Guidelines for Completing the CalAPA in an Online Setting

• Synchronous online settings may be used to complete the CalAPA cycles.
• All assessment requirements must be met regardless of setting, in-person or online.
• District-approved virtual meeting platforms should support the ability to record candidate and meeting participant interactions for the purpose of generating the required video evidence.
• If video evidence cannot be captured within the online platform, an external camera may be used to generate the required video evidence.
• Candidates and individuals who are actively participating in the cycles must be clearly visible in the video clips for Cycles 2 and 3.
• Uploaded video clips must be continuous and unedited, with the following exceptions:
  • Covering or removing participant names to protect privacy is not considered a video edit.
  • Video captured in a district-approved virtual meeting platform, where the video jumps from speaker to speaker, is not considered an edit.
  • The use of video captioning is permitted only to enhance audio intelligibility, i.e., transcribe any conversation that may be difficult to hear or understand. Captions must be embedded within the video file.
• Candidates must adhere to all school or district guidelines for recording in online settings and continue to ensure that appropriate permissions are in place.

• Candidates must continue to provide at least one quantitative data source across three years. This may require assistance from school principals to access any local, school-based data that may exist in electronic format.
• Candidates must continue to provide at least three qualitative data sources. While onsite observation may no longer be viable, qualitative data can still be collected through other means such as electronic survey, online focus group discussions, and one-on-one stakeholder interviews.
• Candidates must continue to solicit feedback on their proposed strategies to address their identified problem statement from their supervisor or other key stakeholders. This feedback can be obtained via phone or video conference, and, with participant consent, recorded for future reference.

• Candidates must continue to investigate the role of collaborative professional learning with school site personnel. This may require setting up phone calls with one or more school administrators and/or teachers.
• Candidates must continue to co-facilitate a community of practice in the planning and implementation of a strategy to address a problem of practice.
• Candidates must continue to conduct a minimum of four meetings with their communities of practice—a preliminary planning meeting and a minimum of three implementation meetings—and provide the required agendas and minutes for each of the four (or more) meetings. These meetings may be conducted in a synchronous online setting, provided the virtual meeting platform being used can capture the required video evidence.
• Implementation meeting agendas and minutes must be about the impact or results of the strategy implementation on student learning and/or well-being, not about the planning of the strategy implementation process.
• Candidates should plan ahead to utilize intentional strategies for capturing co-facilitation activities such as building consensus, maintaining focus and energy, and documenting agreements and decisions as they may not be as evident as in a face-to-face meeting (e.g., give thumbs up with a discussion, paraphrase, use chat features with discussion, call the names of the members during discussion, ask clarifying questions).
• The candidate and a minimum of three community of practice members must be visible in each of the video clips.

• Candidates must continue to investigate the current coaching and observation practices with school site personnel. This may require setting up phone calls with one or more school administrators and/or teachers.
• Candidates conduct pre- and post-observation meetings with their volunteer teacher. These meetings may be conducted in a synchronous online setting, provided the virtual meeting platform being used can capture the required video evidence or an external camera is used (e.g., iPhone).
• The candidate and volunteer teacher must be clearly visible in the video recordings.
• The focused classroom observation must be of a synchronous lesson with the volunteer teacher delivering instruction and engaging with students in real-time. The lesson may be conducted and recorded in an online setting. The video may include only the volunteer teacher and audio of the students in order to protect the privacy of the students.
• The observation video must be referenced in the conversation during the post-observation meeting. The performance assessment guide does not require the candidate and volunteer teacher to be seen watching the video together in any of the required video clips, but this is the expectation as viewing video recordings of teaching practice is a viable and well-researched approach to professional development.
• Candidates must continue to collect and submit at least one example of a student work product from the observed lesson that is used in the post-observation meeting discussion.

• Test technology before recording for the first time.
• Practice meeting and recording in an online setting prior to conducting any of the required meetings for the submission.
• Gallery view is recommended if the virtual meeting platform has this feature.
• Candidates should identify themselves without names in the video recording so that it is clear who the candidate is and who the other participants are.
• If using an external camera (not built-in to the recording platform), be sure to test the camera placement in advance to ensure that there is no glare on the computer screen, and that both the candidate and other participants on the screen can be clearly seen and heard.

See Community Resources on the CalAPA Preparation Materials web page for additional resources that may be helpful for completing your performance assessment in an online setting.

• During online leading, be present and fully engaged by regularly communicating with learning community group members and/or volunteer teachers often through, for example, daily or weekly videos, emails, blogs, chats, discussions, or calls. Be available to answer questions or provide feedback to participants in a timely manner.
• Simplify the structure of your online discussion, meeting, or coaching session. Use a mix of media options as appropriate during meetings, for example, videos, pictures, charts, graphics, music, or streaming websites.
• Read participants online written responses, emails, and chat comments carefully. Responses in online venues can be hard to interpret or understand. Ask group members and/or the volunteer teacher to explain further, elaborate, describe, defend, or argue for their perspective or position. Set online norms for participants during running chats, conference calls, peer feedback; help to reinforce and develop digital literacy.
• Selection of digital platforms and tools are a local decision dependent on local acceptable use policies. Use available technologies that are familiar to educators who agree to participate as your community of learners or as your volunteer teacher.
• Take the time to practice technology; teach participants how to access and use the apps, platforms, programs, and features you want to include in your meetings or coaching sessions appropriately.
• Be sure to secure permissions from participants for video recording online meetings and/or learning settings.