Helene ChanSan Jose State University

Performance Assessment for California Teachers

PACT

Stanford University - CFLP STARTALK Teacher

ProgramJuly 25 - July 29, 2011

Agenda/Presentation Goals

Assess Participants’ Prior KnowledgeShare Rationale for Assessing CA’s Beginning Teacher Performance

Review the features of Main CA Assessment Tools/Processes with a Focus on PACT

Looking at PACT documents and sample teaching eventsUnderstanding the language of the rubrics

Adjourn with Questions/Answers Period

California Standards for the Teaching Profession

Discuss your answers with your partner:

1. What are the two key features of the California Standards for the Teaching Profession (CSTP) regarding Program Preparation and Teacher Candidates’ Performance?

2. Name as many domains of each as possible.

CSTP Performance Measures

1. Teaching Performance Expectations (TPEs)

2. Teaching Performance Assessments (TPAs)

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS

B. ASSESSING STUDENT LEARNING

C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING

D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS

E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

F. DEVELOPING AS A PROFESSIONAL EDUCATOR

Domains of Teaching Performance Expectations /Assessments

Overview/Rationale for TPEs/TPAs

OverviewPart of the Standards and the “Leave no Student

or Teacher Untested” MovementKey Features

Measure teacher candidate’s performance of Key areas of AB 2042 and CA Standards for the Teaching Profession

Focus on what a Beginning Teacher Needs to Know and Be Able to Do at the Onset of Her or His career.

Required for licensure in CA

Rationale for Establishing TPEs & TPAs

Key Organizing Questions:

What is the appropriate “Input” to Prepare Successful Future? (TPEs)

How Do we Know that the “Input” is Effective? (Need to Measure Program Effectiveness)

What is the Desirable “Output” of Teacher Education Programs? Need to Measure Candidates’ Performance)

How do We Know that the “Output” is Successful? (TPAs)

CA’s Approved Assessment Tools/Processes

Fresno Assessment of Student Teachers (FAST)

Overview/Key Features

California Teacher Performance Assessment (CAL-TPA)

Overview/Key FeaturesPerformance Assessment for California Teachers (PACT)

Overview/Key FeaturesReview of Rubrics/Performance Tasks

Overview/Key Features: FAST

OverviewDeveloped by Fresno State as part of The Renaissance Group (TRG), a national consortium of institutions funded by a Title II Grant, dedicated to the preparation of educational professionals as an "institution-wide endeavor.”

Key FeaturesAssesses Candidates Ability to Teach 1-4 Week Unit

Assesses each of the Program’s TPEs in 7 Areas:Students in Context, Content Analysis, Assessment

Plan, Instructional Design, Decision Making, Analysis of Student Learning and Reflection

Overview/Key Features: CAL TPA

OverviewDeveloped by CTC in Collaboration with Representatives from Various CA Teacher Preparation Programs

Key FeaturesRequires Candidates’ to Complete Performance Tasks Related to the Subject that She/He is preparing to Teach and to the Preparation Program’s TPEs

Assesses Candidates in these areas:Making Subject Matter Comprehensible, Assessing

Student Learning, Supporting Student Learning, Instructional Design, Positive Learning Environments, Professionalism.

Overview/Key Features: PACT

OverviewDeveloped by Stanford in Consortia with Representatives from Several UC and CSU Teacher Preparation Programs.

Key FeaturesAuthentic performance assessment of candidates’ developing instructional practices

Focuses on Candidates’ Planning, Teaching, Assessing and Reflecting on the Teaching Event

It is a state requirement for licensure

A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS1. Specific Pedagogical Skills for Subject Matter InstructionB. ASSESSING STUDENT LEARNING2. Monitoring Student Learning During Learning3. Interpretation and Use of AssessmentsC. ENGAGING AND SUPPORTING STUDENTS IN LEARNING4. Making Content Accessible5. Student Engagement6. Developmentally Appropriate Teaching Practices7. Teaching English LearnersD. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS8. Learning About Students9. Instructional PlanningE. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING10. Instructional Time11. Social EnvironmentF. DEVELOPING AS A PROFESSIONAL EDUCATOR12. Professional, Legal, and Ethical Obligations13. Professional Growth

Teaching Performance Expectations

Architecture of the Teaching EventTask What to do What to submit

1. Context

for Learning

(TPE’s 8)

Provide relevant information about your instructional context

Context form

Context commentary

2. Planning, Instruction,

and Assessment

(TPE’s 1,2,3,4,6,8,9,10,12)

Select a learning segment…

Create lesson plans…

Write commentary…

Record daily reflections…

Lesson Plans

Instructional materials

Planning commentary

3. Instructing

Students and Developing Communicative Proficiency

(TPE’s 1,2,3,4,5,6,10,11)

Review your plans…

Videotape the lesson(s)…

Select 2 video clips…

Write commentary….

Video clips

Lesson plan

Instruction commentary

4. Assessing

Student Learning

(TPE’s 2,3,4,5,13

Analyze whole-class performance…

Select student samples…

Write commentary…

Student work samplesEval. criteria or rubricAssessment commentary

5. Reflecting on Teaching and Learning

(TPE’s 3,13)

Write daily reflections…

Write overall commentary…

Daily reflectionsReflective commentary

Basic Steps in Teaching

Learning Objective/Goal (based upon students in class – age, experience, ability, language proficiency)

Plan lesson to address learning objective or goal

TeachAssessReflect

Basic steps in the teaching

cycle:ContextAcademic Language (support embedded throughout cycle)

PlanningInstructionAssessmentReflection

PACT:ContextAcademic Language

(support embedded throughout cycle)

PlanningInstructionAssessmentReflection

DocumentsTE – Teaching Event – another word for the PACT

document you are writing and submitting for scoring

TPEs – Teacher Performance Expectations – a set of 13 standards that must be met by all candidates seeking a teaching credential in CA. All of the PACT requirements are based upon the TPEs. Student: CA WL Content Standards

Teacher Candidate: TPEsTeaching Event Candidate Handbook – contains all

the instructions and writing prompts to help you complete your PACT teaching event.

Rubrics – THE MEAT OF PACT. These form the basis of how you will be scored. Focus on the language of the rubrics as you complete your teaching event.

Sample TE Candidate Handbook

World Languages Teaching Event

Candidate Handbook2010-11

Performance

Assessment for

California

Teachers

© 2009 the PACT Consortium Last updated: August 27, 2010

Rubric SampleWorld Language Rubrics 2010-11

PACT:Context

PlanningInstructionAssessmentReflection

Academic Language(support embedded

throughout cycle)

12 Rubrics:Context

Rubric 1,2,3Rubric 4,5Rubric 6,7,8Rubric 9,10

Rubric 11,12(scored with evidence from all

parts of teaching event)

What does PACT look like?

How is PACT scored?By university instructors and

supervisors or trained PACT scorersAccording to content area (Art, WL,

HSS, Sci, Math, English)Level 1-4

1 is poor2 is expected3 is very special4 (only 2% of third-year teachers)

Passing overall score = level 2

Language of the rubrics

Do you notice the differences in language across each level?

Foreign Language Rubric 2010-11

Components of PACT Context for Learning

Context form Commentary

Task 1: Planning Lesson plans for 3-5 consecutive hours of

instruction Commentary

Task 2: Instruction 2 video clips

Instruction/activity Discussion of results

Commentary Task 3: Assessment

Rubric to evaluate student work Student work samples Commentary

Task 4: Reflection Daily Reflections Commentary (overall)

Task 5: Academic Language Addressed throughout teaching event

TEACHING EVENT

What do you need to do now?

Understand the PACT documents

Think about what series of lessons you could teach (3-5 instructional hours).

What are your goals for your students in this lesson/unit?

PACT : KEEP IT SIMPLEContext Planning Instruction Assessment Reflection

Select a central academic focus and explain location

What is it I want them to know and to what degree?

“rubber meets the road”

What did they learn? How do you know they know it?

How did it go for the students and how do you know this? What is the evidence?

I have groups:1.2.3.With needs:1.2.3.

Content, activities that will bring content to life for:1.2.3.

Adjustments (be prepared, what could go wrong?) practice, and checks for understanding for:1.2.3.

Authentic assessment, summative and formative for: 1.23.

How do these results inform my next steps for :1.2.3.

Passing StandardCandidates pass the Teaching

Event if they pass* all five rubric categories (Planning, Instruction, Assessment, Reflection, and Academic Language) AND have no more than 2 failing scores of “1” across tasks.

To pass a category, candidates must have a majority (at least half) passing scores within the category. In Planning, 2 out of 3 scores must be a “2” or higher; in Instruction, Assessment, Reflection, and Academic Language, 1 out of 2 scores must be a “2” or higher.

12 Rubrics:Planning Rubric 1,2,3

1 out of 3 scores can be a 1

Instruction Rubric 4,5Assessment Rubric 6,7,8

Reflection Rubric 9,10Acad Lang Rubric 11,12

I-A-R-AL 1 out of 2 scores can be a 1

What happens if I don’t pass?

Passing scores are required for CA credential.

Baseline expectation is adequate practice for a beginning teacher.level 2 on 4 point rubrics

IF you carefully follow directions, we expect all candidates to pass.

Ample opportunity for support and revision, if you fall short in a particular area.

Role of the University Methods Instructor

Plan course syllabi that reflects both TPEs and TPAs (UBD)

Model each of the domains of the TPA during the course

Plan Candidate assignments which provide practice in addressing each of the domains

Focus course assessments on Candidates’ Performance--Employ the TPA assessment format

Role of the University Supervisor

With the Teaching Performance Expectations and the Student Teacher Final Evaluation in mind, ensure that the candidate has opportunities for appropriate experiences in the classroom.

Confer regularly with the student teacher and cooperating teacher.

Observe the student teacher in the classroom, provide the student teacher with verbal and written reports of those observations.

Role of the University Supervisor

Provide student teacher with periodic guidance, help and constructive criticism.

Review unit and lesson plans with the student teacher.

Confer with the cooperating teacher about the student teacher’s progress

Write a summative evaluation of the student teacher’s performance.

Role of the Cooperating Teacher

Provide the student teacher an orientation to the class. Introduce the student teacher to the class (context) and explain that the student teacher will serve as a teacher

Explain class goals and basic routines. Provide the student teacher with a curriculum syllabus, textbook, and other such material needed to get started

Role of the Cooperating TeacherHelp student teacher identify the special learning needs of students.

Confer with the student teacher to plan the scope and schedule of the student teacher’s responsibilities. Use the Teaching Performance Expectations and the Student Teacher Evaluation as guidelines for planning appropriate experiences throughout the semester

Review lesson and unit plans with the student teacher

Role of the Cooperating Teacher

Observe the student teacher, confer regularly to provide guidance, help, and feedback.

Communicate regularly with the university supervisor about the student teacher’s progress.

Provide the university supervisor with a final evaluation of the student teachers’ performance.

Questions/Comments/Reflections

Participants’ Reflections:TPEs/TPAsAssessment Tools/ProcessesPersonal Experiences in Supporting Candidates

Other Comments/Reflections