THE TEACHER PERFORMANCE ASSESSMENT (EDTPA™) June 18, 2013 – Mid-Hudson Regional Meeting Dr. Mel L. Horton edTPA Coordinator/NCATE Coordinator The Sage Colleges – Esteves School of Education
Transcript
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THE TEACHER PERFORMANCE ASSESSMENT (EDTPA) June 18, 2013
Mid-Hudson Regional Meeting Dr. Mel L. Horton edTPA
Coordinator/NCATE Coordinator The Sage Colleges Esteves School of
Education
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EDTPA AND YOU? Content Areas? Supervisors? Methods? Other?
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THE ESTEVES SCHOOL OF EDUCATION EXPERIENCE Fall 2012 &
Spring 2013 Suggestions and tips based on my experience Things that
I learned What I will do differently this fall
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OUTLINE OF THE PRESENTATION Find out immediate concerns Tips
from the trenches Interactive session Focusing on one candidates
edTPA Planning Instruction Assessment
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IMMEDIATE CONCERNS? Faculty/Instructor/Supervisor Issues
Candidate Issues Issues We Cant Control Other?
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TASK 1: CONTEXT Candidates provide information on the context
in which they are teaching Level Special features Facilities Any
specific mentor, school or district requirements There are minor
variations across disciplines about the class
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TASK 1: CONTEXT Elementary Time devoted each day to language
& literacy instruction Ability grouping or tracking in literacy
describe affect on class Identify any textbook or instructional
program(full citing) List other resources Student information &
chart the same Secondary History/Social Studies Name & length
of course Class schedule (minutes/days per wk) Ability
grouping/tracking specific to history/social studies Identify
textbook (full citing) Other resources Student information &
chart the same
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CONTEXT PAGE
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TASK I Elementary Literacy Submit a lesson plan for each lesson
in the learning segment Submit key instructional materials
(artifacts) Response to commentary prompts prior to teaching Choose
one language function identify a learning task where students use
the language function. Submit copies or directions for all planned
assessments for learning segment History/Social Studies One class
Learning segment 3 to 5 lessons or 3-5 hours of connected
instruction Central focus Learn & use fact, concepts, &
interpretations or analyses to build arguments Submit lessons plans
for each lesson Submit key instructional materials
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LESSON PLANS Elementary State-adopted student academic content
and/or Common Core Must include the number and text of the content
standard Learning objectives for content standards Formal &
informal assessments (includes types of assessment & what is
being assessed) Instructional strategies & learning tasks What
you & students will be doing Diverse student needs
Instructional resources History/Social Studies State-adopted
student academic content and/or Common Core Must include the number
and text of the content standard Learning objectives for content
standards Formal & informal assessments (includes types of
assessment & what is being assessed) Instructional strategies
& learning tasks What you & students will be doing Diverse
student needs Instructional resources
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ADVICE ON LESSON PLAN REQUIREMENTS On your lesson plan
format/template, consider space for the key requirements for lesson
plans Content Standards and/or Common Core Learning objectives
Academic language objectives Instructional Strategies &
Learning Task Structured Practice & Application Closure
Differentiation/Planned Support Assessments Resources Rubrics 1
& 2 are linked to lesson plans
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LESSON PLANS PROMPTS Consider including on lesson plan
templates information requested in prompts that candidates must
respond to in commentary section Prompts vary slightly from subject
area to subject area 5 major prompts in commentary section under
Planning with sub-questions listed under each prompt
Differentiation/Planned Supports (Whole class, group of students
with similar needs, individual students, students with IEPs or 504
Plans, etc.) Academic Language No more than 9 single-spaced pages
including prompts
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TASK 1 Along with lesson plans submit All assessments (pre/post
assessments, checklist, rubrics, etc.) All artifacts or support
materials used as part of instruction (peer assessments, exit
slips, task cards, homework, etc.) All learning tasks, assessments,
and artifacts must be aligned with lesson objectives Begin to think
triangulation between Tasks, 1, 2, and 3
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FIVE PLANNING PROMPTS PROMPT 1 CENTRAL FOCUS Elementary Central
focus & purpose of content Standards & learning objectives
address Essential literacy strategy Requisite skills
Reading/writing connections How do plans build on each other to
make connections or compose text (p. 14) History/Social Studies
Central focus & purpose of content Standards & objectives
Facts & concepts Interpretation & analysis skills Building
& supporting arguments How plans build on each other to make
connections between facts, concepts and interpretations or analyses
to support arguments, etc. (p. 10)
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PROMPT 2 KNOWLEDGE OF STUDENTS TO INFORM TEACHING
Elementary/PE/History Describe what you know about your students in
your class Prior academic learning, experiences, & prerequisite
skills related to central focus Personal/cultural/community assets
related to central focus Special Education For each focus learner,
identify 2 learning targets Describe each focus learners
exceptionality List goals/benchmarks in IEP for each focus learner
List any special accommodations or modifications in learning
environment, instruction, or assessments based on IEP Describe
behavior management plan
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STRATEGIES FOR PROMPT 2A & B Strategies Related to Prompt 2
Where is the information located? What can candidates cite to
support their answers? How can they gather information and use it
to answer the prompts? Must teach candidates to answer prompts If
it has an and, all components must be addressed in prompt Prior
learning and prerequisite skills are key Rubric 3 is used for
Prompt 2
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SUPPORTING CHILDREN/STUDENTS PROMPT 3 Elementary Literacy
Learning Use principles from research/devel. theory Explain how
your understanding of students prior learning & community
assets guided your choice or adaptation of learning tasks &
materials Describe & justify why your instructional strategies
& planned supports are appropriate for whole class and students
with similar needs. Describe common developmental approximations or
common misconceptions in literacy and how you will address them.
Early Childhood Use principles from research/devel. theory Explain
how your understanding of childrens development, prior learning,
& community assets guide your choice or adaptations of learning
tasks & materials Describe and justify why your instructional
strategies & planned supports are appropriate for whole class
and students with similar needs. Describe common developmental
approximations or misunderstandings and how you plan to address
them.
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SUPPORTING CHILDREN/STUDENTS PROMPT 3 Elementary Literacy
Learning - Use principles from research/devel. theory Explain how
your understanding of students prior learning & community
assets guided your choice or adaptation of learning tasks &
materials How would your information from Prompt 2 determine
teaching strategies used in the unit of instruction? How does your
understanding of prior learning, experiences, and
community/cultural assets guide your choice or adaptation of
learning tasks and materials/ equipment? Describe & justify why
your instructional strategies & planned supports are
appropriate for the whole class and students with similar needs.
Good place for research and theory to be applied Must match what is
found on lesson plans Differentiation of instruction or
accommodations from lesson plans Describe common developmental
approximations or common misconceptions in literacy and how you
will address them. This is specific to their central focus Could be
based on pre-assessment(s) Knowledge of age group
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PROMPT 4 LANGUAGE DEMANDS Elementary History/Social Studies
Supporting Literacy Development through Language Identify one
language function essential for students to learn the literacy
strategy within the central focus. key words related to function
analyze, argue, categorize, compare/contrast, describe, explain,
interpret, predict, question, retell, summarize Identify key
learning tasks that provide students opportunities to practice
using the language. Additional language demands vocabulary or key
phrases Plus one of the following: Syntax or Discourse Language
Supports Describe instructional supports (from lesson plans) that
help students understand and use the language function and the
additional language support. Language Demand Identify one language
function essential for students to learn content (analyze,
compare/contrast, construct, describe, evaluate, examine, identify,
interpret, justify, locate, etc.) Identify key learning tasks
(lesson day/number) that provide students with the opportunity to
use the language function. Additional Language Demand (written or
oral) Vocabulary or key phrases Syntax or discourse (at least one
of the two) Language Supports Describe the instructional supports
(from lesson plans) help students understand and use the language
function and additional language demands.
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LANGUAGE DEMANDS Both form and function must be included in
lesson plans with learning experiences tied to language demands Use
the chart provided in handbook to define objectives with learning
experiences if summarize is in the objective learning task and
assessment should require students to summarize Rubric 4
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PROMPT 5 MONITORING STUDENT LEARNING Elementary Reference
assessments in this section Describe how your planned formal and
informal assessments will provide direct evidence that students can
use the literacy strategy and requisite skills to comprehend or
compose text. Explain how the design or adaptation of your planned
assessments allows students with specific needs to demonstrate
their learning. Secondary English Language Arts Describe how your
planned formal and informal assessments will provide direct
evidence of how students abilities to comprehend, construct meaning
from, interpret, and/or respond to complex text throughout the
learning segment. Explain how the design or adaptation of your
planned assessments allows students with specific needs to
demonstrate their learning.
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ASSESSMENTS All assessments should be attached to lesson plans
Informal, formal, formative, pre/post assessments Should generate
data that can support conclusions reached in Task 3 Provide
documentation of students knowledge and use of academic language
specific to content area Include any assessment adaptations that
need to be made based on the chart completed under context Rubric 5
is specific to Prompt 5
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TASK 1 COMPLETED! Candidates have 9 pages including the prompts
for Task 1 This is the most essential part of the process Provides
the groundwork for completion of Tasks 2 and 3 Provides evidence
for Task 2 and 3 Takes the longest to complete, candidates need the
most guidance on this task, and these are the tasks that must be
backward mapped into the program
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TASK 2: INSTRUCTING & ENGAGING STUDENTS IN LEARNING
History/Social Studies Challenging learning tasks which candidates
and learners are actively engaged. Two video clips (no more than 10
minutes) each Clip 1 = illustrate what candidate did to help
students critically evaluate, interpretations, defend arguments,
etc. Clip 2 = how the candidate supported as they form
interpretations or analyzes and used evidence. Can be whole class
or targeted group within class Option evidence for language use can
be provided by clip. Elementary Evidence for these prompts are on
the video clips or in commentary that is supported by video clips
Candidate submits one or two clips (total not to exceed 15 minutes)
Video clip(s)cannot be edited once begun Can feature whole class or
targeted group of students Optional language use can be either
video clips or student work sample
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TASK 2: PROMPTS 1. Identify lesson plan(s) by number used in
video clips 2. Promoting a positive learning environment a. Respect
and rapport with students b. Responsiveness to children with varied
needs c. Easiest to score Rubric 6 3. Prompt 3 Engaging students in
learning Refer to specific examples from the clips Explain how your
instruction engaged students in literacy strategy and requisite
skills Describe how your instruction linked prior academic learning
& community assets. Rubrics 7 & 8 Prompt 4 Deepening
Learning How you elicited responses to promote thinking &
applying literacy strategies using requisite skills to comprehend
or compose text How you supported students to apply the literacy
strategy in a meaning-based context. Rubrics 7 & 8
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CLIPS OF ELEMENTARY LITERACY Take out Rubrics 7, 8, & 9 for
Elementary Literacy Watch the clip and score the clip based on the
criteria on the rubrics
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TASK 2: INSTRUCTING & ENGAGING STUDENTS Prompt 5 Analyzing
Teaching How did your instruction support learning for whole class
and students who need greater support? What changes would you make
to your instruction? Why do you think these changes would improve
student learning? Rubrics 9 & 10
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TASK 3 ASSESSMENT 3 WHAT I NEED TO DO? ELEMENTARY Assessment(s)
submitted during planning task Used with entire class Must provide
evidence for individual students Essential literacy strategy
Requisite skills Define & Submit evaluation criteria Analyze
work (quantitative & qualitative) Select 3 work samples that
represent a pattern of learning ( at least one with an IEP, ELL,
etc.) Document feedback on three focus students (clips or work
sample) Submit selected assessment with directions/prompts (attach
with 2 page limit) Evidence of students understanding of academic
language (video clips or here)
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TASK 3: ASSESSMENT COMMENTARY 1. Analyzing Student Learning a.
Identify specific language/literacy standards/objectives (EC varies
across subject area) b. Provide directions/prompts for assessment
and evaluative criteria you are using to analyze student learning
c. Provide graphic or narrative summary of student learning based
on evaluation criteria and documented student data EC Use summary
above and 3 sources of evidence for the 2 focus students relative
to language and literacy development d. Analyze patterns of
learning for whole class or differences for groups or individual
learners e. Use documented student data for 3 focus student work
samples.
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TASK 3: ASSESSMENT COMMENTARY 2. Feedback to Guide Further
Learning a. In what form did you submit your feedback for the focus
students Rubrics with written feedback Text of verbal feedback
given Samples of written feedback to parents Other forms b. Explain
how feedback provided to focus students addresses their individual
strengths and needs relative to standards/objectives c. How will
you support students to apply feedback to guide improvement?
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TASK 3: ASSESSMENT COMMENTARY 3. Evidence of Language
Understanding: You may provide evidence through video clip(s) or
work samples Explain to the extent to which students were able to
use language (selected function, vocabulary, and additional
identified demands) to develop content understanding.
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TASK 3: ASSESSMENT COMMENTARY 4. Using Assessment to Inform
Instruction a. Based on your analysis of student learning presented
in prompts 1c-e, describe next steps for instruction Whole class
Focus students b. Explain how next steps follow your analysis of
students learning. Support your explanation with principles from
research and/or theory. 9 pages single space with prompts for
assessment section.
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ISSUES/CONCERNS: IF I ONLY KNEW THEN WHAT I KNOW NOW. Where to
infuse edTPA tasks in course work prior to student teaching?
Backward Mapping Complete parts and ALL of edTPA prior to student
teaching semester Teach key tasks early on in the program and
re-visit through out the program Familiarize candidates with edTPA
and handbooks ASAP in program Student teaching semester is too
late! Lesson planning was weak Consider adopting a common lesson
plan format with edTPA components embedded as needed. Faculty,
Adjuncts, Supervisors, etc. need to know the contents of their
respective handbook Avoid learning it as the candidates are
experiencing it
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ISSUES/CONCERNS: IF I ONLY KNEW THEN WHAT I KNOW NOW. During
student teaching, will the edTPA assessment factor into grading for
the student teaching experience? Or is it Pass/Fail? What happens
if a candidate does not pass all or part of edTPA, yet he or she
has completed the program?
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VIDEO TAPING ISSUES Video taping was not an issue in terms of
hardware Quality of sound was an issue (provide written narrative)
Compressing files Tripod Parental Permission Candidate filming
issues Quality of clips Quality of sound How to capture the
evidence needed for Task 2
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ISSUES/CONCERNS: IF I ONLY KNEW THEN WHAT I KNOW NOW. edTPA
coordinator Time commitment Train candidates Train faculty methods,
supervisors, etc. Provide training for academic language
(candidates and faculty) Provide training on using rubrics
Technology issues Collection site Where to house resources &
handbooks? Faculty, Adjuncts, Supervisors and Candidates
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OTHER LESSONS LEARNED Train supervisors before the candidates
Train supervisors to score edTPA BEFORE candidates submit final
copy Caution them against 4s & 5s, and let the candidates know
this as well. Allow time for quality assessing Takes time to assess
one edTPA Consider inter-rater reliability if using as a Unit
Assessment
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WORKING WITH P-12 SCHOOL PARTNERS Aware of the concerns
regarding the video Candidates are responsible for collecting
permissions and ensuring confidentiality Consider formal measures
of consequence regarding inappropriate use (i.e., anything other
than edTPA portfolio) Legal Counsel might insist to see
documentation assuring FERPA compliance I do understand that
violating any of the above conditions may result in disciplinary
action up to and including a recommendation to suspend my license.
Coaching teacher needs to help with filming provide guidance for
candidate on where to place camera for best evidence. 39
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VISIT THE ONLINE COMMUNITY TPAC Online More information
http://edtpa.aacte.org/ http://edtpa.aacte.org/ Questions
[email protected] Join TPAC Online http://tpaconline.ning.com/
http://tpaconline.ning.com/ Requires invitation:
[email protected]@aacte.org 40