+ a performance assessment for teacher candidates
TRANSCRIPT
+
A performance assessment for teacher candidates
+Overview
Why edTPA for Wisconsin?Where does edTPA come from?What does edTPA look like?What does edTPA mean for our schools and classrooms?
What does edTPA mean for us?
+edTPAWas created by Stanford University with input
from teachers and teacher educators
Supports candidate learning and preparation, program growth and renewal
Is a measure of readiness to teach
Is based on NBPT Standards
Informs program completion and licensure decisions
Is supported by AACTE
+Wisconsin DPI
Introduction to edTPA
State Superintendent Tony Evers
http://www.youtube.com/watch?v=lD4KuGIHwo4
+edTPA
Is grounded in demonstrating practices and focuses on student learning
Aligns with INTASC Standards
Aligns with the Framework for Teaching
Prepares candidates for expectations of Educator Effectiveness
Complementary to the PDP process
+Architecture of the edTPA
+Task #1: Planning for Instruction &
AssessmentArtifacts include: Context for
Learning, Lesson Plans, Instructional Materials, Assessments, Commentary Planning for Learning Planning to Support Varied Student
Learning Needs Using Knowledge of Students to Inform
Teaching & Learning Identifying & Supporting Language
Demands Planning Assessments to Monitor &
Support Student Learning
+Task #2: Instructing & Engaging
Students in Learning
Artifacts Include: Video Clip(s), Commentary Learning Environments Engaging Students in Learning Deepening Student Learning Subject-Specific Pedagogy Analyzing Teaching Effectiveness
+ Task #3: Assessing Student Learning
Artifacts include: Student Work Samples, Evidence of Feedback, Evaluation Criteria Commentary Analysis of Student Learning Providing Feedback to Guide Further Learning
Student Use of Feedback Analyzing Students’ Language Use and Literacy
Using Assessment to Inform instruction
+Mechanics
Chalk & Wire will be the platform used at UWSP to store, edit, complete, and submit your edTPA Portfolio
Evaluation, scoring, and delivery of results to candidates and programs is conducted by Pearson
+Timeline
Spring 2014-2015All UWSP teacher candidates pilot edTPA
with Local Evaluation, pilot sample to Pearson
2015-2016All teacher candidates statewide complete
edTPA and submit to Pearson Wisconsin standard setting year
2016-2017Passing score required for teaching
certification and licensure
+Resources for Assistance
with edTPA
UWSP School of Education-edTPA http://www.uwsp.edu/education/Pages/edtpa.aspx
Wisconsin Department of Public Instructionhttp://tepdl.dpi.wi.gov/epp/edtpa
Chalk & Wire www.chalkandwire.com/uwsp
+Campus Contacts for Support
with edTPA
Cathleen OldsedTPA Coordinator, [email protected]
Leslie McClainProfessor, School of Education, UWSP
+Task #1: Planning for
Instruction & Assessment
Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary
Let’s begin with the Professional Ed Program Lesson Plan Framework (see handout)
+UWSP
Professional Education ProgramLesson Plan Framework
Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner independent practice.
+First: General Information
+Then: Contextual InformationType of school
List any special features of your school or classroom setting
Describe any district, school, or cooperating teacher expectations that might affect your planning or delivery of instruction
+Contextual Information cont…
Also address the following points related to learners:
The students in the class
Explain required or needed supports, accommodations or modifications for your learners that will affect your instruction in this learning segment.
Include the variety of learners in your classroom
+Next: The Lesson
Central Focus
Essential Questions
Connections with Academic of Common Core Standards
Objectives
Consider assessments (formative)
Academic Language
Prior Knowledge
+Lesson Procedure
Note: Be sure to work with the guiding questions in the Lesson Plan Framework which will help in describing your procedures
+Lesson Plan Commentary
This section will describe your rationale for your lesson – what you are thinking about and basing your decisions on.
Feel free to integrate background and theoretical foundations you have learned from your course of study – including your Foundations and Methods courses.
Work with the guiding questions on the Lesson Plan Framework to help you develop your commentary.
+ Now… Let’s take a look
In groups of two or three take some time now to look through your edTPA Handbook section for Task 1.
“Task 1: Planning for Literacy Instruction and Assessment”
Notice the guidelines for writing the plan and for writing the commentary.
Focus on these sections first –and if time, the rubrics.
+What did you notice?
+An Example
Just to show you a sample of a lesson plan and commentary designed for an elementary lesson….
+Task #2: Instructing &
Engaging Students in Learning
Obtain permission for video recording (UW-System permission forms)
Examine your plans for the learning segment & identify tasks where you and and your students are actively engaged
Remember - video clips must include specified aspects in your edTPA Handbook
+Task #2: Instructing & Engaging Students in Learning cont….Know your specific guidelines for clips
that are to be included (content & number)
Decide who will be included in the clip (Whole class? Targeted sample?)
Read through tips for video recording (you do not want to be distracted with the technology when you are doing your actual teaching).
+Task #2: Instructing & Engaging Students in Learning - CommentaryExplains which lesson(s) is included
Demonstrates promoting a positive learning environment
Engages student learning
Deepens student learning during instruction
Analyzes your teaching (with reference to your clips)
+Task #2: Instructing &
Engaging Students in Learning
NOW let’s take a look at your edTPA Handbooks
In groups of two or three - read through Task 2 guidelines in your handbook and see what you notice and what is expected.
If you have time, take a look at the rubrics for Task 2.
+
What did you notice?
What do you wonder about?
+Task #2: Instructing & Engaging Students in Learning – few tipsExplains which lesson(s) is included
Identify lessons by lesson plan number
Promoting a positive learning environment Good rapport and respect High Order Thinking Skill (HOTs) vs. Low
Order Thinking (LOTS) questioning strategies Know your students’ names Low risk environment
+Task #2: Instructing & Engaging Students in Learning – few tipsEngages student learning
Collaborative activities Making personal or cultural connection to
lesson Prior knowledge to the lesson
Deepens student learning Discussions - student-teacher/student-
student Student critique and comments allow for
evaluative thinking and understanding
+Task #2: Instructing & Engaging Students in Learning – few tipsAnalyzes your teaching (with reference to your clips) Changes that could improve instruction Identify specific examples from the video Relevant theory and research Other supportive activities for instruction
+Task #2: Instructing & Engaging Students in Learning – Video tipsBefore you video your classroom Collect consent forms Students without consent (Face blur) Students engaging/ discussing/ collaborating Practice! Practice!! Practice!!!
During video session Assumption – no video taping going on Capture & zoom in on important segments Project “teacher’s voice” Two is better
+Task #2: Instructing & Engaging Students in Learning – Video tipsAfter video taping
Review your video in Moviemaker (Windows) or iMovie (Mac)
Using the Trim tool No video razzmatazz Single continuous segment. Video specs
File size – 200-300Mb or less. Max 500 Mb we shall show you how to compress video
Save video in .mp4 file format – Email setting in Movie Maker(MPEG-4/H.264)
Resolution – Lower resolutions produce smaller file sizes – 320 x 240 or 640 x 480. Avoid HD!
+Task #3: Assessing Student
Learning
Determine which assessment from your learning segment you will use to evaluate your students…
Define and submit the evaluation criteria
Collect and analyze student work to identify quantitative and qualitative patterns of learning (note guidelines for submission of student work)
+Task #3: Assessing Student
Learning cont…
Select specific student work samples that represent the patterns of learning
Document feedback you have given to specific students
Provide evidence of students’ understanding and use of academic language
+Task #3: Assessing Student
Learning - Commentary
Identify your specific learning objectives and standards
Provide a chart or narrative that summarizes student learning for the whole class.
Use evidence from specific student work samples and the whole class to analyze patterns
+Task #3: Assessing Student
Learning - Commentary
Refer to specific feedback that you have given to support your explanations.
Provide evidence of students’ use of academic language
Describe next steps for instruction
+Task #3: Assessing Student
Learning
Now – let’s take a look at your edTPA Handbooks
In goups of two or three – review the guidelines for Assessing Student Learning and the Commentary.
If you have time – also examine the rubrics.
+
What did you notice?
What do you wonder?
+In Conclusion and In General
edTPA has three tasks: planning, instruction and assessment
Guidelines for these tasks are designed specifically for each program area and will vary across areas
Become familiar with the guidelines for your specific handbook
+In Conclusion and In General cont.
Begin thinking about which lesson you want to write up, video record and reflect your assessments
Talk with your Cooperating Teachers about the edTPA. Let them know what you will need to do. Proceed with securing permission to video record your teaching in the classroom.
+In Conclusion and In General cont.
Talk with: your Cooperating Teacher, your Supervisor or one of us about your questions and ideas.
We cannot do this for you – however, we can give you support and guidance all along the way.
Please Note Permission Forms
+
Thank you for participating in the UWSP edTPA Pilot!
+
***Next Support Session:Saturday, February 21
9:00-3:00and/or
Saturday, April 119:00-3:00
Please plan to submit your edTPA materials via Chalk &
Wire.