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SPA Success Stories: The UMD
Experience
Kathy Angeletti, Ph.D.
Assistant Dean & Executive Director of Teacher
Education, University of Maryland
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University of Maryland:
Background Information
• Flagship Institution of University System of Maryland
Prepare approximately 300 teachers annually
Full array of educator preparation programs, including
13 initial teacher education program areas (early
childhood/special education, elementary, middle level,
secondary, PreK-12, and special education)
State of Maryland Mandates: Yearlong Internship in PDS;
PDS, MTTS, MCCRS, & State-Specific Diversity Standards
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University of Maryland:
Institutional Priorities
• University Foci
Research University
UTeach Replication Site
Strong Academic Content/Inquiry Orientation
• College of Education Foci
InTASC
High Leverage Practices
Equity/Culturally Relevant Pedagogy
edTPA (MedTPA Collaborative)
Alignment with P12 Teacher Evaluations and Induction
(Align SPA Program Review Efforts with Institutional Priorities.)
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SPA Report Design Considerations:
Meaningful and Manageable
• …Include assessments that provide meaningful,
RELEVANT information, are performance-based, and
involve P-12 partners
• …Incorporate data from multiple sources that are
used for decision-making, planning, and continuous
improvement (multiple measures approach)
• …Part of an assessment system that is continuous,
integrated, and systematic
(Build upon the good work you’re ALREADY doing.)
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Required Assessments for Option A
• Assessment #1: State Licensure Exam for Content
Praxis II Content Knowledge Exam
• Assessment #2: Assessment of Content Knowledge
Customized by program (e.g., course grades)
• Assessment #3: Assessment of Planning
edTPA Planning & Instruction Tasks
• Assessment #4: ST/internship Assessment (PBA) Alignment with Danielson Clusters; some program-specific items
• Assessment #5: Candidate Impact on Student Learning
edTPA Assessment Task
• Assessments 6-8 (customized by program)
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Relationship of SPA to Unit-Wide
Assessments (Program Review Option A)COE Unit Assessments for Teacher Preparation
Required SPA Assessments – Option A
Admissions “Portfolio” (includes gateway GPA in core classes within the discipline)
1. State Licensure Exam for Content – Praxis II
Foundational Competencies (professional dispositions assessment)
2. Assessment of Content Knowledge –customized by program
Praxis II (subject-specific assessment) 3. Assessment of Planning – edTPA Planning & Instruction Tasks
Performance Based Assessment (PBA), Unit assessment with customizable, programcomponents (subject-specific)
4. Student Teaching/Internship Assessment - PBA (new assessment; aligned with Danielson Clusters)
edTPA (subject-specific assessment)5. Assessment of Candidate Impact on Student Learning – edTPA Assessment Task
Maryland Teacher Technology Standards Portfolio
Assessments 6-8 – customized by program
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UMD Success Story Highlights
• Tangible evidence of program improvements directly
attributable to the SPA Program Review process:
Revised lesson plan formats with greater attention to
differentiated instruction for diverse learners
Enhanced focus on assessment
Increased program coherence
• Required Assessments #1-#5 are all content-based.
• Choice to use edTPA for Assessments #3 and #5 supports
our COE’s research agenda for teacher preparation, and
promotes P12 involvement in performance-based
assessment of candidates.
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The Interesting Case of edTPA:
Both a Challenge & an Opportunity
Faculty have to prove/make the case of alignment to
the SPA content standards, because some SPAs have
not done the alignment.
Results: Faculty did a deep-dive into the assessment,
which helped to promote a common language for
dialogue.
We’re exploring the potential for using edTPA to
elevate the teaching profession as a whole (promote
notion of a true PLC – engaging in conversations
around candidate/student work) and as an entrée into
induction (through the creation of a Professional
Growth Plan).
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Perks for Involving P12 Partners
in Intern Assessment
Promotes culturally relevant pedagogy and a
common language for the profession
Possibility for CPD credit for mentor teachers who
participate in edTPA training
Mentors who work with interns on edTPA or who
participate in local evaluation cite impact it has on
their own instruction; Some are electing to seek
National Board Certification.
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Perks for Involving P12 Partners
in Intern Assessment
Secondary aim – Elevate the teaching
profession/promote PLCs; improve the working
conditions of teachers (help reduce teacher attrition)
Currently exploring opportunities to promote the
impact of edTPA on induction as part of our PDS work
with local school district partners (Aim: Make better
use of school districts’ new teacher orientation
programs)
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Creating a Culture of Evidence
Using Multiple Measures….
• Broad Assessment of Content Knowledge (Praxis II)
• Observation assessment (Unit-wide PBA assessment,
with subject-specific components) focused on
InTASC Standards and FFT, and which targets interns’
performance throughout the yearlong internship
• edTPA (Capstone Assessment – Planning, Instruction,
Assessment, & Analysis of Teaching with Attention to
Academic Language)
• Foundational Competencies (Professional
Dispositions Assessment – revised to align with MCEE)
• Maryland Teacher Technology Standards, MTTS
(Technology Assessment)
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Lessons Learned…the hard way!!!
• Make P12 Partners an integral part of your day-to-day
operations -- e.g., include them as voting members of
key policy committees, etc.
• Embed SPA Program Reporting into existing efforts.
• USE the data you collect for program improvement.
• Use technology to collect data systematically and
regularly. Make the process as SIMPLE as possible!!!!
• Use the CAEP SPA Program Review Resources – SPA
Assessment Library, Program Report Forms/Rules, etc.
• Provide mechanism to monitor SPA Standards changes.
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Next Steps/Challenges...
Transitioning to CAEP Standards
Alignment is key:
Develop a crosswalk of key assessments to multiple
standards sets that are constantly evolving/changing.
Do a Gap Analysis to identify areas for attention.
Institute a process for regular interaction with SPAs
for program updates.
Establish the reliability and validity of assessments
that are not nationally normed.
Employ greater use of Bloom’s Taxonomy in the
Development/Revision of Program Assessments.
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Next Steps/Challenges...
Transitioning to CAEP Standards
Program Coherence is key:
Examine how data from key program assessments
inform other programmatic formative assessments
(triangulation of findings, etc.).
P12 Integration is key:
Expand involvement of P12 partners in assessment
(during pre-service and into induction).
Ensure key assessments are meaningful and
relevant to P12 practice (e.g., ensure alignment
with teacher evaluation systems, induction
processes, etc.).
MAKE IT MEANINGFUL & ENSURE WHAT YOU’RE DOING MATTERS!!!
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Questions/Open Discussion
For More
Information….
Kathy Angeletti