+

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

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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

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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

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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

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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

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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?

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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)

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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

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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!