Teacher Education at Purdue Gate C & Gate D Gate C & Gate D Teaching Performances Portfolio Assessments Program Conveners Council August 30, 2005

Teacher Education at PurdueTeacher Education at Purdue

Gate C & Gate DGate C & Gate D

Teaching PerformancesTeaching PerformancesPortfolio AssessmentsPortfolio Assessments

Program Conveners CouncilProgram Conveners CouncilAugust 30, 2005August 30, 2005

The Task at HandThe Task at Hand

Develop, Pilot and ImplementDevelop, Pilot and ImplementGate C and Gate D Portfolio AssessmentsGate C and Gate D Portfolio AssessmentsBased on 2005 UAS Task Force RecommendationsBased on 2005 UAS Task Force Recommendations

• Cover Standards-Based Teaching PerformancesCover Standards-Based Teaching Performances• For Methods & Student Teaching CoursesFor Methods & Student Teaching Courses• Using Indiana Teacher Induction Style AssessmentsUsing Indiana Teacher Induction Style Assessments• With a Common Core and Subject-Specific OptionsWith a Common Core and Subject-Specific Options• Measuring a Developmental Continuum of ExpertiseMeasuring a Developmental Continuum of Expertise• Managed via TaskStreamManaged via TaskStream• Piloted Fall 2005 and Spring 2006Piloted Fall 2005 and Spring 2006• Implemented by Spring 2006 and Fall 2006Implemented by Spring 2006 and Fall 2006

Guiding PrinciplesGuiding Principles

All Candidate and Program Evaluations Should Be…All Candidate and Program Evaluations Should Be…

• Useful – Informs stakeholders and helps their workUseful – Informs stakeholders and helps their work

• Feasible – Can be implemented in the real worldFeasible – Can be implemented in the real world

• Proper – Adheres to professional, legal, regulatory, Proper – Adheres to professional, legal, regulatory, and contractual principlesand contractual principles

• Accurate – Reliable and valid in its descriptions, Accurate – Reliable and valid in its descriptions, inferences and conclusionsinferences and conclusions

– – Joint Committee on Standards for Educational Joint Committee on Standards for Educational EvaluationEvaluation

Gate D Assessment OverviewGate D Assessment Overview

• Uses Indiana Teacher Induction-Style Uses Indiana Teacher Induction-Style Assessments Based on Four Teaching Assessments Based on Four Teaching Performances AreasPerformances Areas

• Contains a Set of 14 Required, Core CriteriaContains a Set of 14 Required, Core Criteria

• Allows for Optional, Subject-Specific CriteriaAllows for Optional, Subject-Specific Criteria

• Ratings Based on a 4-point Continuum of Ratings Based on a 4-point Continuum of ExpertiseExpertise

Gate D Assessment OverviewGate D Assessment Overview

• Each Criterion-Rating Includes Narrative Each Criterion-Rating Includes Narrative DescriptorDescriptor

• Performance Area Ratings are for Formative Performance Area Ratings are for Formative Feedback OnlyFeedback Only

• ““Pass/Fail” Decision is Based on a Final Pass/Fail” Decision is Based on a Final Holistic Summative Assessment of Overall Holistic Summative Assessment of Overall PerformancePerformance

Everything’s Related to Everything ElseEverything’s Related to Everything ElseGates C & D Portfolio Assessments Mapping GuideGates C & D Portfolio Assessments Mapping Guide

Gate D FeaturesGate D Features


Four Teaching Performances AreasFour Teaching Performances Areas

• I. Planning InstructionI. Planning Instruction

• II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences

• III. Assessing LearnersIII. Assessing Learners

• IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching


14 “Core” Formative Feedback Criteria14 “Core” Formative Feedback Criteria

• I. Planning InstructionI. Planning Instruction Knowledge of Students’ Learning Needs & InterestsKnowledge of Students’ Learning Needs & Interests

Knowledge of Community, School, & Classroom FactorsKnowledge of Community, School, & Classroom Factors

Subject Matter Focus of the Unit/Lesson(s)Subject Matter Focus of the Unit/Lesson(s)

Strategies & Resources, Including Technology, to Support Strategies & Resources, Including Technology, to Support Student LearningStudent Learning

Focus of Student AssessmentFocus of Student Assessment



• II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences Sound Instructional Strategies, Including Use of Sound Instructional Strategies, Including Use of

TechnologyTechnology

Inclusive Learning EnvironmentInclusive Learning Environment

Student Communication OpportunitiesStudent Communication Opportunities



• III. Assessing LearnersIII. Assessing Learners Communicating Performance Expectations and Communicating Performance Expectations and

Assessment CriteriaAssessment Criteria

Monitoring Students’ Daily Learning and Adjusting Monitoring Students’ Daily Learning and Adjusting InstructionInstruction

Summative Assessment of Student PerformanceSummative Assessment of Student Performance

Feedback to Students About the Quality of their WorkFeedback to Students About the Quality of their Work



• IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching Teacher’s Analysis of Student Learning and Support for Teacher’s Analysis of Student Learning and Support for

ConclusionsConclusions

Teacher’s Reflection on PracticeTeacher’s Reflection on Practice


Option for Discipline-SpecificOption for Discipline-SpecificFormative Feedback CriteriaFormative Feedback Criteria

• Can be Related to Specific Course Can be Related to Specific Course Assignments or TasksAssignments or Tasks

• Will be Included as Separate Course Will be Included as Separate Course Assignments in TaskStream Assignments in TaskStream

• Can Have Their Own RubricsCan Have Their Own Rubrics


A 4-Point Developmental Rating ScaleA 4-Point Developmental Rating Scale

• Beginning – Little or No EvidenceBeginning – Little or No Evidence

• Developing – Limited EvidenceDeveloping – Limited Evidence

• Proficient – Sufficient EvidenceProficient – Sufficient Evidence

• Expert – Clear, Consistent, and Convincing Expert – Clear, Consistent, and Convincing EvidenceEvidence


Narrative Descriptors for EachNarrative Descriptors for EachCriterion-Rating OptionCriterion-Rating Option


One Holistic Summative AssessmentOne Holistic Summative AssessmentOverall Performance CriterionOverall Performance Criterion

• Rates the Overall Teaching Performance Rates the Overall Teaching Performance Based on the Evidence Provided in the Four Based on the Evidence Provided in the Four Teaching AreasTeaching Areas

• One Level of “Does Not Pass” – BeginningOne Level of “Does Not Pass” – Beginning

• Three Levels of “Passes Portfolio Three Levels of “Passes Portfolio Assessment” – Developing, Proficient, ExpertAssessment” – Developing, Proficient, Expert

Gate C Assessment OverviewGate C Assessment Overview

• Same Basic Structure as Gate D Assessment Except Same Basic Structure as Gate D Assessment Except Uses Indiana Teacher Induction-Style Assessments Uses Indiana Teacher Induction-Style Assessments Based on One Teaching Performances AreaBased on One Teaching Performances Area

Planning InstructionPlanning Instruction

• Five Main Criteria are Identical to Gate D CriteriaFive Main Criteria are Identical to Gate D Criteria

• Includes OPTIONAL Supporting Criteria for Each of Includes OPTIONAL Supporting Criteria for Each of the Main Criteriathe Main Criteria

The Pilot StudyThe Pilot Study

• Involves Faculty Teaching Methods and Student Involves Faculty Teaching Methods and Student Teaching CoursesTeaching Courses

• Will Integrate Gate Assessments with Existing Will Integrate Gate Assessments with Existing DesignsDesigns

• Includes Optional Templates for Course AssignmentsIncludes Optional Templates for Course Assignments

• Will Begin Collecting Candidate Work Samples for Will Begin Collecting Candidate Work Samples for Developing Benchmarks and Assessment Training to Developing Benchmarks and Assessment Training to Establish Reliability and Validity EvidenceEstablish Reliability and Validity Evidence

Timetable for ImplementationTimetable for Implementation

• Fall 2005 – First Group of PilotsFall 2005 – First Group of Pilots

• Spring 2006 – Fall Pilots Implement, All Others Spring 2006 – Fall Pilots Implement, All Others PilotPilot

• Fall 2006 – All Gate C and Gate D Portfolio Fall 2006 – All Gate C and Gate D Portfolio Assessments Fully ImplementedAssessments Fully Implemented

• Contact: Richard Frisbie Contact: Richard Frisbie [email protected]

• TaskStream: Christian Mattix TaskStream: Christian Mattix [email protected]

Using TaskStreamUsing TaskStream

Documents

Teacher Education at Purdue Gate C & Gate D Gate C & Gate D Teaching Performances Portfolio Assessments Program Conveners Council August 30, 2005