edTPA @ NYU

Part I: IntroductionsPart II: Academic LanguagePart III: Choosing Narratives

Marcy Singer-Gabella

Part I: Introductions

• What would make this session worthwhile for you? – What specifically would you think about? discuss?

walk away with?

Marcy Singer-Gabella

Part II: Academic Language(honing in on language demands)

• Strain Gauges• Formation of Carcinogens in the Preparation

of Chicken• Pulsation

Marcy Singer-Gabella

STRAIN GAUGES

• A strain gauge (also strain gage) is a device used to measure the strain of an object.

• The most common type of strain gauge consists of an insulating flexible backing, which supports a metallic foil pattern.

• The gauge is attached to the object by a suitable adhesive, such as cyanoacrylate.

• As the object is deformed, the foil is deformed, causing its electrical resistance to change.

Assignment: Please read the article and solve the problem.Task developed by Emily Pendergrass, Vanderbilt University

edTPA re: Language Demands

• Language Functions• Vocabulary• Syntax• Discourse

See Academic Language Crib Sheet

Marcy Singer-Gabella

Formation of Carcinogens in the Preparation of Chicken

Identify and analyze the language demands in this TEDx Talk.Consider:

• Language functions• Vocabulary• Syntax• Discourse http://www.ted.com/talks/award_winning_teen_age_science_in_action.html

Marcy Singer-Gabella

Pulsation

Read pilot submission for Task 1, focusing on prompts 1a-1c, 4a-4d, and lesson plans– What language demands does the candidate

identify for the proposed learning segment? – What other language demands can you identify?– How / to what extent does the candidate plan to

support students’ in meeting these demands?

Marcy Singer-Gabella

Discussion

Where in your program would candidates learn to identify language demands and develop supports for their students?

Marcy Singer-Gabella

Part III: Choosing Narratives

Defining the Role of edTPA at NYU

Overview

• Two Implementation Narratives• Choosing Narrative 1

– as a philosophical commitment– as a matter of practice

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Implementation Narrative 1: “We own this.”

1. OMG – “this” (what the edTPA examines) is what we try to prepare students to do; this assessment can serve us well.

2. UH OH – they’re not quite doing “this” (with an interlude of denial)

3. AHHH – now they’re doing “this”… and the work is worth it

The Plot:

Marcy Singer-Gabella

Implementation Narrative 2: “They did it to us.” (#$^%...)

The Plot:

1. The legislature/ The state bureaucrats/ My dean… decided we have to do this.

2. They can make us do it, but they can’t make us like it.

3. So much work… and for what?

Marcy Singer-Gabella

Choosing Narrative 1

philosophical commitment

matter of practice

• Actively engage students in 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.

A Stance on Teaching

Marcy Singer-Gabella

Teaching as Leveraging Student Thinking and Experience

Rubric 6: Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students.

Rubric 7: Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.

Rubric 8: Candidate elicits and builds on student responses to develop analyses or interpretations of history/social studies sources and accounts or support arguments. Candidate facilitates interactions among students to develop their abilities to evaluate their own interpretations, analyses,

Marcy Singer-Gabella

leveraging what faculty & supervisors bring

“OURS”

Marcy Singer-Gabella

matters of practice (eliciting, attending, interpreting, building)

• Alignment exercises (vision, standards, assessments)

• Course analysis (where do candidates learn…)

• (Deliberate) incidental conversation…

• Scorer training and scoring

Examination of candidates’ work

Examination of candidates’ work

Examination of candidates’ work

Examination of candidates’ work

“OURS”

Marcy Singer-Gabella

From OMG/Uh-Oh to Ahhh at Vanderbilt

Realigning and revising courses communicating clear performance

criteria working performance data

Clarifying the stance, sharpening focus: planning & instruction that link all learners to

subject matter systematic assessment and response to learners’

developing understanding attention to content specific language demands

Collaborating across institutions & with state & district partners

weaving edTPA into the institutional fabric“OURS”

an occasion for program inquiry & renewal (again, confronting performance)

a context for critical research an opportunity for extended

engagement with partners in the field (assessing teaching, CCSS, etc.)

Marcy Singer-Gabella

Working the ideas in practice

• What does edTPA offer you?• What commitments and assets do you and

your colleagues bring to the table?• How might you leverage these commitments

and assets to implement edTPA in ways that make your program and your graduates better?

• What are your first three steps?Marcy Singer-Gabella

Ahhh or (#$^%...)?

What will it be?

Marcy Singer-Gabella

Questions? Please ask!

m.singer-gabella@vanderbilt.edu

Marcy Singer-Gabella