+Think back…

!  Take a minute with your neighbor and list as many assignments from education courses that you can think of…

!  What emphasis do Wittenberg and the Education Department place on writing, reading and professionalism?

+

Teacher Candidate Introduction to the edTPA

Wittenberg University January 20, 2016 S. Brannan, EdD

+Time to change

!  Time to change the conversation about the meaning of “good” teaching and how we assess it.

+Time for a Game Show: Named- What do YOU Know?

!  What does the acronym edTPA stand for?

!  What is the edTPA required for in the state of Ohio?

!  What is the edTPA used for in the Wittenberg Education Department?

!  What have you heard about the edTPA from Education Major & Minor Alumni?

+ 5

What is the edTPA?

! edTPA is a performance-based, subject specific assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?"

! edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.

+Who created the edTPA?

!  Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA, formerly the Teacher Performance Assessment.

!  They received substantive advice and feedback from teachers and teacher educators and drew from experience gained from over 25 years of developing performance-based assessments of teaching !  National Board for Professional Teaching Standards (NBPTS)

!  Interstate Teacher Assessment and Support Consortium (InTASC)

!  The design and review team has included hundreds of university faculty, national subject-matter organization representatives (e.g., NCTM, NCTE, NSTA, etc.), and K-12 teachers.

+States participating in the edTPA

+ 8 What is the edTPA designed to achieve?

!  edTPA is comparable to entry-level licensing exams that demand applications of skills in other professions, such as, the medical licensing exams, the architecture exam, or the bar exam in law.

!  Aligns & differs from the Ohio Assessments for Educators (OAE) from Pearson

+ 9 edTPA at Wittenberg

!  The State of Ohio has not YET made it a requirement of licensure, but many Educator Preparation Programs (EPPs) are using it as their capstone project.

!  Witt student teachers must complete the project in order to successfully complete our program of licensure. The Education Department uses it as the capstone experience.

!  The edTPA data is also used for documentation of evidence of effective instruction for the multiple accreditation agencies including the ODHE metrics data.

!  Witt has not yet developed a ‘passing score’ but it is under consideration.

+ Design Principles for Educative Assessment

"  Discipline specific and embedded in curriculum

"  Student Centered: Examines teaching practice in relationship to student learning

"  Analytic: Provides feedback and support along targeted dimensions.

"  Integrative: maintains the complexity of teaching

"  Affords complex view of teaching based on multiple measures

Stanford Center for Assessment, Learning and Equity 2011

+ Targeted Competencies

PLANNING

•  Planning for content understandings

•  Using knowledge of students to inform teaching

•  Planning assessments to monitor and support student learning

INSTRUCTION

•  Engaging students in learning

•  Deepening student learning during instruction

ASSESSMENT •  Analyzing student work •  Using feedback to guide further

learning •  Using assessment to inform

instruction

REFLECTION •  Analyzing Teaching Effectiveness

ACADEMIC LANGUAGE •  Identifying Language Demands •  Supporting students’ academic

language development •  Evidence of language use

Stanford Center for Assessment, Learning and Equity 2011

+How is the edTPA

constructed and used?

!  Based on three/five learning segments

!  Class profile

!  Lesson plans

!  Student work samples

!  Video clips

!  Analysis of student learning

!  Reflective commentaries

+What does the edTPA look like for

the teacher candidate?

!  Teacher candidates prepare a portfolio of materials during their student teaching clinical experience, which includes: #  Learning segment of 3-5 Lesson Plans

#  Unedited Video Recordings of themselves at work in a real classroom teaching those lessons

#  Authentic artifacts (assessment used; samples of student work) from those lessons

#  An analysis of the lessons

#  Reflection about the results of their instruction

+Tasks of the edTPA

!  Task 1- Planning: Planning for Instruction & Assessment

!  Task 2 - Instruction: Instructing & Engaging Children in Learning

!  Task 3 - Assessment: Assessing Children’s Learning

+What is the focus of the edTPA?

!  Assessment

!  formative & summative

!  data-based decision making

!  evidence of before-during-after

!  Planning

!  based on the class description & needs

!  Instruction

!  whole group & selected students

!  evidence of differentiation

!  evidence of daily reflective teaching & instructional adjustment

!  Reflection

!  on all components & professionalism

!  Academic Language

+

+Testimonials

!  “The TPA provides something long overdue in teacher education: a clear, concise, and precise definition of the core of effective beginning teaching. It takes us a step further than other professional licensure exams because it goes beyond knowledge and judgment and examines actual candidate performance.” – Amee Adkins,  Associate Dean, Illinois State University

!  “I am more than a name on a piece of paper. And the edTPA knows that. Yes, it’s a lot of hard work that causes a great amount of stress. But in the end, I know that when I pass this and my other certification tests, I will be passing because I am an effective teacher.

+

!Getting Started...!

+Handbooks, Formatting & Submitting

!  Content Area Handbooks will be available as PDF files on the EDUC 495 Course Moodle Site & in your TaskStream account

!  Formatting for each edTPA task is specifically outlined in the handbook for your licensure area

!  All edTPAs will be submitted through your individual TaskStream account which will connect to Pearson (after you have registered there).

!  After submitting to Pearson through TaskStream, you will then go to the Pearson site and confirm that your edTPA has been submitted, using the Authorization number you got when you registered at the Pearson site.

+

!  Planning for Instruction and Assessment

!  Instructing and Engaging Children in Learning

!  Assessing Children’s Learning

Summary of Tasks

+

!  Artifacts !  Authentic work completed by you and your children

!  Plans, copies of instructional and assessment materials, video clips of your teaching, and children’s work samples

!  Commentaries !  Describe your artifacts

!  Explain the rationale behind their choice

!  Analyze what you have learned about your teaching practice and the children’s learning

Evidence of Teaching Practice

+

!  The evidence you submit will be judged by Pearson on five components of teaching practice:

Evaluation Criteria

Planning Instruction Assessment

Analysis of Teaching Effectiveness Academic Language Development

$  Your edTPA will also be scored by your university supervisor using a rubric developed by the Wittenberg Education faculty.

+

!  What to think about

!  What do I need to do?

!  What do I need to write?

!  How will the evidence of my teaching practice be assessed?

Additional requirements & resources !  Professional responsibilities !  Context for learning information !  Evidence chart !  Glossary

Structure of the Handbook

+What to Do What to Submit Evaluation Rubrics

•  Select one class as a focus •  Provide context

information •  Identify a learning

segment to plan, teach, and analyze. (3-5 learning experiences)

•  Identify a central focus •  Write and submit a plan

for each learning experience in the learning segment

•  Key instructional materials

•  Respond to commentary prompts prior to teaching

•  Address language •  Submit copies or

directions for planned assessments

Part A: Context for Learning Information Part B: Plans for Learning Segment Part C: Instructional Materials Part D: Assessments Part E: Planning Commentary

Rubric 1: Planning for …depends on area Rubric 2: Planning to Support Varied Learning Needs Rubric 3: Using Knowledge of Children to Inform Teaching & Learning Rubric 4: Identifying and Supporting Language… Rubric 5: Planning Assessments to Monitor & Support Student Learning

Task 1 Overview

+What to Do What to Submit Evaluation Rubrics

•  Required permissions for video taping

•  Identify learning experiences to video *

•  Video your teaching and select appropriate number and length of clips *

•  Analyze your teaching and your children’s learning in the video clips by responding to commentary prompts.

*see specific handbook for more detail

Part A: Context for Learning Information Part B: Plans for Learning Segment

Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Students’ Learning Rubric 9: Subject-Specific Pedagogy Rubric 10: Analyzing Teaching Effectiveness Word “children” is used in the ECE version instead of “students”

Task 2 Overview

+What to Do What to Submit Evaluation Rubrics

•  Select one assessment •  Define and submit the

evaluation criteria you will use to analyze learning

•  Select work samples, focus children, sources of evidence (number and types vary by specific content areas)

•  Analyze to identify quantitative& qualitative patterns of learning

•  See handbooks for additional areas

Part A: Video or audio evidence of learning Part B: Observation Notes and Work Samples Part C : Evidence of Feedback Part D: Assessment Commentary Part E: Evaluation Criteria ECE has Observation notes section while other content areas do not – see your specific handbook for details

Rubric 11: Analysis of Learning Rubric 12: Providing Feedback to Guide Learning Rubric 13: Student Use of Feedback Rubric 14: Language wording is different for different areas

Rubric 15: Using Assessment to Inform Instruction

Task 3 Overview

+Sample Rubric

+How have Witt Teacher Candidates Performed?

! Let’s take a look

+2 years of data–all students

edTPA Scores for 2 CohortsRating Scores by Rubric

Rubric 1: Planning for the Whole Child 3.1 3.1

Rubric 2: Planning to Support Varied Learning Needs 2.9 Plan 3.1 Plan

Rubric 3: Using Knowledge of Children to Inform Teaching and Learning 2.9 2.9 2.9 3.0

Rubric 4: Identifying and Supporting Language Development 2.9 3.1

Rubric 5: Planning Assessments to Monitor and Support Children’s Learning 2.9 2.9

Rubric 6: Learning Environment 3.0 3.0

Rubric 7: Engaging Children in Learning 2.7 Instruct 2.8 Instruct

Rubric 8: Deepening Children’s Learning 2.7 2.7 2.9 2.8

Rubric 9: Subject-Specific Pedagogy 2.4 2.7

Rubric 10: Analyzing Teaching Effectiveness 2.4 2.6

Rubric 11: Analysis of Children’s Learning 2.5 2.9

Rubric 12: Providing Feedback to Guide Learning 2.7 Assess 2.7 Assess

Rubric 13: Children’s Use of Feedback 2.1 2.4 2.4 2.7

Rubric 14: Analyzing Children’s Language Development 2.4 2.7

Rubric 15: Using Assessment to Inform Instruction 2.4 2.6

EDTPA Scoring5 is highest, 1 is lowest

2015 N=48, 2014 N=53

PLA

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All LicensesAvg. Rubric Scores

2015

All LicensesAvg. Rubric Scores

2014

2.7 Overall average

2.8 Overall average

+2 years of data–by licensure

edTPA Scores for 2 CohortsRating Scores by Rubric/Licensure

Rubric 1: Planning for the Whole Child 3.2 3.1 3.2 3.1 2.8 3.2

Rubric 2: Planning to Support Varied Learning Needs 3.0 Plan 3.2 Plan 2.8 Plan 3.2 Plan 2.9 Plan 3.0 Plan

Rubric 3: Using Knowledge of Children to Inform Teaching and Learning 2.8 3.0 2.9 3.1 3.3 3.1 2.9 3.1 2.9 2.8 2.8 2.9

Rubric 4: Identifying and Supporting Language Development 2.9 3.3 3.2 3.3 2.6 2.7

Rubric 5: Planning Assessments to Monitor and Support Children’s Learning 2.9 3.0 2.8 3.0 2.9 2.8

Rubric 6: Learning Environment 3.0 3.1 3.1 3.1 2.9 2.9

Rubric 7: Engaging Children in Learning 2.9 Instruct 2.9 Instruct 2.9 Instruct 2.9 Instruct 2.4 Instruct 2.6 Instruct

Rubric 8: Deepening Children’s Learning 2.8 2.7 2.9 2.8 3.1 2.9 2.9 2.8 2.4 2.5 2.7 2.7

Rubric 9: Subject-Specific Pedagogy 2.2 2.7 3.0 2.7 2.6 2.6

Rubric 10: Analyzing Teaching Effectiveness 2.4 2.5 2.5 2.5 2.3 2.6

Rubric 11: Analysis of Children’s Learning 2.4 2.9 2.9 2.9 2.6 2.7

Rubric 12: Providing Feedback to Guide Learning 2.7 Assess 2.7 Assess 2.7 Assess 2.7 Assess 2.6 Assess 2.7 Assess

Rubric 13: Children’s Use of Feedback 2.0 2.4 2.3 2.7 2.7 2.6 2.3 2.7 1.9 2.4 2.4 2.6

Rubric 14: Analyzing Children’s Language Development 2.5 2.8 2.1 2.8 2.4 2.6

Rubric 15: Using Assessment to Inform Instruction 2.4 2.7 2.6 2.7 2.4 2.5

# #

2015 Early Childhood

2014 Early Childhood

PLA

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ING

EDTPA Scoring5 is highest, 1 is lowest

2015 N=48, 2014 N=53

INST

RU

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ESSM

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2.7 2.9 2.9 2.9 2.6 Overall average

2015 Middle Childhood

2014 Middle Childhood

2015 AYA & Multi-age

2014 AYA & Multi-age

2.7 Overall average Overall average Overall average Overall average Overall average

+Student Resources

edTPA Scores for 2 CohortsRating Scores by Rubric

Rubric 1: Planning for the Whole Child 3.1 3.1

Rubric 2: Planning to Support Varied Learning Needs 2.9 Plan 3.1 Plan

Rubric 3: Using Knowledge of Children to Inform Teaching and Learning 2.9 2.9 2.9 3.0

Rubric 4: Identifying and Supporting Language Development 2.9 3.1

Rubric 5: Planning Assessments to Monitor and Support Children’s Learning 2.9 2.9

Rubric 6: Learning Environment 3.0 3.0

Rubric 7: Engaging Children in Learning 2.7 Instruct 2.8 Instruct

Rubric 8: Deepening Children’s Learning 2.7 2.7 2.9 2.8

Rubric 9: Subject-Specific Pedagogy 2.4 2.7

Rubric 10: Analyzing Teaching Effectiveness 2.4 2.6

Rubric 11: Analysis of Children’s Learning 2.5 2.9

Rubric 12: Providing Feedback to Guide Learning 2.7 Assess 2.7 Assess

Rubric 13: Children’s Use of Feedback 2.1 2.4 2.4 2.7

Rubric 14: Analyzing Children’s Language Development 2.4 2.7

Rubric 15: Using Assessment to Inform Instruction 2.4 2.6

EDTPA Scoring5 is highest, 1 is lowest

2015 N=48, 2014 N=53

PLA

NN

ING

INST

RU

CTI

ON

ASS

ESSM

ENT

All LicensesAvg. Rubric Scores

2015

All LicensesAvg. Rubric Scores

2014

2.7 Overall average

2.8 Overall average

From Witt: #  Introduced

elements of the project in coursework earlier in our program.

#  Introductory & subsequent meetings

#  Work sessions available

#  Support for uploading portfolio

+Support Schedule

!  edTPA Proposal

!  Due Wednesday, February 17th !  Once Proposal has been approved by your supervisor, upload a

copy to the Student Teaching Moodle (Educ 495)

!  edTPA Triad meetings in Feb. and March: !  Dates will be set tonight with your assigned Faculty member

and your university supervisor

!  Reminder that the project needs completed & submitted to

TaskStream & Pearson by March 31st

+Additional support

!  Cameras !  New policies for acquisition posted on the Education Department

website

!  edTPA Education Department Guidelines for videotaping and permission to tape will be posted on the EDUC 495 Course Moodle site

+edTPA Manual Structure

!  Review of Important Pages !  Table of Contents

!  What Do I Need to Think About? p.9

!  What DO I Need to Do? pp. 9-11

!  What Do I Need to Write? pp. 12-14

!  How Will the Evidence be Assessed? pp. 15-19

!  Glossary pp. 50-53

!  Let’s Review & Discuss the Rubrics !  Aiming for Level 3s

+How do I know how I did?

!  You will receive a Score Report with details.

!  National Passing Score is a 42

!  15 Scoring Rubrics Total

+Questions?