prepared by joan lesh edtpa coordinator, university of washington, seattle
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Prepared by Joan Lesh edTPA Coordinator, University of Washington, Seattle
TPAC Implementation Conference Nov. 2012
Local Evaluatio
n Protocols
+Goals of Workshop
Propose a model for local evaluation that includes…
Sharing a brief history and overview of edTPA Introducing edTPA handbooks, including tasks
and prompts Building a deep understanding of key ideas in
edTPA rubrics Providing time for formative applications and
bridging to practice
+What is the purpose of local evaluation?
To provide guiding formative feedback to teacher candidates as they do edTPA-like tasks (embedded signature assessments, etc.) and the edTPA
To impact student learning in the classrooms of our partner schools
To generate opportunities for collegial conversations that build collective knowledge around key concepts from edTPA and ways to support teacher candidates
To obtain data for program improvement and research
+Who might use local evaluation?
States and IHE’s not yet in full implementation of edTPA
IHE’s desiring a deeper understanding of edTPA constructs and rubrics
Programs curious to know how their teacher candidates are taking up edTPA “big ideas”
+Who are some key “players” to get involved?
Program Deans and Department Chairs
Faculty at all levels, including adjuncts and teaching assistants
Field Supervisors
Cooperating teachers and partner school administrators
Retired educators
Parking Lot Issues
• Keep in mind today’s goal(s)• Some questions that arise need more time and
discussion or that cannot be answered in this session
• Use the Parking Lot poster paper (Issues, Concerns, Questions, Other) for questions that arise that go beyond the rubrics or that address policies
+edTPA Overview
8
The Teacher Performance Assessment (edTPA) is a student centered, subject specific, multiple measure assessment of teaching.It is designed to be educative and predictive of effective teaching and student learning.
The Cocktail Party Definition
What is the edTPA?
What is the Purpose of the edTPA?Assess teacher candidates’ abilities to…
• Consider academic contexts and students’ prior academic learning and personal/cultural/community assets in planning
• Plan instruction based on a clear central focus for student learning (standards/objectives)
• Use what they know about the varied needs and assets of learners to adapt instruction
• Use instructional practices that support student learning
• Ensure that students are engaged in the learning process9
10
edTPA as Part of a Multiple Measures Assessment System
Embedded Signature Assessments (campus designed examples)
Observation/Supervisory Evaluation & Feedback
Child Case
Studies
Analyses of Student Learning
Analyses of Curriculum/Teach
ing
TPAC Capstone Assessment
Integration of:
Planning
Instruction
Assessment
Analysis of Teaching
Academic Language
12
Pearson –National Evaluation Systems• Serves as Stanford’s operational partner• Supports Stanford and AACTE with
assessment development processes and technical review
• Enables scale up and sustainability
+
Handbook for edTPA
+Structure of Handbook
Tasks Planning, Instruction, Assessment
Parts to Each Task What Do I Need to Think About What Do I Need to Do What Do I Need to Write How Will the Evidence of My Practice be Assessed
Rubrics for Each Task 5 Planning + 5 Instruction +5 Assessment = 15 Rubrics
TOTAL +3 Student Voice in WA = 18 RUBRICS TOTAL
+Remainder of the Handbook
Professional Responsibilities
Context for Learning
Evidence Charts for Each Task Includes Artifacts and Commentary Specifications
What to Submit Supported File Types Number of Files Response Length Additional Information
Glossary “Mouse over” throughout handbook
+edTPA Task Overview
What to Do What to Submit Evaluation Rubrics
Obtain required permissions for videorecording from parents/guardians of your students and other adults appearing in the video.
Identify lessons to videorecord. You should be interacting with students to support them to independently apply the literacy strategy to comprehend or compose text.
Videorecord your teaching and select 1 or 2 video clips (no more than 15 minutes total).
Analyze your teaching and your students’ learning in the video clip(s) by responding to commentary prompts.
Part A: Video Clip(s)
Part B: Instruction Commentary
Instruction Rubrics Rubric 6: Learning Environment
Rubric 7: Engaging Students in Learning
Rubric 8: Deepening Student Learning Rubric 9: Subject-Specific Pedagogy
Rubric 10: Analyzing Teaching Effectiveness
This example uses Task 2 Instruction: Instructing and Engaging Students in Learning
+Task 1: Planning for
Instruction and Assessment What to Think About
Consider what the task asks you to think about or to do.
Example: What do your students know, what can they do, and what are they learning to
do?
What Do I Need to Do? Each box contains directions to follow. Note the verbs.
Example: Analyze language demands. Select a language function, a key learning task, and
additional language demands required by the task.
What Do I Need to Write? The Commentary Prompts are written with a BOLD-FACED heading.
Example: 1. Central Focus
a. Describe the central focus and purpose for the content you will teach in this learning segment.
+ Structure of Rubrics
Five Levels:Level 1 – Struggling candidate, not ready to teachLevel 2 – Some skills but more practice needed to
be teacher of recordLevel 3 – Acceptable level to begin teachingLevel 4 – Solid foundation of knowledge and skillsLevel 5 – Stellar candidate
Language of rubrics is worthy of study: Reflects valued work in teaching Has implications for teacher preparation
+Task 1 Planning Rubrics
Each rubric has a title or focus. Often this corresponds to the Commentary Prompt heading.
A guiding question follows. This should look quite similar to the Commentary prompts.
Rubrics have 5 levels. Most rubrics have only 1 criteria.
+Rubric Blueprint
Task name: Rubric Focus/TitleGuiding 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
Acceptable level to begin teaching
Solid foundation of knowledge and skills
Stellar candidate
+Rubric 5: Planning Assessments to Monitor and Support Student Learning
Level 1 Level 2 Level 3 Level 4 Level 5
The assessments only provide evidence of students' literal comprehension of text.
Assessment adaptations required by IEP or 504 plans are NOT made.
The assessments provide limited evidence to monitor students’ abilities to construct meaning from, interpret, and/or respond to complex text during the learning segment.
Assessment adaptations required by IEP or 504 plans are made.
The assessments provide specific evidence to monitor students’ abilities to construct meaning from, interpret, and/or respond to a complex text during the learning segment.
Assessment adaptations required by IEP or 504 plans are made.
The assessments provide multiple forms of evidence to monitor students’ abilities to construct meaning from, interpret, and/or respond to complex text throughout the learning segment.
Assessment adaptations required by IEP or 504 plans are made
Level 4 plus
The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.
Assessments are NOT aligned with the central focus and standards/learning targets for the learning segment
How are the informal and formal assessments selected or designed to monitor students’ progress toward the standards/targets?
Rubric Performance Levels or Rubric Criteria
Rubric Focus/Title
Rubric Guiding Question
+
Unpacking the edTPA Rubrics
+Goals
Develop a common understanding of the records of practice, evidence and evaluation criteria for the Teacher Performance Assessment (edTPA)
Develop understanding of the subject matter focus for each edTPA
Develop deep understanding of the rubrics, including key words and ideas that distinguish different levels of performance on the edTPA
24
TPAC Artifacts of Practi
Planning Instruction Assessment• Instructional
and social context
• Lesson plans and 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”
Teaching Artifacts Commentaries Lesson plans Instructional materials Assessment tools and
evaluation criteria Video clip(s) of
teaching Analysis of student
learning Student work samples
Planning Commentary Instruction Commentary Assessment
Commentary
Two Types of Evidence…
+ Evaluation Criteria
The evidence submitted in the edTPA is evaluated across five components of teaching practice:
Planning
Instruction
Assessment
Analyzing Teaching
Academic Language
+ Targeted Competencies
PLANNING Planning for content
understandings Planning to support varied
student needs Planning assessments to
monitor and support student
learningINSTRUCTION Demonstrating a positive and
engaging learning environment Engaging students in learning Deepening student learning
during instruction Subject specific pedagogy
ASSESSMENT Analyzing student work Providing feedback to guide
learning Supporting students’ use of
feedback
ANALYZING TEACHING Using knowledge of students to
inform planning Analyzing teaching Using assessment to inform
instruction
ACADEMIC LANGUAGE Identifying and supporting
language demands Evidence of language use to
support content understandings
Central Focus for All Rubrics
Each discipline has key understanding/skillsKey understanding/skills go well beyond literal
comprehension, simple application, or recall of knowledge/facts
Candidates must show that they are helping students achieve the key understanding/skills of the specific discipline
Examples of Key Understanding/Skills
Subject Area Key Understanding/Skills
English-Language Arts
Create a written product demonstrating comprehension, construction of meaning from, and interpretation of complex text
History-Social Studies
Use facts, concepts and interpretations to make and explain claims and arguments about a significant historical event, theme, or social studies phenomenon
ScienceUse scientific concepts and scientific inquiry to investigate and explain a real world phenomenon
MathematicsDemonstrate conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills
Rubric 9---Subject Specific Pedagogy
Elementary Literacy=How does the candidate support students to apply the essential literacy strategy?
ELA =How does the candidate use textual references to help students understand how to construct meaning from and interpret a complex text?
Mathematics =How does the candidate use representations to develop students’ understanding of mathematical concepts and procedures?
Science =How does the candidate facilitate students’ analysis of the data based on scientific inquiry?
History/Social Studies = How does the candidate support students in using evidence from history/social studies sources to build and support arguments?
+ Rubric Progression Expanding repertoire of skills & strategies
Deepening of rationale and reflection
Not Ready Early Novice Highly AccomplishedBeginner
1 5
Teacher Focus
Student Focus
Whole Class
Individuals/ Flex. Groups
Integrated,Intentional & Well Executed
Fragmented, Indiscriminate
+Process for Understanding
the Rubrics
Individually read the rubrics carefully
As a small group: Identify the key concept(s) the rubric is measuring Identify the language that distinguishes one level
from the next higher level; Start with Level 3 Identify characteristics of ‘automatic 1’ Discuss examples for each level you have seen in
your own teaching and your observations of other teachers
Debrief with the whole group
Just a Reminder…
Please READ before you DISCUSS!
Debriefing Questions
Focus on each rubric individually Key Elements
What language is KEY to…A Level 3 score
A score BELOW Level 3A score ABOVE Level 3
What will automatically lead to a score of 1?Your examples
Discussing Key Elements of the Rubrics
OPTION A Create whole group charts of Key
Elements To model processFor whole group work
OR
OPTION B Create small group charts of Key
Elements To compare/contrastTo jigsaw, gallery walk
Debriefing---OPTION A
(Whole Group, Leading Participants):
One person can guide debrief while another records their thoughts about key words/key ideas using flip chart paper.
Prepare one sheet of chart paper for each rubric. Set up with the rubric number and question at the top (or the number and an abbreviated title).
Write Level 3 in the middle with NOT YET 3 and BEYOND 3, leaving space for key words/ideas. It is also helpful to use different colors for each level to draw attention to the different levels of performance.
Debriefing---OPTION B
(Small Groups, Sharing with whole):
Each group has own chart paper to record.
Can be done as a jigsaw, with each group sharing out about a different rubric or as a gallery walk
Can also be done as a compare/contrast activity to show similarities and differences between group interpretations of rubrics
Sample Key Elements Chart for Rubric 1
Planning 1: Planning for Content UnderstandingsLevel 1Not aligned; No connectionsContent inaccuraciesNot Yet Level 3Inconsistent alignmentVague connectionsLevel 3Aligned; Plans build on each otherConnected lessons“Do it”Beyond Level 3ANDConsistent alignment; Plans build to support deep meaningClear, meaningful connectionsIllustrating reasoning
A Practice Opportunity
1. As a individual or with a partner, PRACTICE, using Planning Rubric 2.
2. Focus on the Key Elements for each rubric levelIdentify what language is KEY to…
A Level 3 scoreA score BELOW Level 3A score ABOVE Level 3
3. What will automatically lead to a score of 1?
4. Consider examples from your own experience that might map to these different levels.
Key Elements Chart for Rubric 2
Planning 2: Planning to Support Varied Student Needs
Level 1
Not Yet Level 3
Level 3
Beyond Level 3
Key Elements Chart for Rubric 2
Planning 2: Planning to Support Varied Student NeedsLevel 1No evidence of planned supportsNo consideration of differences in learners“For their dolls”Not Yet Level 3Supports loosely tied to objectives504’s & IEP’s are addressedLevel 3Supports tied to objectivesWhole class focus504’s and IEP/s are addressedBeyond Level 3Supports tied to objectivesIndividual or small group focusExamining group characteristicsAddresses groups w/similar needs
Key Elements Chart for Rubric #___
Planning #__: _____________________________________
Level 1
Not Yet Level 3
Level 3
Beyond Level 3
Key Elements Chart for Rubric #4
Planning #4 : Identifying and Supporting Language Demands Level 1Support is missing or not aligned w/ lang demandsInconsistent alignment of lang demands with lang functionNot Yet Level 3Vocab is identified as major lang demandDefinitional vocabularyBasic, MemorizeLevel 3Vocab and additional lang demands identifiedPlans include general supportWhole classBeyond Level 3Plans include targeted supportMultiple levels of opportunities to use lang based on individual needsDifferentiationError analysisApplication
Other Activities to Get to Know the Rubrics
Put rubric criteria on strips Place in sequential order, then
check with rubric Match rubric criteria to rubric title/guiding
question
Other ideas?
Patterns in Rubrics
Consider all of the edTPA Rubrics
What patterns or trends do you see?What are some indicators of a Level 1
score?What about a Level 3?What do you notice about Levels 4 and
5?
Closure
Review the key words/ideas you have captured
Think about your work with pre-service teachers and answer these questions: What aspects of your program
(curriculum, instruction, assignments, supervision, etc.) prepares candidates to do this work?
What next steps do you need to take to prepare candidates to be successful on the edTPA?
+
Formative Applications
+
+How does the edTPA
align with your programs?
To what extent does it reflect program values?
Where do you predict that students would do well? Where might they struggle?
What core values and program emphases are not captured in the edTPA?
What kinds of assessments do you currently use (or might you need) to get at these?
+What similarities do you find?
Where are some places in your own program/curriculum where candidates are already doing edTPA-like tasks?
How does this align with your own courses, assignments, assessments, and field work experiences?
How could you apply edTPA-like ideas to your own programs right now?
+“Cultures of Evidence”
Critical and collegial conversations about edTPA adoption
Inquiry and program improvement (not compliance) as motivational orientation
Strategic inclusion of faculty in examining cases of candidate performance at regularly scheduled events
Affirmation of program values and identity Deepens candidate understanding and practice
– From Peck and McDonald’s Study of PACT Implementation (2011)
+
How do you envision you could apply these rubrics in a variety of contexts?
What are some places in your program where similar rubrics are already in place?
Bridge to Practice
+
jlesh@u.washington.edu
General Information http://edtpa.aacte.org/
General Questions
TPA-support@aacte.org
Join TPAC Online
http://tpaconline.ning.com/
Thank you!
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