Opportunities for Demonstrations of Equity-Centered Pedagogy in edTPAsMaria E. Hyler, PhD., Laura S. Yee, Saroja R. Barnes, PhD., Roderick L. CareyUniversity of Maryland, College Park

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Welcome!

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Agenda

Share study and findings

Analyze candidates’ work

Extend to work within teacher preparation programs

Q & A

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What we hope to achieve:

Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements

Provide an opportunity for you to apply this framework to analyzing candidate responses

Provide an opportunity for you to think about how this may inform your teacher preparation programs

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Background

Increasing need for equity-centered teachers

Need for assessment of teachers’ ability to teach students with diverse backgrounds and experiences

Many frameworks available for thinking about working with diverse student populations

Culturally Relevant Pedagogy (Ladson-Billings, 1995)

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Research Questions

To what extent does the TPA handbook text provide opportunities for teacher candidates to reveal aspects related to elements of CRP in their commentary?

To what extent does the TPA handbook text prompt teacher candidates to reveal aspects related to elements of CRP in their commentary?

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“Opportunity” vs. “Prompt”

An opportunity…… is present when the handbook text provides space for the candidate response to reveal teaching aspects related to elements of CRP.

A prompt…… is present when the text specifically directs candidates to reveal teaching aspects related to elements of CRP.

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Study DesignMixed Methods

Concurrent nested mixed methods design (Creswell, Plano Clark, Gutmann & Hanson, 2003)

Qualitative conceptual drive, quantitative data used for corroboration of findings

Qualitative data, transformed quantitative data

Data integration during analysis stage (Creswell, Plano Clark, Gutmann, & Hanson, 2002)

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Qualitative Data & Analysis

Secondary Mathematics Field Test HandbookText – “What do I need to write?”

Protocol Development (a priori codes)CRP elements (Ladson-Billings, 1995)ECEL

“O” “P” “NOP”

Inter-rater reliability (86%)

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Ladson-Billings (1995)

Conceptions of Self and Others

Social Relations

Conceptions of Knowledge

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Coding Protocol Elements

Conceptions of Self and Others (CS)

 

CS1. Belief that all students are capable of academic success

CS2. Pedagogy is seen as art (unpredictable and in the process of “becoming”)

CS3. See themselves as members of the community 

CS4. See teaching as giving back to the community 

CS5. Ascribe to Freirean belief of “teaching as mining”

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Coding Protocol Elements

Social Relations (SR)

 

SR1. Maintain fluid student-teacher relationships 

SR2. Demonstrate a connectedness with all of the students 

SR3. Develop a community of learners 

SR4. Encourage students to learn collaboratively and be responsible for one another 

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Coding Protocol Elements

Conceptions of Knowledge (CK)

 

CK1. Knowledge is not static; it is shared, recycled, and constructed 

CK2. Knowledge must be viewed critically 

CK3. Teachers must be passionate about knowledge and learning 

CK4. Teachers must scaffold, or build bridges to facilitate learning 

CK5. Assessment must be multifaceted, incorporating multiple forms of excellence

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Coding Protocol Elements

English Language Learners (EL)

Teachers consider the range of language skills and ability for students for whom English is a second language

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Students with Exceptionalities (EC)

Teachers consider individual needs of students to design appropriately challenging learning environments and instructional tasks

Quantitative Data and Analysis

Transformed qualitative data (frequency counts of codes) (Onwuegbuzie & Teddlie, 2003)

Three types of analyses: Graphic representations (histograms) Chi-square tests Independent T-tests

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Findings: Overall

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Os PsNo Os or

PsTOTAL

FrequencyCount

393 91 204 688

Percent 57.1221 13.2267 29.6512  100

Findings: Overall

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Findings: By Task

Frequency Counts

Opportunities

PromptsNo Os or Ps

TOTAL POSSIBLE

Task One 164 45 79 288

Task Two 84 18 10 112

Task Three

116 25 115 256

Task Four 29 3 0 32

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Findings: By Task

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Findings by Task

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Findings: By Domain

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Nature of Findings

Embedded assessment parallels need for embedded preparation

Assessment for candidates’ learning and teaching in all contexts

Assessment can’t do it all! Our responsibility as teacher educators to look for

aspects of teaching that are important to us and our program

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What we hope to achieve:

Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements

Provide an opportunity for you to apply this framework to analyzing candidate responses

Provide an opportunity for you to think about how this may inform your teacher preparation programs

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Secondary Mathematics: Task 1/Prompt 3A“Explain how your understanding of your students’ prior learning, experiences, and development guided your choice or adaptation of learning tasks and materials to develop students’ conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills.”

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Secondary Mathematics Candidate Response“Because the majority of the students are not very disciplined thinkers and lack the desire to persist, I chose to make this lesson highly physical and visual. I have selected the use of geoboards (with rubber bands), so that students can manually create and visually see the geometric figures. I am going to give them ample time to “explore” the many possible figures that can be created on the geoboards. In fact, this gives each of them some flexibility in creating the geometric figure that is in their “mind’s eye.” For instance, Student #1 may create a square that is 2 x 2. The next student may create a square that is 4 x 4. With the very standardized layout of the geoboard, the students can manually determine perimeter and area (by counting).”

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Secondary Mathematics Candidate Response“Because the students in the math class have some exposure to much of the content discussed in the unit (indeed due to a spiraling k-12 curriculum they have exposure to all of the content), they tend to lead with their instinct and disengage from direct instruction. With this attitude in mind, learning is enhanced by providing students with minimal prompting and allowing them to practice and make mistakes from which they can learn. Therefore, for this unit, I condensed the content. Instead of teaching students how to find each measure of central tendency, and then how to construct each graph/plot, I began with central tendency as a baseline, but let students recall, discuss, and critique how to make each of the graphs independently. Students were given data to use and they had to identify which information is best for the data display assigned to them. By integrating the latter lessons earlier, students are left with more time to really practice the harder problems longer instead of just 2 days before the unit exam….”

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Thinking Programmatically

How does edTPA provide opportunities for candidates to demonstrate equity-centered pedagogical thinking?

How do today’s conversations compare with the thinking and conversations you are having at your institutions?

In what ways might today’s conversations inform your work with teacher candidates?

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Questions?

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Thank you!For further inquiries contact:

Maria E. Hyler mhyler@umd.edu

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