2014

DR. KRISTEN CUTHRELL DR. LIZ FOGARTY

C O L L E G E O F E D U C A T I O N D E P A R T M E N T O F E L E M E N T A R Y E D U C A T I O N A N D

M I D D L E G R A D E S E D U C A T I O N cuthrellma@ecu.edu, fogartye@ecu.edu

Supporting Teacher Candidates in edTPA

Our Context

edTPA at ECU

0

100

200

300

400

500

600

2009-10 2010-11 2011-12 2012-13

Generation

# Programs

ELEM edTPA Data

Planning*   Instruction*   Assessment*   Analyzing Teaching  

Academic* Language  

Spring 2012 n=164  

3.17   3.22   3.24   3.19   3.10  

Fall 2012 n=143  

3.38   3.33   3.34   3.27   3.28  

Spring 2013 n=162  

3.50   3.49   3.44   3.39   3.33  

*There was a statistically significant difference among semesters on the combined dependent variables: F(10, 924)=3.77, p<.01; Pillai’s Trace=.08; partial eta squared=.04. When the results for the dependent variables were considered separately, four of the five variables considered separately reached statistical significance after a Bonferroni adjustment was performed and the adjusted alpha level was determined to be .01.

Clinical Teacher

• Daily interaction/guidance with intern

• Clinical support in internship

ELEM 4324 University Supervisor

• 10 credits • 4 observations, plus 6 hours debriefing with intern

• Clinical support in internship

ELEM 4526 Instructor

• 1 credit • online seminar • University support in application of classroom management strategies

ELEM 4325 Instructor

• 1 credit • online seminar with a few mandatory Professional Development sessions

• University support in edTPA completion and submission

Instructional Coach (PCS and GCS)

• weekly interaction/guidance with intern

• 3-4 observations, plus coaching sessions

• Clinical support in internship

 

   

Stages of Concern

Affinity Activity

Reflect on preparing and supporting candidates when implementing the edTPA Write your concerns on sticky notes — one detail on each sticky note. (If you have 10 concerns, you should have 10 sticky notes.) Don’t worry about writing in complete sentences. Place your sticky notes on the chart paper quickly without talking with other group members. Don’t worry about where you put them on the paper. The idea is to remember and write as many concerns as you can. Working in your group, start organizing sticky notes that seem to be about the same thing. Look for ideas that have something in common, and put those ideas/sticky notes together in groups. Do not talk during this step. Now talk with your group about category titles for each cluster of sticky notes on your chart. Answer or ask questions about why certain details are on the chart or why they were grouped a certain way. Once your group has decided on titles or headings for each group of sticky notes, write these on the chart at the top of each group. Share out with the larger group.

What to Consider

�  Generation 1: Do candidates, faculty, and clinical teachers understand the assessment?

�  Generation 2: Do candidates participate in formative coursework in preparation for the assessment? Do faculty understand how the formative components build?

�  Generation 3: Is this high stakes for candidates? Are interns receiving the same message and support?

Stages of Concern: Take-Away BINGO

�  Create a 4x3 chart on a sheet of paper. �  In each cell, write one of your group’s concern

categories. �  Add your own concern categories following the

generation discussion. �  As we work through the tasks and rubrics, listen

for support strategies associated with your concerns.

�  Place a heart on that concern when you hear a strategy.

Challenges and Successes in Implementation

Candidate Relevance

�  Prioritizing the edTPA �  Unrelated to past

coursework �  Viewed it as a hoop to

jump through

Candidate Relevance

�  Connected to prior coursework and best practices for effective teacher

�  edTPA work day �  Full day trainings �  Developing a common

language regarding planning, instruction, assessment ¡  CT, US, IC

�  PODs �  ELEM 4325-seminar �  Recommended edTPA work

schedule

Faculty Buy-in

�  Providing options for fitting the edTPA within existing coursework/internship

�  Academic Freedom

Faculty Buy-in

�  Start anew. Don’t try to fit edTPA into existing requirements. ¡  edTPA due date before

ALL DAYS

�  Over time, small groups taking ownership of pieces of the pie ¡  Faculty serve as US ¡  Faculty see growth in

interns as they plan, teach, assess

•  Shared language surrounding candidate performance

•  Drilling down into data

Understanding edTPA Content

�  Literacy strategy �  Requisite Skills �  Academic Language

¡  All stakeholders working under different definitions

�  Re-engagement �  Whole group and small

group

Understanding edTPA Content

�  Increasing conversations ¡  Across programs and

within ¡  Course Alike Meetings:

Across levels

�  Curriculum Summits �  Providing time and space

for the conversations ¡  Group norming ¡  Co-teaching of courses

�  Recommended edTPA work schedule

�  Making Good Choices Central Focus handout is extremely helpful.

Appropriate Guidelines for Support

�  Lawn mowing/safety netting ¡  Creates issues in self-

efficacy and resiliency

�  Fidelity of results ¡  Progress reports,

dispositions, other reporting forms

�  Validity/reliability of data for program improvement

Appropriate Guidelines for Support

�  Consistent message with one voice ¡  PODs ¡  Tenured/tenure track faculty

assuming responsibility for edTPA instruction in summative performance (Sn 2 Seminar)

¡  Regular communication/discussions

�  Leveled the playing field: growing the candidate’s potential-some need more time

�  Recommended Schedule

for edTPA completion

Local Evaluation

�  Fidelity in scoring �  Training �  Need for large numbers

of scorers �  Electronic platform �  Scoring Schedule

Local Evaluation

�  Group norming ¡  Rubber hits the road

regarding program data ¡  Builds program coherence

and consistency

�  Assigning evaluation managers ¡  Data analysis

�  Retake process �  Data Summit

T E A C H E R C A N D I D A T E S A M P L E

H T T P S : / / W W W . T A S K S T R E A M . C O M / T S / M A N A G E R 9 0 /P O R T F O L I O S F O R F A C U L T Y T R A I N I N G

P A S S W O R D : F E B 0 3 2 0 1 4

Unpacking the Tasks/Rubrics Teacher Candidate Sample

Assessment  of  

Innova-ons  

Scale  Up  Process  

Assessment  of  Impact  

Next  Steps  

Continuum of Developing Expertise: Templates, Processes, and Rubrics

2/18/14 21

Sophomore 1 (ELEM 2123)

• VGR

Sophomore 2 (ELEM 3000)

• Lesson Template and Rubric

• Mini Unit Template and Rubric

• VGR • Curriculum • Diversity

Junior 1 (ELEM 3100, 3200, 3300) • Lesson Plan Template and Rubric

• Unit Template Rubrics

• VGR • ISLES 1 • Junior 1 Performance Assessment

• Junior 1 Instruction Rubric

• ELEM 3300 K-2 Practicum • Academic Language (edTPA)

Junior 2 (ELEM 3500, 3600) • Lesson Plan Template and Rubric

• Unit Template Rubrics

• VGR • ISLES 2 • Junior 2 Performance Assessment

• Junior 2 Instruction Rubric

• ELEM 3600 3-5 Practicum • Differentiation

Senior 1 (ELEM 4525)

• Lesson Plan Template and Rubric

• ISLES 3 • Senior 1 Instruction Rubric

• Co-Teaching • Instructional Coaching

Senior 2 (ELEM 4324, 4325) • Lesson Plan Template and Rubric

• edTPA • VGR (minus the video)

• Co-Teaching • Instructional Coaching

• PODs

Innovations Brainstorm Supports

�  Lesson guidelines, templates, and rubrics

�  JR Performance Assessment

�  ISLES �  VGR �  PODs �  Retake �  Senior 2 Training

�  Explore the innovation with your group.

http://bit.ly/O2rWBX �  Target one area of

program concern and brainstorm how the innovation can support candidates.

Exploring the CODE

Debriefing: Task 1

Debriefing: Task 2

Debriefing: Task 3

BINGO Take-Away

Questions?

�  Questions, Concerns, Ideas, Suggestions…

�  Ask now or

�  Send an email ¡  Liz Fogarty fogartye@ecu.edu

¡  Kristen Cuthrell cuthrellma@ecu.edu