Using edTPA Data for Program Design and Curriculum Mapping

Mary Ariail, Georgia State UniversityKristy Brown, Shorter University

Judith Emerson, Georgia State UniversityCarla Tanguay, Georgia State University

The Assessment Cycle: Using Data for Program Evaluation

Determine the Types of Data Available

•Context 1: Local evaluation data only•Context 2: Official scores data only•Context 3: Both local evaluation and official scores

Context 1 –Local Evaluation Data Only

Locally Evaluate Signature Assignments

Identify Strengths/Areas for Improvement

Provide Formative Feedback to TCs

Explore Strategies and Solutions

Review Signature Assignments

Context 2 – Official Scoring Data Only

Review Data by Rubric

Identify Strengths and Areas for Improvement

Link Weaknesses to Curriculum Map

Strategize Solutions

Context 3 – Institution has both Local Evaluation and Official Scoring

DataCompare Data Sets

Identify Discrepancies

Local Evaluation Scores Different from Official Scores

Official Scores Link Data Analysis to Curriculum Map

Strategize SolutionsConsider Further Training for Supervisors and/or Faculty

The Assessment Cycle: Using Data for Program Evaluation

Identify Strengths and Areas for Improvement

Condition CodesTitle

Condition Code A Planning Task Rubrics Unscorable (artifacts/commentary do not follow handbook guidelines)

Condition Code B Video Technical Issues

Condition Code C Audio Technical Issues

Condition Code D Insufficient Information to Score by Rubric

Condition Code E Incorrect, missing, blank or inaccessible file

Condition Code F Video is edited

Condition Code G Materials fail to conform to handbook guidelines

Condition Code H English translation requirement not met

Compare Local Evaluation with Official Scores

The Assessment Cycle: Using Data for Program Evaluation

The Assessment Cycle: Using Data for Program Improvement

Goal Setting•Considering the available data, what specific goals need

to be addressed? •How is our program doing currently? •Where do we want our program to be? •How will our program get there? •Based on the data, what are we learning? •Where should the program focus next? •What do we want your program to accomplish? •What are the means for attaining our goals?

The Assessment Cycle: Using Data for Program Evaluation

Evidence of Mastery(Shorter University)

Program Planning Matrix(Georgia State University)

Program Planning Matrix(Shorter University) I = Introduction

R = ReinforcementM = Mastery

Evidence of edTPA Mastery

Mapping courses and activities to rubrics

The Assessment Cycle: Using Data for Program Evaluation

A Framework for Formative Support

Fund

amen

tal e

xper

ienc

esGetting to know students

Developing effective lesson plans

Writing explicit and appropriate justification

Developing and using appropriate assessments to monitor student learning

Analyze what students could and could not do as a result of instruction and assessment

Critiquing observations with a focus on engaging students in learning

Surfacing and supporting the discourse demands of the discipline

Getting to know students

A framework for formative support

Informing instructional

planning

Students’Strengths

Students’Needs

Personal/Cultural/ Community Assets

Academic Language Considerations

OR Expressive and

Receptive Communication Skills

Related Rubrics – Getting to Know Students• Candidate justifies why learning tasks (or their adaptations) are

appropriate using examples of students’ prior academic learning OR personal, cultural, or community assets. (Elementary Handbook Rubric 3)

• Learning tasks and planned support strategies provide appropriate levels of support, reflecting the focus learner’s strengths AND/OR needs. (Special Education Handbook, edTPA Rubric 2)

Strategies for Getting to Know Students• Review of available student records• Collaboration with cooperating teacher• Interest inventories• Making family connections• Learning style surveys

Developing Effective Lesson Plans

26

Learning Central Focus

Instructional Strategies and Learning Tasks

Academic Language Demands

Assessments

Analyzing Teaching

Related Rubrics – Lesson Plans Elementary Handbook

• Candidate’s plans for instruction build on each other to support learning. edTPA Rubric 1

• Planned supports are tied to learning objectives and the central focus. edTPA Rubric 2

• Candidate justifies why learning tasks (or their adaptations) are appropriate. edTPA Rubric 3

• General language supports address use of two or more language

demands. edTPA Rubric 4

Related Rubrics – Lesson PlansSpecial Education Handbook• The identified individualized education program/plan goal, standard, lesson

objectives, planned supports, and/or learning tasks and materials are consistently aligned with each other. All lesson objectives include clearly defined measurable outcomes for the focus learner’s performance. edTPA Rubric 1• Learning tasks and planned support strategies provide appropriate levels of

support, reflecting the focus learner’s strengths AND/OR needs. edTPA Rubric 2• Candidate’s justification of instruction and planned support strategies makes

general connections to the focus learner’s strengths and needs. edTPA Rubric 3• Candidate identifies planned supports for the communication skill that

generally facilitate the focus learner’s use of it to participate in learning tasks and/or demonstrate learning. edTPA Rubric 4

Lesson Plan Templates

•Model completing the template with candidates•Work up to completing the entire template for a

lesson•Provide detailed feedback to candidates•Organize candidate roundtables for peer-to-peer

critiques/revisions

Writing explicit and appropriate justification

A framework for formative support

Justification

Positive impact on student

learning

Supported by research and

theory

“I know this is going to help my students

learn because . . .”

Related Rubrics - Explicit Justification

• Candidate justifies why learning tasks (or their adaptations) are appropriate. Candidate makes connections to research and/or theory. (Elementary Handbook, edTPA Rubric 3)

• Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory.

• Candidate explains and provides evidence of students’ use of the language function AND one or more additional language demands. (Elementary Handbook, edTPA Rubric 14)

• Candidate’s justification of instruction and planned support strategies makes general connections to the focus learner’s strengths and needs AND research and/or theory. (Special Education Handbook, edTPA Rubric 3)

• Candidate proposes changes for instruction and/or planned support strategies related to the learning goal, making general connections to the strengths or needs of the focus learner AND/OR research and/or theory. (Special Education Handbook, edTPA Rubric 10)

• Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14)

Threading research into candidate writing

Candidates should:•develop an annotated bibliography throughout their

program to use as reference when developing lesson plans and writing justifications in commentaries.•provide a strategy for candidates to organize research. •practice reflective writing including references to

research.

Developing and applying appropriate assessment criteria

A framework for formative support

Developing appropriate assessment

criteria

Applying them to student

work

Drawing actionable

conclusions

So what? Now what?

Related Rubrics – Assessment Criteria• The assessments provide evidence to monitor students’ use of the essential

literacy strategy AND related skills during the learning segment. (Elementary Handbook, edTPA Rubric 5)

• Next steps propose general support that improves student learning related to assessed learning objectives. (Elementary Handbook, edTPA Rubric 15)

• Planned assessments (including baseline data) and the daily assessment records are aligned to all lesson objectives and provide evidence for monitoring the focus learner’s progress toward the learning goal at different points in the learning segment. (Special Education Handbook, edTPA Rubric 5)

• Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14)

Assessment includes Analysis and Feedback• Assist students in developing multiple forms of assessment• Create methods of tracking student progress• Develop authentic feedback• Create ways students can use the feedback• Give students practice in analyzing student work• Guide students in decision-making process for next steps

Reflecting on teaching

A framework for formative support

Reflecting on

instruction

NOT what the teacher candidate

did or did not do well

What the students

could not do

What the students could do

Related Rubrics – Reflection(Elementary Handbook)• Candidate proposes changes that address students’ collective learning

needs related to the central focus. (Elementary Handbook, edTPA Rubric 10)

• The analysis focuses on what students did right AND wrong. (Elementary Handbook, edTPA Rubric 11)

• Candidate describes how focus students will understand or use feedback related to the learning objectives. (Elementary Handbook, edTPA Rubric 13)

• Candidate explains and provides evidence of students’ use of the language function AND one or more additional language demands. (Elementary Handbook, edTPA Rubric 14)

Related Rubrics – Reflection(Special Education Handbook)• Candidate proposes changes for instruction and/or planned support strategies related to

the learning goal, making general connections to the strengths or needs of the focus learner. (Special Education Handbook, edTPA Rubric 10)

• The analysis draws upon knowledge of the focus learner and focuses on the focus learner’s strengths and errors OR levels or types of planned supports to understand the focus learner’s progress toward ALL lesson objectives. (Special Education Handbook, edTPA Rubric 11)

• Candidate describes how the focus learner will understand or use feedback related to the learning goal. (Special Education Handbook, edTPA Rubric 13)

• Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14)

• Next steps to improve or continue learning include general instructional strategies or supports related to the focus learner’s needs and to current instruction. (Special Education Handbook, edTPA Rubric 15)

Strategies to Enhance Reflective Writing•Provide candidates with opportunities to develop

observational skills• Frequent quick writes with edTPA-like writing prompts

for practice•Peer-to-peer writing critiques

Critiquing how one engages students

A framework for formative support

Critiquing observations

Critiquing video

Promoting a positive learning

environment

Engaging students in

instruction to promote student

understanding

Engaging students in

instruction to deepen student understanding

Related Rubrics – Engaging StudentsElementary Handbook

• The candidate demonstrates rapport with and respect for students. AND Candidate provides a positive, low-risk learning environment that reveals mutual respect among students. (Elementary Handbook, edTPA Rubric 6)

• Students are engaged in learning tasks that address their understanding. (Elementary Handbook, edTPA Rubric 7)

• Candidate elicits student responses. (Elementary Handbook, edTPA Rubric 8)

• Candidate explicitly teaches students how to apply the essential literacy strategy AND provides opportunities for guided practice. (Elementary Handbook, edTPA Rubric 9)

Related Rubrics – Engaging Students(Special Education Handbook)

• The candidate demonstrates rapport with and respect for ALL learners. (Special Education Handbook, edTPA Rubric 6)

• Candidate uses explicit strategies to create active engagement13 in developing the desired knowledge and/or skills of the focus learner for the learning goal. (Special Education Handbook, edTPA Rubric 7)

• Candidate uses prompts that provide the focus learner opportunities to respond related to the learning goal AND opportunity to apply feedback to subsequent responses. (Special Education Handbook, edTPA Rubric 8)

Showing Student Centered Teaching in Video•Developing and showing rapport and respect•Creating an active learning environment•Deepening learning opportunities•Choosing video clips to show it all