edtpa 101 the basics 1. aacte overall project management, communication with programs stanford...

edTPA 101The Basics

Developed by the Profession for the Profession

overall project management, communication with programs

Stanford University

assessment development and technical support

National leadership

The TPA in Minnesota-Looking back to the early years

TPA Steering Committee officially established, MACTE representatives electedTPA Coordinator hiredScore trainers trained; score trainings offeredTPA liaisons establishedTPA pilot - 6 fields

2nd annual TPA Implementation SummitTPA Steering Committee elections for MACTE representativesCampus-based trainings offeredMock scoring event for TPA liaisons

Spring TPA Field Trial

Vouchers available2012-2013

Spring

2010-2011

2011-2012

TPA in 2012-2013 Full participation in TPA by all teacher preparation programs. All candidates

in programs with a TPA handbook, including fields that will use the generic handbook, should complete a full TPA during student teaching in 2012-13.

Report participation data only for PERCA. Each teacher preparation program should report how many candidates completed a TPA as part of the 2012-2013 data reported for PERCA. Candidate scores will not be reported in 2012-13 and those scores will not be consequential for program continual approval.

Assessment of candidates’ TPAs should be primarily campus-based with a minimum threshold submitted for official scoring.

Future

Fall 2013

Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA.*

All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination.

Special Education programs will be provided vouchers for approximately 20% of candidates to submit materials for official scoring at no cost to the candidate or the program. The vouchers should be distributed across all Special Education licensure fields; if a Special Education licensure field has no teacher candidates in the fall, the vouchers may be carried into the spring semester.

Elementary Education programs may locally determine which K-6 handbook candidates will use by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.

Spring 2014

Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA. *

All candidates completing student teaching must submit to Pearson for official scoring. *

Special Education programs are strongly encouraged to require all teacher candidates doing student teaching to complete the edTPA. All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination. Unused vouchers from the fall may be carried over into the spring semester for official scoring. *

Elementary Education programs may locally determine which K-6 handbook candidates by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.* Due to changes in other Board of Teaching requirements specific to Special Education fields as well as changes in the edTPA handbook for Special Education, the Board has offered flexibility for Special Education programs in achieving full participation.

A scalable* assessment that:

Provides evidence of teaching quality – readiness to teach

Supports teacher preparation program renewal

Informs programs & policy makers about qualities of teaching associated with student learning

*Minnesota is a multiple measure state that does not depend solely on the edTPA score for licensure

Developing a national performance standard

What’s in it for Teacher Education?

Rich feedback regarding program effectiveness

Clear insight with what we all told ourselves was “infused throughout the curriculum”

Independent, objective affirmation regarding the quality of our programs

Breaking the habit of “giving them the benefit of the doubt”

What’s in it for our P-12 School Partners?

Sharper focus on teacher effectiveness as a positive impact on student learning

Candidates, as prospective hires, practicing to address more directly what administrators value

Minimal to no new impact on cooperating teachers*

Generating rich discussion of teacher effectiveness

1) teacher practice, 2) student engagement, and 3) student learning and achievement.

1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning

STATE TEACHER MODEL_Implementation Handbook

Welcome to the Profession of Teaching

Voices from the field "The first year...how does this align to what I had to do in the edTPA?“

Nicole Barrick Renner about edTPA

Debra Walden, 2012

“I found the process challenging, instructive, intimidating and overwhelming at times,” says Walden, looking back from the vantage point of being a first-year teacher now at the Crosswinds Arts and Science School outside St. Paul. “We still had to pass our standardized tests, but it was the edTPA that forced us to ask, ‘What is best for the students?’”

Melissa Greene, Spring 2013

“I found edTPA to be a tool that emphasizes putting a focus on each student, while asking myself if they are really learning the material I am trying to teach,” Greene says.

“As a special education teacher, that’s what I have to do from the start; I have to develop an individual learning plan for every one of my students, based on their strengths and weaknesses,” Greene continued. “So it’s very reaffirming for a special ed teacher to know that all new teachers will have to learn how to design their teaching to meet the needs of all students. I can see that the edTPA will push younger teacher candidates to adapt their teaching style to achieve focus, along with constantly asking themselves if their students are learning.”

Effective Teachers . . .

Engage students in active learning

Create intellectually ambitious tasks

Use a variety of teaching strategies

Assess student learning Continuously

Adapt teaching to student needs

Create effective scaffolds and supports

Provide clear standards, constant feedback, and opportunities for revising work

Develop and effectively manage a collaborative classroom in which all students have membership.

Scoring Dimensions

COMPONENTS OF

TEACHING PRACTICE 15 RUBRICS

① Planning

② Instruction

③ Assessment

④ Analyzing Teaching

⑤ Academic Language

Rubrics 1-5

PLANNING FOR INSTRUCTION AND ASSESSMENT

-Planning for understanding

-Planning for support of varied learners

-Using knowledge of students to inform teaching and learning

-Planning assessments to monitor and support student learning

RUBRICS 6-10INSTRUCTION and ENGAGING STUDENTS IN

LEARNING

•Learning environment

•Engaging students in learning

•Deepening student learning during instruction

•Subject specific pedagogy

•Analyzing teaching effectiveness

RUBRICS 11-15ASSESSMENT•Analyzing student work•Providing feedback to guide learning•Supporting students’ use of feedback

ANALYZING TEACHING•Using knowledge of students to inform planning•Analyzing students’ language use•Using assessment to inform instruction

1) teacher practice, 2) student engagement, and 3) student learning and achievement.

1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning

STATE TEACHER MODEL_Implementation Handbook

Welcome to the Profession of Teaching

TPAC Artifacts of PracticePlanning Instruction Assessment

• Instructional and social context

• Lesson plans• Instructional

materials, student assignments

• Planning Commentary

• Video Clips• Instruction

Commentary

• Analysis of whole class assessment

• Analysis of learning and feedback to THREE students

• Assessment Commentary

Analysis of Teaching Effectiveness Academic Language Development

edTPA “Records of Practice”

Why are you doing what you are doing? The bridge from theory to practice

Commentaries• Describe plans or provide descriptions or evidence of

what teacher or students did

• Justify a rationale for plans in terms of knowledge of

students & research/theory,

• Analyze what happened in terms of student learning or

how teaching affected student learning

• Explain feedback to students and next instructional steps

based on assessment results Stanford Center for Assessment, Learning and Equity 2011

Task name: Rubric Title

Guiding Question

Level 1 Level 2 Level 3 Level 4 Level 5

Struggling candidate, not ready to teach

Some skill but needs more practice to be teacher-of-record

Early novice teacher practices

Solid foundation of knowledge and skills

Exceptional beginning teacher practice

What Do the Levels mean?

Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection

Not Ready Early Novice Highly AccomplishedBeginner

Teacher Focus

Student Focus

Whole Class

Individuals/Flex. Groups

Intentional & Well Executed

Fragmented or Indiscriminate

Structure of Each Handbook

Candidates compile a Portfolio that demonstrates effective teaching Featuring a learning segment of 3-5 lessons 3 tasks broken down into:

What to Think About (Purpose)

What Do I Need to Do? (Check list)

What Do I Need to Write? (Commentary Prompts)

How Will the Evidence of My Teaching Practice Be Assessed? (15 Rubrics, 5 levels)

Documented with evidence Commentaries Instructional artifacts, including student work 1-2 unedited video clips of teacher-student interaction

Contents

Structure of Handbook

edTPA Tasks Overview, page 5

Three tasks throughout handbook

Rubrics-pages 13,21 and 30

Professional Responsibilities, page 35

Context for Learning, page 36

Evidence Chart, pages 38-40

Glossary, page 42

BREAKING DOWN THE HANDBOOK

Contents

edTPA Tasks Overview

Rubric

Prof. Responsibilities

Context for Learning Evidence Chart

Glossary

Copyright © 2012 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.

BREAKING DOWN THE HANDBOOK-pages 5-7

Contents

Rubric

Glossary

PROMPTS

Contents

Rubric

Glossary

Task 1

Choose one class and provide a context for learning

Consecutive lessons (3-5)

Central focus (subject specific)

Identify one language function

Contents

Rubric

Glossary

Tips for Task 2 Practice video taping BEFORE the teaching event week

Video tape all 3-5 days

Obtain written permission early in the experience

Consider having faculty and/or university supervisors watch a video recording BEFORE the teaching event week

Engagement, engagement, engagement Avoid http://youtu.be/LKfrg6oIjh0

Contents

Rubric

Glossary

Contents

Rubric

Glossary

Contents

Rubric

Glossary

Teacher Performance Handbook

Task 3: Assessing Student LearningDid they get it? How do you know?

Evaluation criteria

Student work samples/performances

Evidence of feedback (to students)

Assessment commentary

Maximum of 8 pages in length

Include the evaluation criteria and clarification of directions/prompts for the chosen assessment

Assess the performance of the entire class Analyze the student work samples and look for patterns

This could be represented in a chart as long as you have some explanations about what the chart shows

Confidentiality is a priority-Make sure you have blacked out all identifying information on the three work samples

Teacher Performance Handbook

Identify three focus students from the whole group

One of the students must be a student with identified learning needs, e.g., an English Language Learner, a student with an IEP, or a student identified as gifted

If you do not have any students with identified needs, select a student who is challenged by academic English, who usually struggles with

the content OR who usually needs a greater challenge. (RARE)

Rubrics 11-Alignment, right/wrong – patterns

12-Feedback-Beyond good/bad

13-Focus students-how will you use their strengths and help them with their weakness?

14-Language demands?

15-Next steps in planning

BREAKING DOWN THE HANDBOOK-page 21

Contents

Rubric

Glossary

Copyright © 2012 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. Retrieved with permission from elioguevara.blogspot.com

Contents

Rubric

Glossary

F & You Tube

Permission slips can lead to discussion on Professionalism Obtain required permissions for video recording from

parents/guardians for your focus learner(s) (or, if appropriate, each focus learner) and other adults appearing in the video.

Opportunities for discussion on data privacy in the age of visual literacy

Slips are available in Hmong, Somali, Spanish and English

Contents

Rubric

Glossary

The Context for Learning should be done early in the experience. Students with special needs that have I.E.P. goals or goals (RTI) are disclosed. Confidentiality discussion with cooperating teacher

BREAKING DOWN THE HANDBOOKpages 38

Contents

Rubric

Context for Learning

Evidence Chart

Glossary

Candidates asking questions? The evidence charts provide quick answers

BREAKING DOWN THE HANDBOOK-page 40-43

Contents

Rubric

Glossary

Pages 44-49

With colleagues and candidates:

Review of specific terms

Compare your usage with the definitions in the glossary

Consider that as novices, teacher candidates will not automatically make the connections on their own

Creating common understanding

When talking with candidates and pointing out differences, use the time as a teachable moment about how the same terms can have different meanings.

What does “on task” look like?

History/SS Evaluation Rubric 1

History/SS Evaluation Rubric 5-Page 17

History/SS Evaluation Rubric 15-Page 34

Deficit Emerging Adequate ++ Competent Proficient

Deep Dive into Rubric Progression

EmbeddingRead through the rubrics and highlight those words which you use:

During instruction

In assignments

When giving feedback about fieldwork/clinical observations

Consider the scope and sequence of your program and ask:

Which rubric(s) fit well in the courses already?

What courses “touch” on the rubric content and how can we make our emphasis more deliberate?

Are there any rubrics that do not fit in our program anywhere?

Upcoming opportunities

Scorer training around October 1 Specific times to be determined as well as location Each MACTE Institution has a designated edTPA Coordinator. This

coordinator has access to many resources and can guide you as you consider how to embed some of the rubric content into courses.

http://www.edtpaminnesota.org/

Interested in becoming a scorer? IF YOU KNOW SOMEONE OR ARE INTERESTED IN OFFICIAL

SCORING TRAINING PLEASE SEND GO TO: https://vovici.com/wsb.dll/s/6bf3g51c1b Contact Leslie Obourn at Pearson O: (415) 664-4125 E: leslie.obournbrown@pearson.com

Scoring Training (20+ hours) Synchronous – Subject Specific

Practice Portfolio and Interactive session with Trainer

Qualifying portfolios (2)

Validity papers to monitor scoring accuracy

Who Scores?

50% IHE faculty and 50% P-12 Educators who: Are subject matter experts

Have taught in that subject in the past 3 years (or taught methods or supervised student teachers in that field)

Have experience mentoring or supervising beginning teachers

Scoring Training (20+ hours) Asynchronous Online Modules

Getting Started

Preventing Bias

Introduction to edTPA

Academic Language

Portfolio system

Technical Support

WA Student Voice

Scoring Training (20+ hours) Asynchronous Online Modules

Subject Specific

Task 1 -Planning

Task 2 - Instruction

Task 3 - Assessment

Rubric progressions and level distinctions

Exercises using artifacts and commentaries from one subject specific edTPA portfolio

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