AACTE 2016

edTPA’s Impact on Program ImprovementA Transformation in Preparing Teacher Candidates through Rigorous Lesson Planning

Welcome, Audience! Please put a post-it note on the edTPA component with which your teacher candidates experience the most

difficulty. Please complete the pre-survey.

AACTE 2016

edTPA’s Impact on Program ImprovementA Transformation in Preparing Teacher Candidates through Rigorous Lesson Planning

Amy Callender, Instructor & Ph.D. CandidateMalinda Hoskins Lloyd, Ph.D., Assistant Professor

Leslie Suters, Ph.D., Associate Professor

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How can we position ourselves and candidates to view edTPA as a positive contribution to the education enterprise—as a means of developing high-quality candidates who matriculate with the competencies of those needed in becoming effective practitioners?

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Performance-Based Assessments ● Empowers teacher candidates as they prepare for their future

evaluations● Parallels National Board Certification● Emphasizes strengths in planning, instruction, and assessment● Increases credibility by highlighting candidates’ strengths “in action”

as opposed to the traditional paper-and-pencil exams● Provides opportunity for improvements in teacher education

programs● Contributes to the “professionalization of teaching”

Peck, C. A., Singer-Gabella, M., Sloan, T., & Lin, S. (2014). Driving blind: Why we need standardized performance assessment in teacher education. Journal of Curriculum and Instruction, 8(1), 8-30.

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Teaching as measured by edTPAConducive to:

● teaching for social justice and culturally relevant pedagogy;

● differentiation for students with IEPs, English Language Learners, struggling readers, underperforming students, and gifted students;

● a constructivist approach to support student learning; and,

● well-structured activities that promote student engagement and ultimately student learning.Sato, M. (2014). What is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65(5), 421-434.

AACTE 2016edTPA Supports...

● Identifying academic language used within a learning segment○ A number of empirical studies have explored how teachers

within each discipline should plan for students to have opportunities and supports for using academic language within a meaningful context in order to be successful learners (Nagy & Townsend, 2012; Schleppegrell, 2012; Zwiers, 2007).

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● Providing quality academic feedback and determining how students use the feedback○ Academic feedback should be

timely, specific, aligned with objectives, suggest areas of strength and areas for improvement, allow for self-assessment and reflection, and occur frequently throughout a learning segment (Shute, 2008).

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● Planning for a variety of formative and summative assessments○ Formative assessment provides an opportunity for teachers to revise and improve instruction through

providing differentiated scaffolds based upon the needs of students in order to improve student achievement (Black & Wiliam, 1998; Shepard, 2005).

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TTU’s Experience

In addition to Praxis requirements for licensure, our candidates are now required to achieve a minimum score of 37 on edTPA.

Since our initial pilot of edTPA in Fall 2013, we have:

● embedded edTPA-aligned tasks into our methods courses prior to Residency

● intentionally provided more rigorous lesson planning instruction in our teacher preparation courses

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Transforming Lesson Planning

More thorough preparation of lesson planning not only serves to prepare our candidates for edTPA but also develops the professional competencies needed as they are evaluated as future practicing teachers.

As teachers design lessons with intentionality, they become more skilled at targeting specific components of their teaching to move toward becoming reflective practitioners.

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Alignment of lesson plan with Task 1 commentary

AACTE 2016SPED Lesson Plan

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Interactive Dialogue

How can you use this lesson plan template

and what modifications would

you make?

Find a person you do not know and discuss.

Discuss for 2 minutes with your partner.

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Language Demands

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Language Demands - Math Example

AACTE 2016Language Demands - Math Ex. Cont.

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Choosing a Central Focus - Literacy

When crafting your central focus, think of a

funnel...start by thinking broadly and then

narrowing down as you get to your objectives and then language demands.

AACTE 2016Language Demands - Literacy Example

Standard: RL. 1.2: Retell stories, including key details. (Note: The rest of this standard, “and demonstrate understanding of their central message or lesson,” was not covered in this lesson.)

Standard RL.1.3: Describe characters, settings, and major events in a story, using key details.

Objective: TLW retell the story by including the characters, setting, and main events using a graphic organizer.

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Communication Skills - Special Ed

● Communication Skills rather than Language Demand● Expressive or Receptive Communication Skill for one focus learner● Skill must directly relate to the learning goal● Ability level of student will determine Communication Skill (could look similar to a

Language Demand)

● Examples can be: ○ Expressive: retelling a story, explaining a mathematics problem-solving strategy, answering

questions, expressing frustration, selecting the right sign, requesting assistance, etc.

○ Receptive: listening, following directions, identify items, understand a story, understand figurative language, reading text, pictures, or signs

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Communication Skills - Special Ed ExampleExpressive or Receptive Communication Skills:In order to demonstrate mastery of the lesson objectives, Jacob needed to use the expressive communication skill of speech to say aloud the letter names and sounds covered in each lesson. Jacob was given at least three opportunities in each lesson to master the lesson objective by saying aloud the name and sound of each letter when shown letter flashcards. Jacob also used the expressive communication skill of speech to orally segment and blend CVC words in each lesson. Jacob used Elkonin boxes to orally segment words into their individual phonemes. He also used the expressive communication skill of speech during the oral reading portions of the lesson. In each lesson, Jacob was given a page in a book to read aloud that included only CVC words made up of the letters that he knew as demonstrated on the GE Test of Coding Skills or the daily assessment records. The oral reading portion of the lesson allowed Jacob to use the expressive communication skill of speech to demonstrate progress toward the learning goal by applying knowledge of letter-sound correspondences to decode words.

Planned Supports for the communication:Jacob likes to talk to both his peers and his teachers. I have observed this in the classroom when he talks to his peers during independent work times and when he tells stories during my lessons. When given the Connell Multiple Intelligence Questionnaire for Children, Jacob answered yes to the question, “Do you like to talk to your friends on the telephone?” Therefore, using speech as his expressive communication skill was a way to incorporate his strengths and interests into the lessons. Providing one-on-one instruction as a planned support gave Jacob the maximum amount of time to speak in each lesson because he did not have to share reading time with other students. However about 50% of the time Jacob speaks, he mumbles. Because Jacob only receives credit for letter-sound correspondences that are pronounced correctly and clearly, it was important to provide support in this area. During each lesson, I talked about the correct pronunciation of each letter and how his mouth should move to correctly say each sound. I modeled the correct production of each sound.

example to follow

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Communication Skills - Special Ed ExampleExpressive or Receptive Communication Skills:In order to demonstrate progress toward the learning goal, Brad will need to respond to prompts and cues throughout the learning segment using his communication device. This is an expressive communication skill and it will allow me to assess Brad’s understanding of the lesson concepts. Brad will also need to respond to prompts on summative assessments in order to demonstrate mastery of the lesson objectives. If Brad is unable to respond to prompts throughout the lessons, he will not be able to show evidence of learning. In order for Brad to master the communication goal, he must use his communication device independently to respond to prompts and cues with at least 80% accuracy in all three lessons.

Planned Supports for the communication:Expressive communication is a challenge for Brad because he does not use verbal or written communication. Therefore, Brad will use a communication device with a keyboard and picture icons to respond to prompts and cues throughout the learning segment and demonstrate his understanding of lesson concepts. Brad uses the communication device daily in the classroom and has the skills necessary to communicate successfully using the device. Maintenance of the skill will be addressed by requiring Brad to use the communication device to respond to prompts and cues in every lesson. Generalization will be addressed by requiring Brad to respond to prompts from different academic areas. Additionally, Brad will use the communication device to respond to prompts and cues from teachers as well as his classmates during guided practice. Lastly, I will provide opportunities for self-management of the communication device by giving Brad the choice to use his communication device. When asking Brad to respond to prompts throughout the learning segment, I will give him the opportunity to independently use his communication device first. Then, I will provide a gestural prompt by tapping or pointing to the communication device. If Brad does still not use his communication device, I will provide a verbal prompt. I will be using the system of least-to-most prompting in order to support Brad’s independent use of the communication device.

example to follow

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Interactive Dialogue

Find another person with candy

like yours!

Now we want you to engage in discourse by

either writing or speaking something

you’ve learned about language demands

specific to your discipline.

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Rationale/Theoretical Reasoning/Misconceptions

Theory - Include a description of the theory● how it specifically applies to your lesson,● refer to theorists such as Piaget, Vygotsky, Dewey, Gardener, etc.

AACTE 2016Math Resources

--Kansas Common Core Math Standards Flipbooks. http://www.katm.org/baker/pages/common-core-resources.php --NCTM's Developing Essential Understanding series (2010-2012...) -Each book gives an overview of the topics, highlights the differences between what students and teachers need to know, examines the big idea and related essential understandings, reconsiders the ideas presented in light of connections with other ideas, and includes questions for reflection. --NCTM's Teaching with Curriculum Focal Points series (2008-2011) - Provides detailed guidance on instructional progressions, ways to introduce topics, and suggestions to build deeper understanding of the essential topics. Includes grade level volumes for preK-8 and grade-band volumes for preK-2, 3-5, and 6-8.

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Literacy Resources

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Special Education Resources

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Interactive Dialogue

Find one more person you have yet to meet!

What resources do you find helpful when

teaching your candidates about

theoretical reasoning and misconceptions?

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Assessment - Formative/Summative

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Academic Feedback

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edTPA-Aligned Tasks - Math

● Introduction to rigorous lesson plan format during first semester of Junior year.○ Plan different sections over time.○ Multiple opportunities to peer review and receive feedback.○ Demonstration lessons in methods and Lesson taught in field experience

● Integration of Accountable Talk in Methods Courses○ Intentional discussion of discourse and syntax

● Common Core Math Practices Flipped Classroom Assignment● Assessment Project in Field Experiences - aligned with Task 3● Central Focus Concept Mapping

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edTPA-Aligned Tasks- Literacy

Introduction to rigorous lesson plan in Fall semester of junior year

Read-Aloud Demonstration (video with reflection component)

Choosing a Central Focus (Funnel)

Academic Language Foldable

Context for Learning in Field Experiences

Assessment Project in Field Experiences

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edTPA-Aligned Tasks- SPED Tasks embedded in practicum courses

● SPED ○ Identified all possible skills need within edTPA by going through “Assessment” and “Making Good

Choices” handbooks○ Curriculum mapping for all undergraduate SPED courses

○ Case studies incorporating problem solving and written justification for teaching components chosen

● SPED assessment course○ Work individually with a student before residency begins○ Practice collecting baseline data on learning goal

■ “Create a portfolio with information about and examples of formal and informal assessments. It must include, but not limited to, curriculum based measurement, criterion referenced measurement, benchmark testing, interest inventories, rating scales, formative and summative assessments.”

■ Develop and/or modify formative and summative assessments based on content area and standards

○ Practice completing assessment commentary

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Visual of SPED

handbook components

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Implication for Action

We urge teacher candidates, university faculty, and other stakeholders to view performance-based assessments as an opportunity to develop a candidate’s strengths, thus positively contributing to the field of education rather than viewing edTPA as a top-down mandate required for graduation and licensure.

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Final Thoughts

Pick one edTPA component and use a post-it note to describe the most useful information you learned today to share with your

teacher candidates. Please post on the chart provided.

Please finish post- Likert scale.

What is your take-home message from this

session?

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RESOURCES AVAILABLE

What you can find on the Shared Google Drive…

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Math References for Theory/Rationale--VandeWalle, Karp, & Bay-Williams (2015). Elementary and Middle School Mathematics: Teaching Developmentally. 9th Edition Pearson.

--Chapin, O’Conner, & Anderson (2013). Classroom Discussions In Math: A Teacher's Guide for Using Talk Moves to Support the Common Core and More, Grades K-6: A Multimedia Professional Learning Resource, 3rd Edition

--Kansas Common Core Math Standards Flipbooks. http://www.katm.org/baker/pages/common-core-resources.php

--NCTM's Developing Essential Understanding series (2010-2012...) -Each book gives an overview of the topics, highlights the differences between what students and teachers need to know, examines the big idea and related essential understandings, reconsiders the ideas presented in light of connections with other ideas, and includes questions for reflection.

--NCTM's Teaching with Curriculum Focal Points series (2008-2011) - Provides detailed guidance on instructional progressions, ways to introduce topics, and suggestions to build deeper understanding of the essential topics. Includes grade level volumes for preK-8 and grade-band volumes for preK-2, 3-5, and 6-8.

AACTE 2016Literacy References for Theory/RationaleGambrell, L. B., Morrow, L. M., & Pressley, M. (2007). Best practices in literacy instruction. (3rd Ed.) New York: The Guilford Press.

International Literacy Association, www.reading.org

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. Retrieved from http://www.nationalreadingpanel.org/Publications/summary.htm

Roe, B., Smith, S.H., & Burns, P.C. (2012). Teaching Reading in Today’s Elementary Schools, 11th ed., Cengage

Williams, J. P. (2002). Reading comprehension strategies and teacher preparation. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed., pp. 243–260). Newark, DE: International Reading Association.

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SPED References for Theory/RationaleCollins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Paul H.

Brookes Publishing Company.

Dean, C. B. (2012). Classroom instruction that works: Research-based strategies for increasing studentachievement. ASCD.

Lane, K. L., Kalberg, J. R., & Menzies, H. M. (2009). Developing schoolwide programs to prevent and manage problem behaviors: A step-by-step approach. Guilford Press.

Nicholson-Nelson, K. (1998). Developing students' multiple intelligences. J. Moss (Ed.). New York: Scholastic Professional Books.

Polloway, E. A., Patton, J. R., & Serna, L. (2008). Strategies for teaching learners with special needs. Prentice Hall.

AACTE 2016ReferencesBeyer, C., & Davis, E. (2012). Developing preservice elementary teachers' pedagogical design capacity for

reform-based curriculum design. Curriculum Inquiry, 43(3), 386-413.

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Darling-Hammond, L. & Hyler, M. E. (2013). The role of performance assessment in developing teaching as a profession. Rethinking Schools, Summer 2013.

Nagy, W. & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108.

Orr, K., & Roscoe, K. (2010). Frontloading classroom management: How to plan for the first class. The Science Teacher, 77(5), 43-48.

Peck, C. A., Singer-Gabella, M., Sloan, T., & Lin, S. (2014). Driving blind: Why we need standardized performance assessment in teacher education. Journal of Curriculum and Instruction, 8(1), 8-30.

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References (cont.)Sato, M. (2014). What is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65(5), 421-434.

Schleppegrell, M. J. (2012). Academic language in teaching and learning. The Elementary School Journal, 112(3), 409-418.

Shen, J., Poppink, S., Cui, Y., & Fan, G. (2007). Lesson planning: A practice of professional responsibility and development. educational HORIZONS, 248-258.

Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66-70

Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.

Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal of Applied Linguistics, 17(1), 93-116.