Teacher Performance Assessment Understanding the Process and the Product Professional Development Spring, 2012
Transcript
Slide 1
Understanding the Process and the Product Professional
Development Spring, 2012
Slide 2
The Architecture of Accomplished Teaching: What is underneath
the surface? Your Students - Who are they? Where are they now? What
do they need and in what order do they need it? Where should I
begin? Set high, worthwhile goals appropriate for these students at
this time, in this setting. Evaluate student learning in light of
the goals and the Instruction. Set new high and worthwhile goals
that are appropriate for these students at this time. Implement
instruction designed to attain those goals Reflect on student
learning, the effectiveness of the instructional design, particular
concerns, and issues NBPTS Standards Five Core Propositions
Slide 3
Teaching Effectiveness Of all the factors that affect student
learning, the effectiveness of the teacher is the most important.
Effective teachers are able to clearly define student learning
outcomes and provide a clear road map on how to reach those
outcomes. The traditional approach to teaching and learning asks:
What do I want them to learn? How will I teach it? How will I
assess it?
Slide 4
The Backward Design Approach Begins with: What do they know
already? Next asks: What do I want them to learn? Then focuses on:
How will I know they learned it (how will I assess learning)? Then
finally: How best do I teach it (active engagement)? The approach
uses what is known as educative assessment where the assessment is
used to educate the students on what they know/dont know, and
educate the teacher on what he or she taught well/ or needs to
reteach.
Slide 5
Teacher Performance Assessment Instrument The TPA employs the
idea of educative assessment. The TPA: Is discipline specific
Integrates assessment throughout Is student centered Requires the
teacher candidate to provide analytic feedback and support to
students Overall, allows the teacher candidate to present the
complex process of teaching and the assessment of learning through
multiple measures.
Slide 6
TPA Capstone Assessment This project allows you, the teacher
candidate, to demonstrate your ability to: Plan instruction and
assessment (TPA Task 1) Engage students and support their learning
(TPA Task 2) Assess student learning (TPA Task 3) Reflect on the
teaching/learning process (TPA Task 4) Demonstrate your ability to
use academic language to enhance student learning (Embedded
Task)
Slide 7
7 TASK Who are the students and what learning supports do they
need? What are the students learning in the content area? How is
academic language supported? Task 1. Planning Instruction and
Assessment Describe the school and classroom context. Describe your
students academic development, language abilities, social and
emotional development, and family and community assets. Describe
the modifications you plan for students with specific learning
needs. Identify what you are going to teach your students in the
content area. Describe how you plan to teach the content in ways
that will support your students learning. Describe how you will
monitor student learning while you are teaching them. Identify the
language that is needed to process and express the content.
Analysis & Reflection Justify how what you know about your
students influences your instructional planning. Connect theories
about learning, development, and content area structures to your
instructional planning. Connect the learning tasks to students
language development. TPAC Design Framework The following framework
shows what a pre-service teaching candidate demonstrates he/she
knows and is able to do in the TPAC assessment.
Slide 8
Review of Task 1: Planning Instruction & Assessment Who are
the students and what learning supports will they need for this
learning segment (context)? What are the students going to learn in
this content area (content)? How is this learning segment
appropriate for these students? Why am I teaching this (relevence)?
How will I assess students to demonstrate learning has taken place?
How will these assessments help me understand students progress
toward the stated objectives (analysis)? What are the best
instructional strategies to use to meet this end (pedagogy)? Are my
instructional strategies actively engaging?
Slide 9
99 Task 2. Engaging Students and Supporting Learning Describe
(with evidence) how your strategies to engage students in learning
specifically addressed your students academic development, language
abilities, social and emotional development, and cultural and lived
experiences. Describe (with evidence) how you built your students
understanding of the content learning goals during instruction.
Describe (with evidence) how you monitored students understanding
during instruction. Describe (with evidence) the language supports
you used to build your students understanding of the content
learning goals. Analysis & Reflection Analyze how your selected
strategies met the diverse learning needs and characteristics of
the students in your class. Evaluate the success of the strategies
you chose for furthering the learning of all students in your
class. Evaluate the quality of your efforts to use academic
language supports to further the learning of all students in your
class. Daily Reflection What is working? What is not? For whom?
Why? How does this reflection inform what you plan to do in the
next lesson? TASK Who are the students and what learning supports
do they need? What are the students learning in the content area?
How is academic language supported?
Slide 10
Review of Task 2: Engaging Students & Supporting Learning
How will I facilitate students developing understanding of the
content? How will I help students actively engage with the content?
How will I continually monitor their understanding? How will I use
their responses to guide further learning? The above questions
demonstrate the major difference between this approach and
traditional teaching.
Slide 11
Reflective Process During student teaching you are being asked
to reflect daily on how your teaching is going. This reflective
process takes place during Task 2. Before moving on to Task 3, we
will review this daily reflective process. Information you collect
during this reflective process should be used to change instruction
as it is occurring. These changes should be documented during Task
2 to assist you in supporting your reflective analysis later
on.
Slide 12
Reflection Model Reflection - a fixing of the thoughts on
something; careful consideration. Daily reflection should be
focused on some aspect of teaching and learning, which can include
classroom management issues. The bullets below are simply prompts
to focus your reflection. Consider the following areas as you
select a significant event on which to focus your reflective
writing: Student factors (students abilities and levels of
competency) Teacher factors (teachers level of competence in lesson
delivery and classroom management) Teaching practices
(methodologies, materials, resources, and facilitating learning)
Classroom dynamics (activities that minimized or maximized
disruptive behavior, facilitating learning)
Slide 13
REFLECTION Begin with: What? What happened? What is working?
What is not? For whom (were the needs of all learners met)? Why do
you think? What is it related to (content, classroom management,
students, teacher, methods, materials, or any combination thereof)?
Move to: So What? What does it mean? Mentally prioritize what you
wrote above. In your opinion what appears to be important enough to
impact student learning? Is it a short term or long term issue?
Finish with: Now what? What do I do now? How does what happened
inform what I plan to do in the next lesson? Be able to discuss
specific research/theory that support/do not support what happened.
What will now guide your selection of the teaching strategies and
materials you will use to help your students develop skills
necessary to meet the learning objectives. How does this reflection
inform your next lesson? Document changes made.
Slide 14
14 TASK Who are the students and what learning supports do they
need? What are the students learning in the content area? How is
academic language supported? Task 3. Assessing Student Learning
Describe the variation in student learning based on whole class and
individual student performance. Describe how your feedback
specifically addressed your students learning needs. Analyze what
students learned based on an assessment that is aligned with the
content learning goals. Analysis & Reflection Reflect on next
steps for individualized student learning. Synthesize what you know
about your students, what they have learned, the content learning
goals, and academic language development to plan the appropriate
next steps in instruction?
Slide 15
Review of Task 3: Assessing Student Learning Students will be
assessed based on the learning goals described in Task One? The
type of assessments used were determined during the planning
process. How will I analyze student work to clearly demonstrate
that I understand what my students could and could not do. How will
I use this information to plan for future instruction for these
students? How will I provide students with quality feedback that
will guide their future learning?
Slide 16
TASK Who are the students and what learning supports do they
need? What are the students learning in the content area? How is
academic language supported? Task 4. Analyzing Teaching Describe
how you would teach these lessons to the same group of students
again. Describe what would you do differently? Describe missed
opportunities with any aspect of planning, instruction and/or
assessment. Cite evidence to explain why you expect these changes
to make a difference in student learning.
Slide 17
EXERCISE: What is your big picture idea? Come up with a big
picture idea (3-5 lessons or hours of instruction). Now, ask
yourself these questions. Is it based on your content standards? Is
it based on what you know your cooperating teacher is expecting you
to teach? Are there any contextual factors in your classroom that
will prohibit you teaching this learning segment? Are there any
contextual factors in your classroom that will enhance your ability
to teach this learning segment? Do you know this content well?
Slide 18
Share your big picture idea with someone who will be teaching
the same content area at the same level (or close). Is your idea
too big? Too small? Just right? Discussion
Slide 19
Designing the Learning Objectives Design 2 learning segment
objectives. These will probably not be your actual ones, but
working through this process will give you a template to use when
you are ready. Make sure your learning segment objectives are
directly related to the big picture. Make sure your learning
segment objectives are based on your pre-assessment? Make sure they
are clearly defined (situation, task, criterion). Share your
learning objectives. Discussion.
Slide 20
Assessment What types of formative assessment could you use
during the learning segment? What types of information will the
assessments give you regarding student learning? Are your
assessments directly related to your big picture and your learning
objectives? How will you analyze the data? Tomorrows professional
development will focus on the planning for assessment, and
assessment sections of the TPA.
Slide 21
PLANNING: PLANNING FOR CONTENT UNDERSTANDINGS How do the
candidates plans build ______? Level 1Level 2Level 3Level 4Level 5
Standards, objectives learning tasks and materials are not aligned
with each other. Standards, objectives, learning tasks and
materials are loosely or inconsistently aligned with each other.
Standards, objectives, learning tasks and materials are
consistently aligned with each other and with the central focus for
the learning segment. Standards, objectives, learning tasks and
materials are consistently aligned with the central focus. Learning
objectives clearly define measurable outcomes for student learning.
Candidates plans focus solely on ______ with no connections to
______. OR There are significant content inaccuracies that will
lead to student misunderstandings. Plans for instruction support
student learning of ______ with vague connections to ______. Plans
for instruction build on each other to support learning of ______
with clear connections to ______. Plans for instruction build on
each other to support learning of ______ with clear and meaningful
connections to ______ Plans for instruction build on each other to
lead students to make clear and meaningful connections among
identified ______AND ______.
Slide 22
PLANNING: USING KNOWLEDGE OF STUDENTS TO INFORM TEACHING AND
LEARNING How does the candidate use knowledge of his/her students
to target support for students development of ______? Level 1Level
2Level 3Level 4Level 5 Learning tasks do not reflect
characteristics of students prior learning and experience. Learning
tasks reflect general characteristics of students prior learning
and experience. Learning tasks draw on students prior learning and
experience AND social/emotional development or interests. Learning
tasks draw upon students prior learning and experience,
social/emotional development, and interests. Learning tasks draw
upon and engage students in examining their own strengths from
prior learning and experience, social/emotional development, and
interests.
Slide 23
PLANNING: USING KNOWLEDGE OF STUDENTS TO INFORM TEACHING AND
LEARNING How does the candidate use knowledge of his/her students
to target support for students development of ______? Level 1Level
2Level 3Level 4Level 5 There are no planned supports for students
with varied needs. Planned support consists of general strategies
loosely tied to learning objectives or the central focus of the
learning segment. Planned support includes tasks/materials and/or
scaffolding tied to learning objectives and the central focus with
attention to the characteristics of the class as a whole and to
requirements in IEPs and 504 plans. Planned support includes a
variety of tasks/materials and scaffolding tied to specific
learning objectives and the central focus. Supports address the
needs of specific individuals or groups with similar needs and
include strategies to surface and respond to common errors and
misunderstandings. Planned support includes multiple ways of
engaging with content that support students to meet specific
standards/objectives within the central focus. Support is
specifically designed to address a variety of student learning
strengths and needs, and include specific strategies to surface and
respond to both common errors and misunderstandings.
Slide 24
PLANNING: USING KNOWLEDGE OF STUDENTS TO INFORM TEACHING AND
LEARNING How does the candidate use knowledge of his/her students
to target support for students development of ______? Level 1Level
2Level 3Level 4Level 5 Candidates justification of learning tasks
is either missing OR represents a deficit view of students and
their backgrounds. Candidate justifies learning tasks with limited
attention to students prior learning and experience. Candidate uses
examples of students prior learning and experience to justify why
learning tasks (or their adaptations) are appropriate. Candidate
uses examples from their students prior learning and experience
ANDR relevant research/theory to justify why learning tasks (or
their adaptation) are appropriate. Candidate justifies learning
tasks by explaining their appropriateness for students prior
learning and experience and anticipated effects on new learning
with support from relevant research and/or theory.
Slide 25
PLANNING : PLANNING ASSESSMENTS TO MONITOR AND SUPPORT STUDENT
LEARNING How are the informal and formal assessments selected or
designed to provide evidence of student progress toward the
standards/objectives? Level 1Level 2Level 3Level 4Level 5 The set
of assessments are not aligned to the standards and learning
objectives and will provide little or no evidence of students
understandings. OR Assessment accommodations or modifications
required by IEP or 504 plans are NOT made. The set of assessments
are loosely aligned to the standards and objectives, and provide
limited evidence to monitor students understandings during the
learning segment. The set of assessments are aligned to the
standards and objectives, and provide evidence for monitoring
students understandings at different points in the learning
segment. The set of assessments are aligned to the standards and
objectives and provide multiple forms of evidence for monitoring
students progress toward developing l understandings throughout the
learning segment. The set of assessments are strategically designed
to provide multiple forms of evidence for monitoring student
progress toward developing understandings relative to the standards
and objectives throughout the learning segment.
Slide 26
INSTRUCTION: ENGAGING STUDENTS IN LEARNING How does the
candidate actively engage students in developing ______? Level
1Level 2Level 3Level 4Level 5 In the clip(s), students are passive
or inattentive while candidate directs discussions, tasks or
activities. In the clips, students are participating in
discussions, tasks, or activities focusing solely on ______without
developing understanding of ______. In the clip(s), students are
intellectually engaged in discussions, tasks, or activities that
develop their ______. In the clip(s), students are intellectually
engaged in discussions, tasks or activities that develop
______through both teacher-student and student-student interaction.
In the clip(s), students are intellectually engaged in discussions,
tasks, or activities tailored to specific student needs that
support the development of deep understandings of ______through
both teacher-student and student-student interaction. There is
little to no evidence that candidate attends to students prior
learning and experience. Candidate attempts to link new content to
students prior learning and experience, but the links are unrelated
to the ______or cause student confusion. Candidate links new
content to students prior learning and experience as well as to
______. Candidate makes links between new content and students
prior learning and experience in ways that support understandings
of relevant ______ Candidate prompts students to make links between
new content and their prior learning and experience in ways that
deepen understandings of relevant ______. OR Student misbehavior or
candidates disrespect for one or more students severely limits
students engagement in learning.
Slide 27
INSTRUCTION : DEEPENING STUDENT LEARNING How does the candidate
elicit and monitor students responses to deepen their understanding
of ______? Level 1Level 2Level 3Level 4Level 5 Candidate talks
throughout the clip(s) and students provide few responses.
Candidate primarily asks surface-level questions and evaluates
student responses as correct or incorrect. The candidate elicits
student responses related to ______. Candidate elicits and builds
on students ______ to explicitly ______. All components of Level 4
plus, Candidate facilitates interactions among students to evaluate
their own ideas. OR Materials or candidate responses include
significant content inaccuracies that will lead to student
misunderstandings.
Slide 28
ASSESSMENT : ANALYZING STUDENT WORK How does the candidate
demonstrate an understanding of student performance with respect to
standards/objectives? Level 1Level 2Level 3Level 4Level 5 Criteria
are not aligned with the identified standards/objectives. Criteria
are generally aligned with the standards/objective s from the
learning segment. Criteria are clearly aligned with
standards/objectives from the learning segment. Criteria are
clearly aligned with standards/objectives from the learning
segment. Criteria indicate qualitative differences in student
performance. All components of Level 4 plus: The candidate is able
to identify areas of strength in a predominantly weak performance
and/or areas for improvement in a predominantly strong one. The
analysis is superficial and/or vaguely connected to identified
standards and objectives. The analysis focuses only on student
errors in relation to identified standards/objectives. The analysis
focuses on listing what students did right and wrong in relation to
identified standards/objectives. The analysis focuses on patterns
of student understandings, skills, and misunderstandings in
relation to identified standards and learning objectives. The
analysis uses these patterns to understand student thinking. OR The
conclusions in the analysis are not supported by either student
work samples or the summary of performance. The analysis is
supported by work samples and the summary of performance in a
general way. The analysis is supported by work samples and the
summary of performance, with attention to some differences in whole
class learning of different aspects of the content assessed. The
analysis is supported by work samples and the summary of
performance, as well as references to evidence in work samples to
identify specific patterns of learning for individuals or
groups.
Slide 29
ASSESSMENT : USING FEEDBACK TO GUIDE FURTHER LEARNING How does
the candidate provide students feedback to guide their further
learning? Level 1Level 2Level 3Level 4Level 5 Feedback is unrelated
to the learning objectives. Feedback focuses solely on identifying
errors aligned with the learning objectives. Feedback accurately
identifies general areas for what students did well and what they
need to improve related to specific learning objectives. Feedback
is clear, specific and accurate, helps the student understand what
s/he did well, and provides guidance for improvement. All
components of level 4 plus: Candidate describes how students will
use feedback to deepen their content-related understandings and to
evaluate their own work. Opportunities for applying feedback are
not described. Candidate describes how students will correct their
errors. Candidate describes how students will use feedback to
improve their performance. Candidate describes how students will
use feedback to deepen their ______. OR The feedback contains
significant content inaccuracies.
Slide 30
ASSESSMENT : USING ASSESSMENT TO INFORM INSTRUCTION How does
the candidate use conclusions about what students know and are able
to do to plan next steps in instruction? Level 1Level 2Level 3Level
4Level 5 Next steps do not follow from the analysis. OR Next steps
are not relevant to the standards and learning objectives assessed.
OR Next steps are not described in sufficient detail to understand
them. Next steps focus on re- teaching, pacing, or classroom
management issues. Next steps propose general support that improves
student performance related to the standards and learning
objectives assessed. Next steps provide targeted support to
individuals and groups to improve their performance relative to the
standards and learning objectives assessed. Next steps extend
student learning beyond what was assessed in the learning
segment.
Slide 31
ANALYZING TEACHING EFFECTIVENESS How does the candidate use
evidence to evaluate and change teaching practice to meet the
varied learning needs? Level 1Level 2 Level 3Level 4Level 5
Candidate proposes changes unrelated to knowledge of students and
their learning. OR Candidate does not propose any changes. Proposed
changes are focused primarily on improving directions for learning
tasks or time management. Proposed changes address students
collective learning needs related to standards/objectives. Proposed
changes address some individual and collective learning needs
related to standards/objectives. Changes in teaching practice are
specific and strategic to improve individual and collective student
understanding of standards/objectives. Candidate proposes changes
that are loosely related to student learning evidence OR are
superficially related to knowledge of students prior learning and
experiences. Candidate cites evidence of student learning OR
knowledge of students prior learning and experiences to explain
changes to teaching practices. Candidate explains changes to
teaching practices by citing: examples of successful and
unsuccessful teaching practices evidence of learning knowledge of
students prior learning and experiences Candidate justifies changes
to teaching practices by citing: examples of successful and
unsuccessful teaching practices analysis of learning evidence
nuanced knowledge of students prior learning and experiences.
Slide 32
ACADEMIC LANGUAGE : UNDERSTANDING STUDENTS LANGUAGE DEVELOPMENT
AND ASSOCIATED LANGUAGE DEMANDS How does the candidate use
knowledge of students language development to identify a key
language demand central to content learning? Level 1Level 2Level
3Level 4Level 5 Candidates description of students academic
language development is limited to what they CANNOT do. Candidates
description of students academic language development is primarily
focused on needs. Candidates description of students academic
language development identifies strengths and needs. Candidates
description of students academic language development identifies
strengths and needs and highlights individual or group differences.
Candidates description of students academic language development
identifies needs as well as strengths that individual students or
groups with similar needs can build upon. Vocabulary, symbols, or
other identified language demands are only vaguely related to the
academic purposes of the learning segment Candidate identifies
unfamiliar vocabulary (or symbols) in the learning segment without
considering other language demands or purposes (functions/forms).
Candidate identifies vocabulary (and/or symbols) as well as a
language demand (function/forms) that are central to the learning
segment and appropriate to most students language development.
Candidate justifies why the selected language demand
(function/forms) and vocabulary (and/or symbols) are central to the
learning segment and to most students language development.
Candidate justifies why the selected language demand
(function/forms) and vocabulary (and/or symbols) are central to the
learning segment and to students varied levels of language
development.
Slide 33
ACADEMIC LANGUAGE : SCAFFOLDING STUDENTS ACADEMIC LANGUAGE AND
DEEPENING CONTENT LEARNING How does the candidate support academic
language development associated with content learning? Level 1Level
2Level 3Level 4Level 5 Language and/or content is oversimplified to
the point of limiting student access to the core content of the
learning segment. The candidate provides limited support for
students to meet the selected language demand of the learning
segment. The candidate provides support so students can use
language associated with the selected language demand necessary to
engage in academic tasks. The candidate provides explicit models
and opportunities for practice so students can use language
(associated with the language demand) to express and demonstrate
content understandings. The candidate provides explicit models,
opportunities for practice, and feedback so students can use
language (associated with the language demand) to express, develop,
and demonstrate content understandings.
Slide 34
ACADEMIC LANGUAGE : DEVELOPING STUDENTS ACADEMIC LANGUAGE AND
DEEPENING CONTENT LEARNING How does the candidate reveal students
understanding and use academic language associated with content
learning? Level 1Level 2Level 3Level 4Level 5 Candidate identifies
evidence (from video clip or assessment data) unrelated to the
identified language demand. Candidate identifies limited evidence
(from video clip or assessment data) that students had an
opportunity to understand and use the identified academic language.
Candidate identifies evidence (from video clip or assessment data)
that students had an opportunity to understand and use the
identified academic language. Candidate identifies evidence (from
video clip or assessment data) that students are understanding and
using targeted academic language in ways that support their
language development and content learning. Candidate identifies
evidence (from video clip or assessment data) that students with
varied strengths and needs are understanding and using targeted
academic language in ways that support their language development
and content learning.