The Teaching Performance Assessment

Consortium (TPAC)

Why Now?

Blue Ribbon Panel – 10 Principles

PARCC and Smarter BalanceAssessments

Where TPAC fits in

TPAC is working to develop and implement at scale a way of assessing teaching that…

• Provides evidence of teaching effectiveness,

• Supports teacher preparation program improvement

• Informs policy makers about qualities of teaching associated with student learning.

TPAC is ONE example of an assessment system that is designed to leverage the alignment of policies and support program renewal.Stanford Center for Assessment, Learning and Equity 2011

Accountability reframed

How can we gather and use evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners – to improve teaching and teacher preparation?

Stanford Center for Assessment, Learning and Equity 2011

National Leadership

AACTE• overall project management, communication

with programs

Stanford University• assessment development and technical

support

Council of Chief State School Officers • policy development and support,

communication with state education agencies (prior to March 2011)

Stanford Center for Assessment, Learning and Equity 2011

Highlights of Pearson’s Role in the TPA

• Pearson has been selected as Stanford’s operational partner.

• Support Stanford and AACTE with assessment development and technical review.

• Train and certify scorers, provide a scoring platform and report results for the operational TPA.

Stanford Center for Assessment, Learning and Equity 2011

Pearson’s Role in the Field Test

• Development Support for Field Testing• Handbook and template publication • Recruitment and training of scorers, scoring and

scorer compensation • Benchmarking• Reporting results • Providing an electronic platform to manage TPA

submissions.

Pearson’s Role in Operational Use

• Pearson will provide Assessment Services to deliver the TPA Nationally and Sustainably.• Web-based services that allow candidate

registration, assembly of artifacts, faculty/supervisor feedback, final submission for official TPA scoring and a score report.

• Scoring services such as the recruitment, training and certification of all scorers, scoring for all submitted TPA responses

• Reporting services such as the generation of all official score reports to candidates and institutions of record.

Partnering States

Standards and tPAC

•Common Core alignment

•InTASC alignment

•NCATE/CAEP endorsement

•SPA endorsement

Stanford Center for Assessment, Learning and Equity 2011

Role of K-12 Partners

• NEA and AACTE affiliate state meetings

• Roles for cooperating teachers and school site principals

• Call for collaboration with IHEs

Stanford Center for Assessment, Learning and Equity 2011

TPAC Lineage

• National Board for Professional Teaching Standards (NBPTS) portfolio assessments – accomplished teachers

• Connecticut BEST assessment system – teachers at end of induction

• Performance Assessment for California Teachers (PACT) – pre-service teachers

Stanford Center for Assessment, Learning and Equity 2011

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 measuresStanford Center for Assessment, Learning and Equity

2011

TPA Architecture

• A summative assessment of teaching practice

• Collection of artifacts and commentaries

• “Learning Segment” of 3-5 days

Stanford Center for Assessment, Learning and Equity 2011

TPAC Artifacts of Practice

Planning Instruction Assessment

• Instructional and social context

• Lesson plans• Handouts,

overheads, student work

• Planning Commentary

• Video Clips• Instruction

Commentary

• Analysis of Whole Class Assessment

• Analysis of learning and Feedback to two students

• Instructional next steps

• Assessment Commentary

Daily Reflection NotesAnalysis of Teaching Effectiveness CommentaryEvidence of Academic Language DevelopmentStanford Center for Assessment, Learning and Equity

2011

Multiple Measures Assessment System

Embedded Signature Assessments

Observation/Supervisory Evaluation & Feedback

Child Case Studies

Analyses of Student Learning

Curriculum/Teaching Analyses

TPAC Capstone Assessment

Integration of:

Planning

Instruction

Assessment

Analysis of Teaching

with attention to Academic Language

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 useStanford Center for Assessment, Learning and Equity 2011

Rubric Levels

• Is the candidate ready for independent teaching (i.e., to be the teacher of record)?

• Rubric Levels Level 1 – Struggling candidate, not ready to

teach Level 2 – Some skill but needs more practice

to be teacher-of-record Level 3 – Acceptable level to begin teaching Level 4 – Solid foundation of knowledge and

skills Level 5 – Stellar candidate, in the top 5% of

candidates, sophisticated practice.Stanford Center for Assessment, Learning and Equity 2011

Rubric progression

• Early novice highly accomplished beginner

• Rubrics are additive and analytic

• Candidates demonstrate:• Expanding repertoire of skills and

strategies• Deepening of rationale and reflection

• Teacher focus student focus• Whole class generic groups

individuals Stanford Center for Assessment, Learning and Equity 2011

Rubric SampleEliciting and Monitoring Students’ Mathematical

UnderstandingsLevel 1 Level 2 Level 3 Level 4 Level 5

Candidate talks throughout the clip(s) and students provide few responses.

The candidate stays focused on facts or procedures with no attention to mathematical concepts and representations of content.

Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect.

Candidate makes vague or superficial use of representations to help students understand mathematical concepts.

The candidate elicits student responses related to reasoning/problem solving.

Candidate uses representations in ways that help students understand mathematical concepts.

Candidate elicits and builds on students’ reasoning/ problem solving to explicitly portray, extend, or clarify a mathematical concept.

Candidate uses strategically chosen representations in ways that deepen student understanding of mathematical concepts.

All components of Level 4 plus,  Candidate facilitates interactions among students to evaluate their own ideas.

Stanford Center for Assessment, Learning and Equity

Academic Language

• Academic language is different from everyday language. Some students are not exposed to this language outside of school.

• Much of academic language is discipline-specific.

• Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language.

Stanford Center for Assessment, Learning and Equity

• Academic language is the oral and written language used in school necessary for learning content.

• This includes the “language of the discipline” (vocabulary and forms/functions of language associated with learning outcomes) and the “instructional language” used to engage students’ in learning content.

Academic Language

Academic Language Competencies Measured

• Understanding students’ language development and identifying language demands

• Supporting language demands (form and function) to deepen content learning

• Identifying evidence that students understand and use targeted academic language in ways that support their language development and content learning.

Stanford Center for Assessment, Learning and Equity 2011

Field Test Participation

• Subject Areas to be field tested• Elementary Literacy , Elementary Mathematics,

English/Language Arts, History/Social Science, Secondary Mathematics, Science

• Special Education, Early Childhood Development, Middle Grades (Science, ELA, Math, and History Social Science), Art, Performing Arts (Music, Dance, Theater), Physical Education, and World Language

• Other low-incidence draft handbooks will be available for trying out

Stanford Center for Assessment, Learning and Equity 2011

Field Test Participation

• Pearson will support scoring training and scoring stipends for a national sample of 18,000 candidates

• Scoring training and certification online (some synchronous events)

• Scorers to include IHE faculty, field supervisors, cooperating teaching, principals, NBCTs and others with pedagogical content knowledge and experience with beginning teacher development.

• Local, state and national scoring

Stanford Center for Assessment, Learning and Equity 2011

Timeline of Activities

• Release of revised handbooks

• September 2011

• Commitment/registrations to participate in Field Test

• Summer/Fall 2011

• Pearson systems ready for registration, submissions, and scoring

• Spring 2012 – scorer management system ready

• TBD 2012 – candidate registration and TPA submission system readyStanford Center for Assessment, Learning and Equity

2011

Next Steps

• Join TPAC Online (Ning)

• Field test commitments

• Technical assistance• AACTE affiliate meetings• Ongoing webinars and Ning discussions

• PACT/TPAC Implementation Conference – October 20-21 in San Diego

• AACTE Annual Meeting – February 17-19, 2012Stanford Center for Assessment, Learning and Equity

2011