.

• When you upload your annotated video

clips for submission, you will be required to

assign a label to each file, indicating

whether it is Clip 1-Teacher Needs, Lesson

Plan Review, and CSTP Selection or Clip 2-

Observation Process and CSTP Data. Be

sure that you appropriately label each

video clip during the upload process.

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 3: Act

What to

Submit

Supported

File Types

Min

# of

Files

Max

# of

Files

Response

Length

Additional

Information

Part E:

Specific Notes from the

Observation and/or

Forms Used to Document

the Observation Evidence

Related to CSTP

Element(s)

.docx; .odt;

.pdf

1 1 N/A

• In one file, provide any notes and/or forms

used to document the observation.

Part F:

Student Work Product

Example(s)

Written:

.docx; .odt;

.pdf

Video: asf,

qt, mov,

mpg,

mpeg, avi,

wmv, mp4,

or m4v

1 1 N/A

• In one file, provide at least one example of

a student work product from the lesson

used in the post-observation meeting.

Part G:

1 to 5 Annotated Video

Clips of the Post-

Observation Meeting

asf, qt,

mov, mpg,

mpeg, avi,

wmv, mp4,

or m4v

1 5

Total running

time no

more than

10 minutes;

a single clip

must be

at least

1 minute in

length

• Before recording, verify permission from

adults who appear in each video.

• Provide annotations (brief text

explanations/narrative analyses attached to

specific points in the video clips). Refer to

the Step 3 directions for annotation

requirements and video content.

• Be sure you and the teacher are visible in

the video recording.

• Ensure that the video recording is of

sufficient visual and sound quality to serve

as evidence.

• When you upload your annotated video

clips for submission, you will be required to

assign a label to each file, indicating

whether it is Clip 1, Clip 2, Clip 3, Clip 4, or

Clip 5, depending on how many video clips

you submit. Be sure that you appropriately

label each video clip during the upload

process.

CalAPA Performance Assessment Guide Leadership Cycle 3

Step 4: Reflect

What to

Submit

Supported

File Types

Min

# of

Files

Max

# of

Files

Response

Length

Additional

Information

Part H:

Reflective Narrative

(written or video

explanation)

Written:

.docx; .odt;

.pdf

Video: asf,

qt, mov,

mpg, mpeg,

avi, wmv,

mp4, or

m4v

1 1 Written:

no more than

4 pages

Video:

no more than

5 minutes

For written narrative:

• Download template.

• Use Arial 11-point type.

• Single space with 1" margins on all sides.

CalAPA Performance Assessment Guide Leadership Cycle 3

CalAPA Glossary

This glossary contains terms as used in this assessment guide. Reference this glossary to

determine if you are using the terms appropriately in your responses to the cycle directions.

504 Plan. Section 504 of the Rehabilitation Act of 1973, a federal civil rights law that

prohibits discrimination against individuals with disabilities and protects students from

being denied participation in school programs, services, or activities solely on the basis of

disability. A 504 Plan is a written document detailing the accommodations that can assist

students with learning and attention issues learn and participate in the general education

curriculum. Section 504 defines disability on a broader basis than does IDEA. That is why

students who are not eligible for an IEP may meet the criteria for a 504 Plan. Students who

meet the definition of a person with a disability under Section 504 are those who have a

physical or mental impairment that substantially limits one or more major life activities,

have a record of such an impairment, or are regarded as having such an impairment. The

504 Plan should include a description of the disability, the major life activity limited, the

basis for determining the disability and its educational impact, and necessary

accommodations.

Academic language development. Refers to the oral, written, auditory, and visual language

proficiency required to learn effectively in schools and academic programs—in other words,

it is the language used in classroom lessons, books, tests, and assignments, and it is the

language that students are expected to learn and achieve fluency in. Frequently contrasted

with “conversational” or “social” language, academic language includes a variety of formal-

language skills—such as vocabulary, grammar, punctuation, syntax, discipline-specific

terminology, or rhetorical conventions—that allow students to acquire knowledge and

academic skills while also successfully navigating school policies, assignments, expectations,

and cultural norms. Even though students may be highly intelligent and capable, for

example, they may still struggle in a school setting if they have not yet mastered certain

terms and concepts, or learned how to express themselves and their ideas in expected

ways.

Accommodation. Service or support related to a student’s disability that allows the student

to fully access a given subject matter and to accurately demonstrate knowledge without

requiring a fundamental alteration to the standard or expectation of the assignment or test.

Age and/or developmentally appropriate higher-order thinking skills (HOTS). A concept

popular in American education reform that distinguishes critical-thinking skills from low-

order learning outcomes, such as those attained by rote memorization. HOTS include

analysis, synthesis, evaluation, interpretation, and transfer. HOTS are based on various

taxonomies of learning, such as that propagated by Benjamin Bloom in his Taxonomy of

Educational Objectives: The Classification of Educational Goals (1956).

CalAPA Performance Assessment Guide Leadership Cycle 3

Annotations. Notes added by way of comment or explanation. In the California Teacher

Assessment system, annotations serve to demonstrate the candidate’s understanding of

what they are doing and explanation of why they are doing what is seen in the video (e.g.,

instructional strategies and practices, collaborative leadership, instructional coaching).

Asset. An asset-based approach focuses on strengths. It views diversity in thought, culture,

and traits as a positive asset. Administrators, students, and teachers alike are valued for

what they bring to the classroom or professional group rather than being characterized by

what they may need to work on or lack, and therefore are considered assets. Student assets

include diversity in thinking (e.g., critical, creative, inductive, deductive, holistic, detail

focused), culture (e.g., ethnic, racial, gender-identity), traits (e.g., temperament,

introversion/extroversion, social and emotional strengths, creativity,

leadership/collaboration ability), and intelligences (e.g., musical-rhythmic, visual-spatial,

verbal-linguistic, logical mathematical, bodily-kinesthetic), as well as unique experiences or

skills (e.g., travel, outside projects, relevant talents/skills).

California Administrative Performance Expectations (CAPE). The CAPE are the expectations

for knowledge, skills, and abilities that a new administrator should be able to demonstrate

upon completion of a preliminary California-accredited administrator preparation program.

The CAPE have six domains including development of a shared vision; instructional

leadership; management and environment; family/guardian(s) and community

engagement; ethics and integrity; and external context and policy. These are identical to the

six domains of the California Professional Standards for Education Leaders (CPSEL) used to

guide administrator induction programs, leading to a clear administrative services

credential.

California Content Standards and/or Curriculum Frameworks.

These specify and define

the knowledge, concepts, and skills that students should acquire at each grade level in each

content area. For the purpose of this guide, this general term is also intended to include the

California English Language Development Standards, the California Preschool Curriculum

Frameworks, the California Preschool Learning Foundations, and the Expanded Core

Curriculum for Students with Visual Impairments.

California English Language Development Standards (CA ELD Standards). The CA ELD

Standards describe the key knowledge, skills, and abilities that students who are learning

2014 English Language Arts/English Language Development Framework: https://www.cde.ca.gov/ci/rl/cf/

California Content Standards: https://www.cde.ca.gov/be/st/ss/;

California English Language Development Standards (CA ELD Standards): https://www.cde.ca.gov/sp/el/er/eldstandards.asp;

California Preschool Curriculum Frameworks: https://www.cde.ca.gov/sp/cd/re/psframework.asp;

California Preschool Learning Foundations: https://www.cde.ca.gov/sp/cd/re/psfoundations.asp

Expanded Core Curriculum for Students with Visual Impairments: Hatlen, P. (1996). “Expanded Core Curriculum for Students with Visual

Impairments.” In Guidelines for programs serving students with visual impairments from https://www.csb-

cde.ca.gov/resources/standards/documents/viguidelines-2014edition.pdf

CalAPA Performance Assessment Guide Leadership Cycle 3

English as a new language need in order to access, engage with, and achieve in grade-level

academic content.

California Preschool Curriculum Frameworks.

These frameworks enrich learning and

development opportunities for all of California’s preschool children. They include ideas for

how to intentionally integrate learning into children’s play; implement child-directed and

teacher-guided activities; plan environments, interactions, routines, and materials that

engage children in learning; and individualize curriculum based on children’s knowledge,

skills, needs, and interests.

California Standards for the Teaching Profession (CSTP). These delineate and define six

interrelated domains of teaching practice: (1) Engaging and Supporting All Students in

Learning; (2) Creating and Maintaining Effective Environments for Student Learning;

(3) Understanding and Organizing Subject Matter for Student Learning; (4) Planning

Instruction and Designing Learning Experiences for All Students; (5) Assessing Students for

Learning; and (6) Developing as a Professional Educator.

California state indicators/measures.

The six state indicators/measures for schools as

identified by the California Department of Education in the California School Dashboard

(chronic absenteeism, suspension rate, English learner progress, graduation rate, academic

performance,

and college/career readiness).

Classroom context. Classroom context can be defined as characteristics or features of

classrooms that do not include the teachers or their teaching. This includes the composition

of the student body, classroom structures, resources, as well as school and district policies

that teachers must follow.

Co-facilitation. Co-facilitation is when more than one person is involved in leading,

planning, or designing a work project. Bringing their own unique life experiences, beliefs,

knowledge, reactions, and feelings about themselves to the work, co-facilitators

demonstrate a work relationship characterized by mutual responsibility and respect, and

communicate well in order to work together effectively. Team members serve as allies,

resources, and supports for and to each other. Through collegial discussion, they model

https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

https://www.cde.ca.gov/sp/cd/re/psframework.asp

The California Department of Education uses the terms “indicators” and “measures” to reference chronic absenteeism, suspension rate,

English learner progress, graduation rate, academic performance, and college/career readiness as both indicators and measures. Throughout

this cycle, the term “indicator” will be used.

California’s new accountability and continuous improvement system provides information about how local educational agencies and schools

are meeting the needs of California’s diverse student population (https://www.cde.ca.gov/ta/ac/cm).

Smarter Balanced Assessment Consortium (SBAC) data include grades 3–8 and 11; however, if longitudinal student academic performance

data for other grades are available for your school, you may use those data.

CalAPA Performance Assessment Guide Leadership Cycle 3

powerful relationships that celebrate differences and promote an atmosphere of

cooperation. 

Coaching (instructional). Instructional coaching involves two people: the classroom teacher

and the coach. Coaches work one-on-one and in small groups with teachers, providing

guidance, training, and other resources as needed. Together, they focus on practical

strategies for engaging students and improving their learning.

Community of practice.

Groups of people who share a concern or a passion for something

they do and learn how to do it better as they interact regularly.

Content-specific instructional strategies. For classroom teachers, instructional strategies

that are effective for the content area as defined by the Teaching Performance Expectations

(TPEs) and the State Board of Education framework and/or equivalent. For administrators,

instructional coaching employs strategies effective for the classroom/volunteer teacher’s

content area as defined by the California Standards for the Teaching Profession (CSTP).

Content-specific pedagogy. Content-specific pedagogy is the specific methods or practices

that are used to teach a certain subject. Its focus is on the best-practices for that subject,

which are most likely derived through research of the methods or practices.

Deficit thinking. Deficit thinking refers to negative, stereotypical, and prejudicial beliefs

about diverse groups.

According to Valencia (1997), “the deficit thinking paradigm posits

that students who fail in school do so because of alleged internal deficiencies (such as

cognitive and/or motivational limitations) or shortcomings socially linked to the youngster—

such as familial deficits and dysfunctions.”

Designated English Language Development. A protected time during the school day when

teachers use the California English Language Development Standards (CA ELD Standards) as

the focal standards in ways that build into and from content instruction.

Disability. A child with a disability means a child evaluated in accordance with federal

statute as having an intellectual disability, a hearing impairment (including deafness), a

speech or language impairment, a visual impairment (including blindness), a serious

emotional disturbance (referred to in part as “emotional disturbance”), an orthopedic

impairment, autism, traumatic brain injury, another health impairment, a specific learning

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Constantine, M. G., & Sue, D. W. (2006). Addressing racism: Facilitating cultural competence in mental health and educational settings. New

Jersey: Wiley & Sons.

Valencia, R. R. (1997). The evolution of deficit thinking: Educational thought and practice. Abingdon, Oxon: Routledge Falmer.

ELA/ELD Framework, 2014

CalAPA Performance Assessment Guide Leadership Cycle 3

disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special

education and related services.

Discrimination. Treatment or consideration of, or making a distinction in favor of or against,

a person or thing based on the group, class, or category to which that person or thing

belongs rather than on individual merit. Discrimination may occur, for example, on the basis

of race, religion, gender, socio-economic class, physical ability, or sexual orientation.

Document analysis. Document analysis is a form of qualitative research in which documents

are interpreted by the researcher to give voice and meaning around an assessment topic.

English language development (ELD) goals. Specific statements of intended student

attainment of essential English language skill development. The English language

development goal is the heart of assessment for learning and needs to be made clear at the

planning stage if teachers are to find assessment for learning authentic and essential for

student success.

English language proficiency. The level of knowledge, skills, and ability that students who

are learning English as a new language need in order to access, engage with, and achieve in

grade-level academic content. For California, these are delineated in the California English

Language Development Standards (CA ELD Standards).

English Language Proficiency Assessments for California (ELPAC). California and federal

laws require that local educational agencies (LEAs) administer a state-adopted test for

English Language Proficiency (ELP) to K–12 students whose primary language is a language

other than English. The ELPAC is the state-adopted model for assessing this information and

is aligned with the 2012 California English Language Development Standards. This test

consists of two separate ELP assessments: one for the initial identification (date of first

entry into California public school) of students as English learners (EL) and a second for the

annual summative assessment to measure a student’s progress with learning English in four

domains: Reading, Writing, Speaking, and Listening. While the families/guardians can opt

their EL student out of support classes, they cannot exempt them from the state and

federally required testing.

English learner. A student for whom there is a report of a primary language other than

English on the state-approved Home Language Survey or district criteria and who, on the

basis of the state-approved oral language assessment procedures, has been determined to

lack the clearly defined English language skills of listening comprehension, speaking,

reading, and writing necessary to succeed in the school’s regular instructional programs.

Equity-driven leadership. An equity-driven leader must have the ability to (1) conceptualize

schools as complex organizations composed of a network of dynamic and interdependent

Individuals with Disabilities Education Act (IDEA) Sec. 300.8 (a) (1) https://sites.ed.gov/idea/regs/b/a/300.8

CalAPA Performance Assessment Guide Leadership Cycle 3

thinking components, (2) pursue school change and improvement through systemic change

and capacity building, and (3) create and articulate a shared vision of a school as a place

where all students are fully engaged, inspired, and empowered, and their voices are

heard.

Equity gap analysis. The process of identifying discrepancies between resource allocations

and outcomes for previously identified underserved students specified in school site/district

improvement plans and actual performance in relation to those measures. Results of an

equity gap analysis may show, for example, a lack of monitoring for effectiveness; that data

are incomplete or insufficient, and require more qualitative data such as student

shadowing; or identification of additional underserved student groups.

Evidence-based practice. “Evidence-based interventions are practices or programs that

have evidence to show that they are effective at producing results and improving outcomes

when implemented. The kind of evidence described in ESSA [Every Student Succeeds Act]

has generally been produced through formal studies and research.”

Examples of evidence-

based practices include but are not limited to UDL practices and strategies; providing

students with clear lesson goals; questioning to check for understanding; summarizing

learning graphically; productive group collaboration; providing students with actionable

feedback; teaching strategies, not just content; and teaching meta-cognition.

Facilitation. The act or process of helping to bring about a particular outcome.

Funds of knowledge. Defined by researchers Luis Moll, Cathy Amanti, Deborah Neff, and

Norma Gonzalez “to refer to the historically accumulated and culturally developed bodies of

knowledge and skills essential for household or individual functioning and well-being” (Moll,

Amanti, Neff, & Gonzalez, 1992, p. 133).

When teachers shed their role of teacher and

expert and, instead, take on a new role as learner, they can come to know their students

and the families/guardians of their students in new and distinct ways. With this new

knowledge, they can begin to see that the households of their students contain rich cultural

and cognitive resources and that these resources can and should be used in their

classrooms in order to provide culturally responsive and meaningful lessons that tap

San Diego State University (2018). Five types of equity driven leadership thinking. In SDSU Handbook for Educational Leadership [Brochure].

San Diego, CA: Author.

https://www.cde.ca.gov/re/es/evidence.asp

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and

classrooms. Theory Into Practice, XXXI(2), 132–141.

González, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New Jersey:

Lawrence Erlbaum Associates, Publishers.

Kasarda, J., & Johnson, J. (2006). The economic impact of the Hispanic population on the state of North Carolina. Frank Hawkins Kenan Institute

of Private Enterprise Report. Kenan-Flagler Business School, University of North Carolina at Chapel Hill.

CalAPA Performance Assessment Guide Leadership Cycle 3

students’ prior knowledge. Information that teachers learn about their students in this

process is considered the students’ funds of knowledge.

Gifted and Talented Education (GATE). Under this state program, local educational

agencies (LEAs) develop unique education opportunities for high-achieving and

underachieving students in the California public elementary and secondary schools. Each

school district’s governing board determines the criteria it will use to identify students for

participation in the GATE program. Categories for identification may include one or more of

the following: intellectual, creative, specific academic, or leadership ability; high

achievement; performing and visual arts talent; or any other criterion that meets the

standards set forth by the State Board of Education (SBE).

Inclusive learning environment. Inclusive teaching strategies refer to any number of

teaching approaches that address the needs of students with a variety of

backgrounds, learning styles, and abilities. These strategies contribute to an overall inclusive

learning environment, in which students feel equally valued.

Individualized Education Program (IEP). This written document is developed and required

for each public-school student who receives special education and related services. The IEP

creates an opportunity for teachers, family/guardians, school administrators, related

services personnel, and students (when appropriate) to work together to improve

educational results for students with disabilities.

Individualized Family Service Plan (IFSP). Available for children ages birth to three who

qualify for early intervention, an IFSP is the result of a dynamic process that begins with

the first contact with a child’s family or legal guardian. Because it is based on a partnership

between families/guardians and professionals, it is important that staff and

families/guardians are flexible during the process to best meet the child’s needs. The IFSP

will change and grow during this process to reflect the needs of the family/guardian as well

as those of the child. Although the legal timelines for the IFSP establish a linear outline for

activities, circumstances that affect the child and the family/guardian may interrupt the

process and alter the schedule.

Institutional factors. Commonly accepted and deeply ingrained norms, values, beliefs,

systems, or practices operating across the broad domain of public educational organizations

that, although not explicitly designed to do so, contribute to educational inequities between

groups of students (e.g., racial, ethnic, gender, socio-economic, religious, LGBTQ+, special

needs, language learners). Such factors often represent insidious or unintentionally

discriminatory practices taken for granted or based on longstanding and unchallenged

traditions and customs.

CalAPA Performance Assessment Guide Leadership Cycle 3

Integrated English Language Development. All teachers with English learners in their

classrooms use the CA English Language Development Standards in tandem with the CA

Common Core State Standards (CCSS) for ELA/Literacy and other content standards.

Local Control and Accountability Plan (LCAP). A three-year plan that identifies goals and

measures progress for student groups across multiple performance indicators that is

required of all California school districts, County Offices of Education, and charter schools as

an accountability measure under the Local Control Funding Formula (LCFF) system. LCAPs

must be updated annually.

Modification. Services or support related to a student’s disability in order to help a student

access the subject matter and demonstrate knowledge, but in this case the services and

supports do fundamentally alter the standard or expectation of the assignment or test.

Multi-Tiered System of Supports (MTSS). An integrated, comprehensive framework that

focuses on CCSS, core instruction, differentiated learning, student-centered learning,

individualized student needs, and the alignment of systems necessary for all students’

academic, behavioral, and social success. MTSS offers the potential to create needed

systematic change through intentional design and redesign of services and supports that

quickly identify and match the needs of all students.

Problem of practice. An issue embedded in K–12 schools and the communities they serve

that is identified locally by school professionals and other stakeholders for further study and

action. Problems of practice are focused on the actions of the practitioners in the system as

they strive to improve instructional or systemic problems. Problems of practice should be

directly observable and actionable (i.e., something can be done about them), and they

should connect to a broader strategy of improvement and the school’s or system’s action

plan.

Problem statement. A clear, concise description of the issue(s) that need(s) to be addressed

by a problem-solving team. It is used to center and focus the team at the beginning of the

effort, to keep the team on track during the effort, and to validate that the effort delivered

an outcome that solves the problem statement.

Qualitative data. Traits, attributes, characteristics, properties, and qualities of phenomena

that can be observed, but not numerically measured. Qualitative data can be categorized or

described but, because they are non-numerical, cannot be subjected to arithmetic or

statistical operations.

ELA/ELD Framework, 2014

http://www.ceptara.com/blog/how-to-write-problem-statement

CalAPA Performance Assessment Guide Leadership Cycle 3

Quantitative data. Numerical data expressing a certain quantity, amount, or range. Usually,

there are measurement units associated with the data (e.g., meters, degrees, score points).

Arithmetic and statistical operations may be applied to quantitative data.

Redacted. Edited especially in order to obscure or remove sensitive/personally identifiable

information (text) from a document.

SAMR Model. An acronym that stands for Substitution, Augmentation, Modification, and

Redefinition.

Social-emotional development. Includes the student’s experience, expression, and

management of emotions and the ability to establish positive and rewarding relationships

with others (Cohen et al., 2005). It encompasses both intrapersonal and interpersonal

processes.

Social identity. The cultural identities of students

are constructed from their experiences

with the 12 attributes of culture identified by Cushner, McClelland, and Safford (2000):

ethnicity/nationality, social class, sex/gender, health, age, geographic region, sexuality,

religion, social status, language, ability/disability, and race. Students’ cultural identities are

defined by these experiences, and students learn these identities within a culture through

socializing agents (Campbell, 2004). Therefore, teachers must understand that these

cultural identities define who the students are.

Structural factors. The explicit, intentional, or operational features of an organization (e.g.,

management systems, decision-making protocols, personnel practices, core technologies,

student support systems, and policies within a school or a district) that foster disparate

opportunities or inequitable student access to competent, appropriate, and rigorous

teaching and learning experiences. Structural factors also represent how professional roles,

responsibilities, tasks, relationships, or resources are organized and managed in ways that

support or impede equitable education for all students.

Student group. A distinct group within a group; a subdivision of a group (i.e., a group whose

members usually share some common differential quality).

Timestamp. A timestamp is a sequence of characters or encoded information identifying

when a certain event occurred, usually giving date and time of day, sometimes accurate to a

small fraction of a second.

Universal Design for Learning (UDL).

A set of principles for curriculum development that

give all individuals equal opportunities to learn. UDL provides a blueprint for creating

instructional goals, methods, materials, and assessments that can be customized and

Savage, S. (2005). The cultural identity of students: what teachers should know. Retrieved from

https://www.redorbit.com/news/education/246708/the_cultural_identity_of_students_what_teachers_should_know/

https://udlguidelines.cast.org/

CalAPA Performance Assessment Guide Leadership Cycle 3

adjusted for individual needs. UDL curriculum calls for creating curriculum that provides

multiple means of representation to give learners various ways of acquiring information and

knowledge; multiple means of action and expression to provide learners alternatives for

demonstrating what they know; and multiple means of engagement to tap into learners’

interests, challenge them appropriately, and motivate them to learn.

Well-being. The state of being comfortable, healthy, or happy.