Alabama Educator Certification Assessment Program

Alabama Educator Preparation Programs and Alabama Educator Preparation Programs and Certain Certification ApproachesCertain Certification Approaches

Alabama Educator Preparation Programs and Alabama Educator Preparation Programs and Certain Certification ApproachesCertain Certification Approaches

Dr. Jendia Grissett

• Nationally available, subject-specific performance assessment

• Focuses on student learning and principles from research and theory

• Designed to be educative for candidates, preparation programs and policy makers

What is ?

1. Helps candidates develop the confidence and skills they need to be successful

in urban, suburban, and rural schools.

2. Provides a uniform and evidence-based process that can be used across states

to confirm that aspiring teachers demonstrate their readiness for the classroom.

3. Measures candidates' ability to differentiate instruction for diverse learners,

including English language learners and special education students.

4. Provides meaningful and consistent data that can be used to improve teacher

education programs and renew program curriculum.

5. Creates a body of evidence of teacher performance

What is ?

Who is Involved?

edTPA Development

• Stanford University faculty and staff have been involved in the past 25-years in the development of performance-based assessments of teaching including the – National Board for Professional Teaching Standards– InTASC portfolio– Performance Assessment for California Teachers

• Reflects substantive advice from teachers and teacher educators

• Input from design and review team members comprised of– university faculty– national subject matter organization representatives – K-12 teachers

27 Subject-Specific Areas• Agriculture• Business• Classical Languages• Early Childhood• Educational Technology Specialist• Tech and Engineering• English as an Additional Language• Family & Consumer Science• Health• Performing Arts• Physical Education• Library Specialist• Literacy Specialist• Special Education• Visual Arts• World Language

• Elementary Education– Literacy & Mathematics– Literacy – Mathematics

• Middle Childhood– English-Language Arts– History/Social Studies– Mathematics– Science

• Secondary– English-Language Arts– History/Social Studies– Mathematics– Science

Copyright © 2015 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Summative Assessment of Teaching Practice

• Common Architecture across 27 fields

• Subject Specific “Learning Segment” of 3-5 days/hours of instruction

• Plans based on contextual knowledge of the learning environment:o Academic, social emotional and language development

o Prior academic learning, lived experiences, personal, community and cultural assets

• Portfolio collection of artifacts and commentaries

Evidence of Practice

Task 1: Planning

Task 2: Instruction

Task 3: Assessment

• Context for Learning

• Lesson Plans

• Instructional Materials

• Student assignments

• Planning Commentary

• Unedited Video Clips

• Instruction Commentary

• Evaluation criteria used to

analyze student learning

• Analysis of whole class

assessment

• Analysis of learning and

sample of feedback to three

students

• Assessment Commentary

edTPA Rubric Blueprint

Task name: Rubric TitleGuiding Question

Level 1 Level 2 Level 3 Level 4 Level 5

Represents the knowledge and skills of a seriously struggling candidate who is not ready to teach

Represents the knowledge and skills of a candidate who is possibly ready to teach

Represents the knowledge and skills of a candidate who is qualified to teach

Represents a candidate with a solid foundation of knowledge and skills for a beginning teacher

Represents the advanced skills and abilities of a candidate very well qualified and ready to teach

Rubric Progression

Not Ready Early Novice Highly Accomplished

Beginner

1 5

Teacher Focus

Student Focus

Whole Class

Individuals/ Flexible Groups

Intentional & Well Executed

Fragmented or Indiscriminate

Who Scores?

50% EPP faculty and 50% P-12 Educators who:

•Are subject matter experts

•Have experience mentoring or supervising beginning teachers

•Have taught in that subject in the past 5 years

•Taught methods or supervised student teachers in that field or

•Administer teacher preparation programs

•Over 20% of scorers are National-Board Certified Teachers

Scores and Score Reporting

Candidates

• Aggregate score across all rubrics• Rubric-level descriptive feedback

Preparation Programs

• Candidate-level scores• Aggregate data by field

Score Profile

1. Score Summary

2. Rubric Score

3. Total edTPA Score

4. Average Rubric

Score

Score Profile

5. Performance

Description

6. Score Reporting

Why ?

Alabama Educator Certification Assessment Program

1. Basic Skills Assessments: Reading for Information; Writing; and Mathematics – Entry into a Teacher Education Program and some initial certification approaches such as the Alternative Baccalaureate Certification route.

2. Content Knowledge Assessments: Praxis II assessments to gauge “a just qualified candidates” knowledge of his/her content knowledge. (A federal requirement under Title II reporting.)

3. edTPA: A performance assessment that requires a beginning teacher to demonstrate teaching effectiveness.

August 2014•21 of 27 EPPs attended Auburn University session on GA’s implementation of edTPA

September 2014•AL State BOE adopts resolution to endorse ACEPLEP report concepts

• Combining CAEP standards with Continuous Improvement of Educator Preparation Program Review

• Explore use of Teacher Performance Assessment

October 2014

•State Superintendent Memo

Why ?

• Implement State-wide performance assessment

• Fall semester 2018-2019 Academic year

• Initial Professional Educator Certificate requirement

– Class B internships

– Alternative Class A internships

• Grant opportunity

– Learn about edTPA

– Plan with K-12 partners

– Encourage interns to participate in official scoring

Why ?

Alignment to Initial Certification in Alabama

http://www.alsde.edu/sec/ea/edTPA/ALABAMA%20Initial%20Certification%20and%20edTPA%20Handbook%20Alignment%20102815.pdf

P-12 Partners and Cooperating Teachers• Collaborative• Co-Teaching • Mutually Beneficial• Reflection• Analysis of Data• Mentor• Facilitator• Videotaping• National Board Certification• IEPs• Contextual Learning Environment

18,436 portfolios (15-rubric field handbooks) 44.3 average

7.8 standard deviation

18,436 portfolios (15-rubric field handbooks) 44.3 average

7.8 standard deviation

2014 Administrative Report

Candidates performed most strongly on the planning task (M = 15.4),

followed by the instruction task (M = 14.8) and the assessment task (M = 14.1).

Candidates performed most strongly on the planning task (M = 15.4),

followed by the instruction task (M = 14.8) and the assessment task (M = 14.1).

Additional Sources of Information