edTPA Overview
Nicole Merino, SCALEBev Falk, CCNY
Tine Sloan, UCSBOctober 16, 2013
edTPA Development
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edTPA Development
• Stanford University faculty and staff have been involved in the past 25-years in the development of performance-based assessments of teaching (including the National Board for Professional Teaching Standards, the InTASC portfolio, and the Performance Assessment for California Teachers)
• Reflects substantive advice from teachers and teacher educators—built by the profession for the profession
• Input from design and review team members comprised of university faculty, national subject matter organization representatives and K-12 teachers
Assessment AND Support• edTPA membership website with Resource Library
and Online Community features• Collaborative implementation support and
development with the teacher education community • Biweekly/monthly phone calls, webinars and support
events for states and IHEs• National and AACTE state affiliate conference
presentations• IHE or regional implementation support events
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Resources - Developed for the Profession by the Profession
• Engaging Faculty• Formative Candidate
Support• Orienting Candidates• Orienting Cooperating
Teachers• Academic Language
Overview
• Local Evaluation Protocols
• Making Good Choices• Video Tips and
Guidelines• Guidelines for
Acceptable Support• Regional face to face
scoring training
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Participation in edTPA
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Building a Profession From the Grass Roots: edTPA by the Numbers
• States = 29 Campuses = 430• Teacher Candidates = 12000+• Scorers (IHE and K-12) = 800+• Subject Specific design/review team
members (including national subject matter projectrepresentatives) = 120+
• Content Validation reviewers = 100+• Benchmarkers and Scoring Trainers = 150+• Bias Review Members = 10• edTPA Online Members = 4000+
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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
What is edTPA?
Learning Centered Design Principles: Educative Focus Discipline Specific: embedded in curriculum within
and across grade levels Student Centered: examines teaching practice in
relationship to knowledge of students’ backgrounds and learning strengths and needs
Analytic: provides feedback and support along targeted dimensions.
Integrative: supports a multiple measures assessment of teaching
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Summative assessment of teaching practice• Common Architecture across 27 fields• Subject Specific “Learning Segment” of 3-5
days• Plans based on context and knowledge about
what students bring…o Academic, social emotional and language developmento Prior academic learning, lived experiences, family,
community and cultural assets
• Collection of artifacts and commentaries
Structure of Each edTPA Handbook Candidates compile a Portfolio that demonstrates
effective teaching Featuring a learning segment of 3-5 lessons 3 tasks broken down into:
– What to Think About (Purpose)– What Do I Need to Do? (Check list)– What Do I Need to Write? (Commentary Prompts)– How Will the Evidence of My Teaching Practice Be
Assessed? (15 Rubrics, 5 levels)
Documented with evidence Commentaries Instructional artifacts, including student work 1-2 unedited video clips of teacher-student interaction
Artifacts as Records of Practice• Actual, authentic work of teachers and
students including:– Lesson Plans– Instructional materials– Video recordings– Student assessments or work samples
• Describe plans or provide descriptions or evidence of what teacher or students did
• Justify a rationale for plans in terms of knowledge of students & research/theory,
• Analyze what happened in terms of student learning or how teaching affected student learning
• Explain feedback to students and next instructional steps based on assessment results
Commentaries
TPAC Artifacts of PracticePlanning Instruction Assessment
• Instructional and social context
• Lesson plans• 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”
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Key Content Understandings
Subject Specific Handbooks
• Elementary Education (Literacy edTPA with Mathematics Assessment Task)
• Secondary Mathematics• Secondary
English/Language Arts• Secondary History/Social
Studies• Secondary Science
• Middle Childhood (Math, HSS, Science and English/language Arts
• Early Childhood• Physical Education• Performing Arts (music,
dance, theater)• Visual Arts• World Language• Special Education
Handbooks Continued:
– Agriculture Education– Business Education– Classical Languages
(includes Greek &Latin)
– Educational Technology Specialist
– English as an Additional Language (ESL/TESOL)
– Family and Consumer Sciences
– Health Education – Library Media
Specialist– Reading Specialist– Technology and
Engineering Education
Scoring Dimensions
Components of Teaching Practice
15+ Rubrics
① Planning ② Instruction ③ Assessment ④ Analyzing Teaching⑤ Academic Language
RubricsPLANNING• Planning for content understandings
• Planning to support varied student needs
• Planning assessments to monitor and support student learning
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RubricsINSTRUCTION• Demonstrating a positive and engaging learning
environment
• Engaging students in learning
• Deepening student learning during instruction
• Subject specific pedagogy
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RubricsASSESSMENT• 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
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Rubrics
ACADEMIC LANGUAGE•Identifying and supporting language demands•Evidence of language use to support content understandings
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TPA Rubric BlueprintTask name: Rubric Title
Guiding Question
Level 1 Level 2 Level 3 Level 4 Level 5
Represents the knowledge and skills of a seriously struggling candidate who is not ready to teach
Represents the knowledge and skills of a candidate who is possibly ready to teach
Represents the knowledge and skills of a candidate who is qualified to teach
Represents a candidate with a solid foundation of knowledge and skills for a beginning teacher
Represents the advanced skills and abilities of a candidate very well qualified and ready to teach
Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection
Not Ready Early BeginningTeacher
Highly AccomplishedBeginning Teacher
1 5
Teacher Focus
Student Focus
Whole Class
Individuals/ Flex. Groups
Intentional & Well Executed
Fragmented or Indiscriminate
Thinking Behind the Rubrics• Tool for scorers• Provided during training and available during
scoring• Identifies which artifacts and commentary
prompt provide evidence by rubric• Explains score level distinctions• Provides examples of evidence by rubric
level• Common architecture and Subject Specific
Who Scores?• 50% IHE faculty and 50% P-12 Educators who:
– Are subject matter experts– Have taught in that subject (or taught
methods or supervised student teachers in that field)
– Have experience mentoring or supervising beginning teachers
Scoring Training (20+ hours)• Asynchronous Online Modules
– Getting Started – Preventing Bias– Introduction to edTPA – Academic Language– Portfolio system – Technical Support– WA Student Voice
Scoring Training (20+ hours)• Asynchronous Online Modules
– Subject Specific• Task 1 -Planning• Task 2 - Instruction• Task 3 - Assessment
– Rubric progressions and level distinctions– Exercises using artifacts and commentaries from one
subject specific edTPA portfolio
Scoring Training (20+ hours)• Synchronous – Subject Specific
– Practice Portfolio and Interactive session with Trainer– Qualifying portfolios (2) and qualifying criteria
• During Operational Scoring– Validity papers to monitor scoring accuracy– Backreading and monitoring– Double scoring around the national-recommended passing
score– Resolution of discrepant scores and discrepant decisions
around the national-recommended passing score
edTPA Retake Options• Retake and resubmission options
– Single Task Retake• Descriptive instructions supplied by SCALE
for retake artifacts (replacements)– Full Portfolio Retake
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A closer look…
• Local Evaluation
What is Local Evaluation?• Common language,
shared understandings
A way to make sense of candidate work through the frame of edTPA rubrics
• Feedback to programs, candidates
An opportunity to understand how candidates are or are not meeting performance standards
• Agreement checkA time to investigate the degree to which official scores relate to local
evaluations
What Local Evaluation is NOT
Scoring
A deficit view of candidates’ work
Considerations for local evaluation
Type of data you are working with
Candidate Artifacts & CommentariesRubric level official
scores & local evaluations
Overall pass rates
Considerations Recommendations for 1st evaluation event
Who’s doing it Everyone – instructors & supervisors together
When you do it After official scores are in
Level of data Candidate documents, video
Tasks & Time •All or a % of candidate documents
•All tasks & rubrics
•2-3 portfolios per individual to evaluate on their own
•Schedule
•Full day of collaborative work with a common sample (protocol modeled)
•A few days for individual time to evaluate another shared portfolio (4-5 evaluators per portfolio)
•2 hours for groups to meet & calibrate above before evaluating remaining portfolios on their own
•½ - full day after completed evaluation to discuss results
Electronic platforms may provide easyaccess to faculty
(especially valuable to access candidate
documents not just scores)
Faculty learning about candidates’ practice is critical to programmatic changes that support candidate learning.
Using rubrics to make sense of data allowed for
a shared language and deeper shared
understandings
Affords new types of collaborations for faculty across practices (which means bringing multiple people to the table)
Feedback to Programs
Opportunities for faculty learning & program renewal
Holistic & Integrated
Rubric Language
Access to Data
New Forms of Evidence
Activities some programs have found useful:
Elements of the edTPA