edTPA Facts and Fancies

Susan Petroff, AACTEAndrea Whittaker, Stanford University

Ann Coffman, NEA

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AgendaAgenda

• edTPA Purpose and Policy Context• ArchitectureArchitecture

– What do candidates do and what gets d?measured?

• Roles and Responsibilitieso es a d espo s b t es• PK-12 Connections and Cautions• Q and A

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Fact or Fancy? edTPAFact or Fancy? edTPA

• Developed by a corporation• Replaces judgments of clinical supervisorsReplaces judgments of clinical supervisors• Is scored by “outsiders”• Not valuable/useful/not aligned with what

we care aboute ca e about• Inconsistent with clinical practice• Too expensive

What is the edTPA?The Cocktail Party Definition

The Teacher Performance Assessment (edTPA) is a student centered, subject specific, multiple measure assessment of teaching.It is designed to be educative and predictive of effective teaching and student learning

4

g g

Where the edTPA fits inWhere the edTPA fits in

A scalable assessment that:

•Provides evidence of teaching effectiveness.

S t t h ti i t•Supports teacher preparation program improvement.

•Informs programs & policy makers about qualities of•Informs programs & policy makers about qualities of teaching associated with student learning.

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Shifting the definition of effective teachingShifting the definition of effective teaching

From To• Successfully • Having a positive• Successfully

delivering the curriculum

Having a positive impact on student learningcurriculum

“We got through

g

– “How have I– We got through the material.”

How have I affected student learning?”learning?

Shifting the focus of teacher preparationShifting the focus of teacher preparation

•License as entitlement for • An obligation to From To

completing a curriculumg

demonstrate the proficiency the curriculum

–“But I’ve always wanted to be a

intends

wanted to be a teacher.” – “See, I can teach.”

National LeadershipNational Leadership

• AACTE– Project management and communication

• Stanford– Assessment development and implementation supportp p pp

• CCSSO (prior to March 2011)Policy development communication with state agencies– Policy development, communication with state agencies

• Pearson– Operational delivery, submission and scoring platform, official

score reporting

State Policy PerspectivesState Policy Perspectives

• Valid and reliable; predictive• Provides evidence to inform program accountability• Provides rich data to inform program renewal• Promotes intrastate common frameworks/language• Promotes intrastate common frameworks/language

on teacher effectiveness• Promotes interstate common frameworks/language• Promotes interstate common frameworks/language

on teacher effectivenessI t ti l f bilit / t bilit f li• Increases potential for mobility/portability of licensure

edTPA DevelopmentedTPA Development

• Stanford University faculty and staff have been involved in the past 25-years in the development of performance-based assessments of teaching (including the National Board forassessments of teaching (including the National Board for Professional Teaching Standards, the InTASC portfolio, and the Performance Assessment for California Teachers)

• Reflects substantive advice from teachers and teacher educators

• Input from design and review team members comprised of university faculty, national subject matter organization representatives and K-12 teachers

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Building a Profession From the Grass Roots: edTPA by the Numbers

St t C• States = 25 Campuses = 160+• Teacher Candidates = 7200• Scorers (IHE and K-12) = 500+• Subject Specific design/review teamSubject Specific design/review team

members (including national subject matter projectrepresentatives) = 120+representatives) 120

• Content Validation reviewers = 100+• Benchmarkers and Scoring Trainers = 120• Benchmarkers and Scoring Trainers = 120• Bias Review Members = 10

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edTPA ArchitectureedTPA Architecture

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Alignment with standardsAlignment with standards C C• Common Core

• InTASCInTASC

In progress

NCATE/CAEP

SPAs

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Subject Specific HandbooksSubject Specific Handbooks

• Elementary (Literacy TPA with Mathematics Assessment Task)

• Elementary Literacy• Elementary Mathematics• Elementary Mathematics• Secondary Mathematics• Secondary English/Language Arts• Secondary History/Social StudiesSecondary History/Social Studies• Secondary Science

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Subject Specific HandbooksSubject Specific Handbooks• Early Childhood• Early Childhood• Middle Childhood (Math, HSS, Science

and English/Language Arts)• Physical Education• Physical Education• Performing Arts (music, dance, theater)• Visual Arts• World Language• World Language• Special Education

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Under construction for 2013:Under construction for 2013:

Health Education TESOL/ESLTESOL/ESLAgriculture Business Family/Consumer ScienceFamily/Consumer Science Tech EducationLibrary Media Specialist

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Learning Centered Design Learning Centered Design g gg gPrinciples: Educative Focus Principles: Educative Focus Discipline Specific: embedded in curriculum within

and across grade levelsg Student Centered: examines teaching practice in

relationship to student learning Analytic: provides feedback and support along

targeted dimensions. Integrative: supports a multiple measures

assessment of teaching

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edTPA as Part of a Multiple edTPA as Part of a Multiple ppMeasures Assessment SystemMeasures Assessment System

Embedded Signature Assessments Embedded Signature Assessments (campus designed examples) (campus designed examples)

TPAC TPAC CapstoneCapstoneAssessmentAssessment

Integration of:Integration of: Planning Planning

Child Child Case Case

StudiesStudies

Analyses of Analyses of Student Student LearningLearning

Analyses of Analyses of Curriculum/TeachCurriculum/Teach

inging

InstructionInstruction AssessmentAssessmentgg gg Analysis of Analysis of

TeachingTeaching

Observation/Supervisory Observation/Supervisory Evaluation & FeedbackEvaluation & Feedback

Academic LanguageAcademic Language

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edTPAedA summative assessment of teaching practice

• “Learning Segment” of 3-5 days• Plans based on context and knowledge of

studentso Academic prior learning and prerequisite skillsp g p qo Personal/cultural/community assets

o Everyday experiences, cultural backgrounds, practices and interests

o Language development in support of content understandingsunderstandings

• Collection of artifacts and commentaries

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TPAC Artifacts of PractiedTPA “Records of Practice”

PlanningPlanning InstructionInstruction AssessmentAssessmentgg•• Instructional and Instructional and

social contextsocial context•• Video ClipsVideo Clips •• AnalysisAnalysis of whole of whole

class assessmentclass assessment

•• Lesson plansLesson plans and InstructionalInstructional

•• Instruction Instruction CommentaryCommentary •• Analysis of Analysis of

learning and learning and f db kf db k ttInstructionalInstructional

materialsmaterials, student , student assignmentsassignments

feedbackfeedback to to THREETHREE studentsstudents

•• Planning Planning C tC t

•• Assessment Assessment CommentaryCommentary

CommentaryCommentary

AnalysisAnalysis of Teaching Effectivenessof Teaching Effectiveness20

AnalysisAnalysis of Teaching Effectiveness of Teaching Effectiveness Academic Language DevelopmentAcademic Language Development

Rubric progression Expanding repertoire of skills & strategiesExpanding repertoire of skills & strategiesDeepening of rationale and reflection

1 5Not Ready Early Novice Highly Accomplished

1 5

BeginnerTeacher Focus

Student FocusFocus

Whole C

Individuals/ Class Flex. Groups

Intentional & Well ExecutedIndiscriminate

edTPA Rubric BlueprintedTPA Rubric BlueprintTask name: Rubric Title

Guiding QuestionGuiding 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

Acceptable level to begin teaching

Solid foundation of knowledge and skills

Stellar candidate – sophisticated practice

teacher-of-record

What’s in it for faculty?What s in it for faculty?

Compliance?Compliance?Compliance?Compliance?

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“Cultures of Evidence”“Cultures of Evidence” Critical and collegial conversations about edTPA

adoption Inquiry and program improvement (not compliance) as

motivational orientation Strategic inclusion of faculty in examining cases of

candidate performance at regularly scheduled events Affirmation of program values and identity Deepens candidate understanding and practice

– From Peck and McDonald’s Study of PACT Implementation (2011)

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What’s in it for the candidates?• An authentic, educative assessment• Charts their early professionalCharts their early professional

development progressionP th f th t h• Prepares them for the new teacher evaluation system

• Poises them for earlier application for National Board certificationNational Board certification

What’s in it for our P-12 School Partners?• Provides a sharper focus on teaching practices that

impact student learning• Candidates, as prospective hires, are practicing to

address more directly what administrators value• Minimal to no new impact on classrooms and the

work of cooperating teachers in terms of student t hiteaching

• Potentially a very positive impact in terms of i i h di i f h ff igenerating rich discussion of teacher effectiveness

Cautions and Concerns for PK-12 Partners?

Pearson N ti l E l ti S tPearson – National Evaluation Systems

• Serves as Stanford’s operational partnerSupports Stanford and AACTE with• Supports Stanford and AACTE with assessment development processes and technical review

• Enables scale up and sustainabilityEnables scale up and sustainability

Pearson’s Role in Scale-Up and pSustainability

– edTPA usage at - Introductory, Exploratory, Scaling-p and Implementationup, and Implementation

– Web-based services for candidate registration, assembly of artifacts, faculty/supervisor feedback, fi l b i i f ffi i l dTPA i dfinal submission for official edTPA scoring and performance information

Pearson’s Role in Scale-Up and pSustainability

– Scoring services – recruitment, training and qualification of all scorers scoring for all submittedqualification of all scorers, scoring for all submitted edTPA responses

– Reporting services – generation of all official score reports and performance information to candidatesreports and performance information to candidates and institutions of record

Who Scores?Who Scores?

• IHE faculty and K-12 Educators who:– Are subject matter expertsAre subject matter experts– Have taught in that subject in the past 3

years (or taught methods or supervisedyears (or taught methods or supervised student teachers in that field)

– Have experience mentoring or supervising beginning teachersg g

Q and AQ and A

• What questions do you have?

Thank you!Thank you!http://edtpa.aacte.org/

General QuestionsGeneral Questions

TPA-support@aacte.org

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http://tpaconline.ning.com/