edtpa 101 the basics 1. aacte overall project management, communication with programs stanford...
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edTPA 101The Basics
Developed by the Profession for the Profession
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AACTE
overall project management, communication with programs
Stanford University
assessment development and technical support
National leadership
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The TPA in Minnesota-Looking back to the early years
TPA Steering Committee officially established, MACTE representatives electedTPA Coordinator hiredScore trainers trained; score trainings offeredTPA liaisons establishedTPA pilot - 6 fields
2nd annual TPA Implementation SummitTPA Steering Committee elections for MACTE representativesCampus-based trainings offeredMock scoring event for TPA liaisons
Spring TPA Field Trial
Vouchers available2012-2013
Fall
Spring
Fall
2010-2011
2011-2012
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TPA in 2012-2013 Full participation in TPA by all teacher preparation programs. All candidates
in programs with a TPA handbook, including fields that will use the generic handbook, should complete a full TPA during student teaching in 2012-13.
Report participation data only for PERCA. Each teacher preparation program should report how many candidates completed a TPA as part of the 2012-2013 data reported for PERCA. Candidate scores will not be reported in 2012-13 and those scores will not be consequential for program continual approval.
Assessment of candidates’ TPAs should be primarily campus-based with a minimum threshold submitted for official scoring.
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Future
Fall 2013
Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA.*
All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination.
Special Education programs will be provided vouchers for approximately 20% of candidates to submit materials for official scoring at no cost to the candidate or the program. The vouchers should be distributed across all Special Education licensure fields; if a Special Education licensure field has no teacher candidates in the fall, the vouchers may be carried into the spring semester.
Elementary Education programs may locally determine which K-6 handbook candidates will use by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.
Spring 2014
Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA. *
All candidates completing student teaching must submit to Pearson for official scoring. *
Special Education programs are strongly encouraged to require all teacher candidates doing student teaching to complete the edTPA. All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination. Unused vouchers from the fall may be carried over into the spring semester for official scoring. *
Elementary Education programs may locally determine which K-6 handbook candidates by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.* Due to changes in other Board of Teaching requirements specific to Special Education fields as well as changes in the edTPA handbook for Special Education, the Board has offered flexibility for Special Education programs in achieving full participation.
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A scalable* assessment that:
Provides evidence of teaching quality – readiness to teach
Supports teacher preparation program renewal
Informs programs & policy makers about qualities of teaching associated with student learning
*Minnesota is a multiple measure state that does not depend solely on the edTPA score for licensure
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Developing a national performance standard
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What’s in it for Teacher Education?
Rich feedback regarding program effectiveness
Clear insight with what we all told ourselves was “infused throughout the curriculum”
Independent, objective affirmation regarding the quality of our programs
Breaking the habit of “giving them the benefit of the doubt”
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What’s in it for our P-12 School Partners?
Sharper focus on teacher effectiveness as a positive impact on student learning
Candidates, as prospective hires, practicing to address more directly what administrators value
Minimal to no new impact on cooperating teachers*
Generating rich discussion of teacher effectiveness
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1) teacher practice, 2) student engagement, and 3) student learning and achievement.
1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning
STATE TEACHER MODEL_Implementation Handbook
Welcome to the Profession of Teaching
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Voices from the field "The first year...how does this align to what I had to do in the edTPA?“
Nicole Barrick Renner about edTPA
Debra Walden, 2012
“I found the process challenging, instructive, intimidating and overwhelming at times,” says Walden, looking back from the vantage point of being a first-year teacher now at the Crosswinds Arts and Science School outside St. Paul. “We still had to pass our standardized tests, but it was the edTPA that forced us to ask, ‘What is best for the students?’”
Melissa Greene, Spring 2013
“I found edTPA to be a tool that emphasizes putting a focus on each student, while asking myself if they are really learning the material I am trying to teach,” Greene says.
“As a special education teacher, that’s what I have to do from the start; I have to develop an individual learning plan for every one of my students, based on their strengths and weaknesses,” Greene continued. “So it’s very reaffirming for a special ed teacher to know that all new teachers will have to learn how to design their teaching to meet the needs of all students. I can see that the edTPA will push younger teacher candidates to adapt their teaching style to achieve focus, along with constantly asking themselves if their students are learning.”
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Effective Teachers . . .
Engage students in active learning
Create intellectually ambitious tasks
Use a variety of teaching strategies
Assess student learning Continuously
Adapt teaching to student needs
Create effective scaffolds and supports
Provide clear standards, constant feedback, and opportunities for revising work
Develop and effectively manage a collaborative classroom in which all students have membership.
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Scoring Dimensions
COMPONENTS OF
TEACHING PRACTICE 15 RUBRICS
① Planning
② Instruction
③ Assessment
④ Analyzing Teaching
⑤ Academic Language
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Rubrics 1-5
PLANNING FOR INSTRUCTION AND ASSESSMENT
-Planning for understanding
-Planning for support of varied learners
-Using knowledge of students to inform teaching and learning
-Planning assessments to monitor and support student learning
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RUBRICS 6-10INSTRUCTION and ENGAGING STUDENTS IN
LEARNING
•Learning environment
•Engaging students in learning
•Deepening student learning during instruction
•Subject specific pedagogy
•Analyzing teaching effectiveness
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RUBRICS 11-15ASSESSMENT•Analyzing student work•Providing feedback to guide learning•Supporting students’ use of feedback
ANALYZING TEACHING•Using knowledge of students to inform planning•Analyzing students’ language use•Using assessment to inform instruction
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1) teacher practice, 2) student engagement, and 3) student learning and achievement.
1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning
STATE TEACHER MODEL_Implementation Handbook
Welcome to the Profession of Teaching
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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”
Why are you doing what you are doing? The bridge from theory to practice
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Commentaries• 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 Stanford Center for Assessment, Learning and Equity 2011
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Task name: Rubric Title
Guiding Question
Level 1 Level 2 Level 3 Level 4 Level 5
Struggling candidate, not ready to teach
Some skill but needs more practice to be teacher-of-record
Early novice teacher practices
Solid foundation of knowledge and skills
Exceptional beginning teacher practice
What Do the Levels mean?
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Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection
Not Ready Early Novice Highly AccomplishedBeginner
1 5
Teacher Focus
Student Focus
Whole Class
Individuals/Flex. Groups
Intentional & Well Executed
Fragmented or Indiscriminate
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Structure of Each 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
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Contents
Structure of Handbook
edTPA Tasks Overview, page 5
Three tasks throughout handbook
Rubrics-pages 13,21 and 30
Professional Responsibilities, page 35
Context for Learning, page 36
Evidence Chart, pages 38-40
Glossary, page 42
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BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOK-pages 5-7
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
PROMPTS
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Task 1
Choose one class and provide a context for learning
Consecutive lessons (3-5)
Central focus (subject specific)
Identify one language function
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Tips for Task 2 Practice video taping BEFORE the teaching event week
Video tape all 3-5 days
Obtain written permission early in the experience
Consider having faculty and/or university supervisors watch a video recording BEFORE the teaching event week
Engagement, engagement, engagement Avoid http://youtu.be/LKfrg6oIjh0
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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BREAKING DOWN THE HANDBOOK
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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BREAKING DOWN THE HANDBOOK
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Teacher Performance Handbook
Task 3: Assessing Student LearningDid they get it? How do you know?
Evaluation criteria
Student work samples/performances
Evidence of feedback (to students)
Assessment commentary
Maximum of 8 pages in length
Include the evaluation criteria and clarification of directions/prompts for the chosen assessment
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Assess the performance of the entire class Analyze the student work samples and look for patterns
This could be represented in a chart as long as you have some explanations about what the chart shows
Confidentiality is a priority-Make sure you have blacked out all identifying information on the three work samples
Teacher Performance Handbook
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Identify three focus students from the whole group
One of the students must be a student with identified learning needs, e.g., an English Language Learner, a student with an IEP, or a student identified as gifted
If you do not have any students with identified needs, select a student who is challenged by academic English, who usually struggles with
the content OR who usually needs a greater challenge. (RARE)
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Rubrics 11-Alignment, right/wrong – patterns
12-Feedback-Beyond good/bad
13-Focus students-how will you use their strengths and help them with their weakness?
14-Language demands?
15-Next steps in planning
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BREAKING DOWN THE HANDBOOK-page 21
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson. Retrieved with permission from elioguevara.blogspot.com
BREAKING DOWN THE HANDBOOK-page 35
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
F & You Tube
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Permission slips can lead to discussion on Professionalism Obtain required permissions for video recording from
parents/guardians for your focus learner(s) (or, if appropriate, each focus learner) and other adults appearing in the video.
Opportunities for discussion on data privacy in the age of visual literacy
Slips are available in Hmong, Somali, Spanish and English
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BREAKING DOWN THE HANDBOOK-page 35
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
The Context for Learning should be done early in the experience. Students with special needs that have I.E.P. goals or goals (RTI) are disclosed. Confidentiality discussion with cooperating teacher
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOKpages 38
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning
Evidence Chart
Glossary
Candidates asking questions? The evidence charts provide quick answers
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
BREAKING DOWN THE HANDBOOK-page 40-43
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
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Glossary
Pages 44-49
With colleagues and candidates:
Review of specific terms
Compare your usage with the definitions in the glossary
Consider that as novices, teacher candidates will not automatically make the connections on their own
Creating common understanding
When talking with candidates and pointing out differences, use the time as a teachable moment about how the same terms can have different meanings.
What does “on task” look like?
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History/SS Evaluation Rubric 1
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History/SS Evaluation Rubric 5-Page 17
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History/SS Evaluation Rubric 15-Page 34
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
Deficit Emerging Adequate ++ Competent Proficient
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Deep Dive into Rubric Progression
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Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.
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EmbeddingRead through the rubrics and highlight those words which you use:
During instruction
In assignments
When giving feedback about fieldwork/clinical observations
Consider the scope and sequence of your program and ask:
Which rubric(s) fit well in the courses already?
What courses “touch” on the rubric content and how can we make our emphasis more deliberate?
Are there any rubrics that do not fit in our program anywhere?
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Upcoming opportunities
Scorer training around October 1 Specific times to be determined as well as location Each MACTE Institution has a designated edTPA Coordinator. This
coordinator has access to many resources and can guide you as you consider how to embed some of the rubric content into courses.
http://www.edtpaminnesota.org/
Interested in becoming a scorer? IF YOU KNOW SOMEONE OR ARE INTERESTED IN OFFICIAL
SCORING TRAINING PLEASE SEND GO TO: https://vovici.com/wsb.dll/s/6bf3g51c1b Contact Leslie Obourn at Pearson O: (415) 664-4125 E: [email protected]
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Scoring Training (20+ hours) Synchronous – Subject Specific
Practice Portfolio and Interactive session with Trainer
Qualifying portfolios (2)
Validity papers to monitor scoring accuracy
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Who Scores?
50% IHE faculty and 50% P-12 Educators who: Are subject matter experts
Have taught in that subject in the past 3 years (or taught methods or supervised student teachers in that field)
Have experience mentoring or supervising beginning teachers
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Scoring Training (20+ hours) Asynchronous Online Modules
Getting Started
Preventing Bias
Introduction to edTPA
Academic Language
Portfolio system
Technical Support
WA Student Voice
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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