edTPA Overview

Nicole Merino, SCALEBev Falk, CCNY

Tine Sloan, UCSBOctober 16, 2013

edTPA Development

2

edTPA 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 for Professional Teaching Standards, the InTASC portfolio, and the Performance Assessment for California Teachers)

• Reflects substantive advice from teachers and teacher educators—built by the profession for the profession

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

Assessment AND Support• edTPA membership website with Resource Library

and Online Community features• Collaborative implementation support and

development with the teacher education community • Biweekly/monthly phone calls, webinars and support

events for states and IHEs• National and AACTE state affiliate conference

presentations• IHE or regional implementation support events

4

Resources - Developed for the Profession by the Profession

• Engaging Faculty• Formative Candidate

Support• Orienting Candidates• Orienting Cooperating

Teachers• Academic Language

Overview

• Local Evaluation Protocols

• Making Good Choices• Video Tips and

Guidelines• Guidelines for

Acceptable Support• Regional face to face

scoring training

5

Participation in edTPA

6

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

• States = 29 Campuses = 430• Teacher Candidates = 12000+• Scorers (IHE and K-12) = 800+• Subject Specific design/review team

members (including national subject matter projectrepresentatives) = 120+

• Content Validation reviewers = 100+• Benchmarkers and Scoring Trainers = 150+• Bias Review Members = 10• edTPA Online Members = 4000+

7

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

What is edTPA?

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

and across grade levels Student Centered: examines teaching practice in

relationship to knowledge of students’ backgrounds and learning strengths and needs

Analytic: provides feedback and support along targeted dimensions.

Integrative: supports a multiple measures assessment of teaching

9

10

Summative assessment of teaching practice• Common Architecture across 27 fields• Subject Specific “Learning Segment” of 3-5

days• Plans based on context and knowledge about

what students bring…o Academic, social emotional and language developmento Prior academic learning, lived experiences, family,

community and cultural assets

• Collection of artifacts and commentaries

Structure of Each edTPA 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

Artifacts as Records of Practice• Actual, authentic work of teachers and

students including:– Lesson Plans– Instructional materials– Video recordings– Student assessments or work samples

• 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

Commentaries

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”

15

Key Content Understandings

Subject Specific Handbooks

• Elementary Education (Literacy edTPA with Mathematics Assessment Task)

• Secondary Mathematics• Secondary

English/Language Arts• Secondary History/Social

Studies• Secondary Science

• Middle Childhood (Math, HSS, Science and English/language Arts

• Early Childhood• Physical Education• Performing Arts (music,

dance, theater)• Visual Arts• World Language• Special Education

Handbooks Continued:

– Agriculture Education– Business Education– Classical Languages

(includes Greek &Latin)

– Educational Technology Specialist

– English as an Additional Language (ESL/TESOL)

– Family and Consumer Sciences

– Health Education – Library Media

Specialist– Reading Specialist– Technology and

Engineering Education

Scoring Dimensions

Components of Teaching Practice

15+ Rubrics

① Planning ② Instruction ③ Assessment ④ Analyzing Teaching⑤ Academic Language

RubricsPLANNING• Planning for content understandings

• Planning to support varied student needs

• Planning assessments to monitor and support student learning

20

RubricsINSTRUCTION• Demonstrating a positive and engaging learning

environment

• Engaging students in learning

• Deepening student learning during instruction

• Subject specific pedagogy

21

RubricsASSESSMENT• Analyzing student work• Providing feedback to guide learning• Supporting students’ use of feedback

ANALYZING TEACHING• Using knowledge of students to inform planning• Analyzing teaching• Using assessment to inform instruction

22

Rubrics

ACADEMIC LANGUAGE•Identifying and supporting language demands•Evidence of language use to support content understandings

23

TPA Rubric BlueprintTask name: Rubric Title

Guiding Question

Level 1 Level 2 Level 3 Level 4 Level 5

Represents the knowledge and skills of a seriously struggling candidate who is not ready to teach

Represents the knowledge and skills of a candidate who is possibly ready to teach

Represents the knowledge and skills of a candidate who is qualified to teach

Represents a candidate with a solid foundation of knowledge and skills for a beginning teacher

Represents the advanced skills and abilities of a candidate very well qualified and ready to teach

Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection

Not Ready Early BeginningTeacher

Highly AccomplishedBeginning Teacher

1 5

Teacher Focus

Student Focus

Whole Class

Individuals/ Flex. Groups

Intentional & Well Executed

Fragmented or Indiscriminate

Thinking Behind the Rubrics• Tool for scorers• Provided during training and available during

scoring• Identifies which artifacts and commentary

prompt provide evidence by rubric• Explains score level distinctions• Provides examples of evidence by rubric

level• Common architecture and Subject Specific

Who Scores?• 50% IHE faculty and 50% P-12 Educators who:

– Are subject matter experts– Have taught in that subject (or taught

methods or supervised student teachers in that field)

– Have experience mentoring or supervising beginning teachers

Scoring Training (20+ hours)• Asynchronous Online Modules

– Getting Started – Preventing Bias– Introduction to edTPA – Academic Language– Portfolio system – Technical Support– WA Student Voice

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

Scoring Training (20+ hours)• Synchronous – Subject Specific

– Practice Portfolio and Interactive session with Trainer– Qualifying portfolios (2) and qualifying criteria

• During Operational Scoring– Validity papers to monitor scoring accuracy– Backreading and monitoring– Double scoring around the national-recommended passing

score– Resolution of discrepant scores and discrepant decisions

around the national-recommended passing score

edTPA Retake Options• Retake and resubmission options

– Single Task Retake• Descriptive instructions supplied by SCALE

for retake artifacts (replacements)– Full Portfolio Retake

31

A closer look…

• Local Evaluation

What is Local Evaluation?• Common language,

shared understandings

A way to make sense of candidate work through the frame of edTPA rubrics

• Feedback to programs, candidates

An opportunity to understand how candidates are or are not meeting performance standards

• Agreement checkA time to investigate the degree to which official scores relate to local

evaluations

What Local Evaluation is NOT

Scoring

A deficit view of candidates’ work

Considerations for local evaluation

Type of data you are working with

Candidate Artifacts & CommentariesRubric level official

scores & local evaluations

Overall pass rates

Considerations Recommendations for 1st evaluation event

Who’s doing it Everyone – instructors & supervisors together

When you do it After official scores are in

Level of data Candidate documents, video

Tasks & Time •All or a % of candidate documents

•All tasks & rubrics

•2-3 portfolios per individual to evaluate on their own

•Schedule

•Full day of collaborative work with a common sample (protocol modeled)

•A few days for individual time to evaluate another shared portfolio (4-5 evaluators per portfolio)

•2 hours for groups to meet & calibrate above before evaluating remaining portfolios on their own

•½ - full day after completed evaluation to discuss results

Electronic platforms may provide easyaccess to faculty

(especially valuable to access candidate

documents not just scores)

Faculty learning about candidates’ practice is critical to programmatic changes that support candidate learning.

Using rubrics to make sense of data allowed for

a shared language and deeper shared

understandings

Affords new types of collaborations for faculty across practices (which means bringing multiple people to the table)

Feedback to Programs

Opportunities for faculty learning & program renewal

Holistic & Integrated

Rubric Language

Access to Data

New Forms of Evidence

Activities some programs have found useful:

Elements of the edTPA