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How can we gather and use evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners – to improve teaching and teacher preparation? source: Stanford University 2

3 Reciprocal Partnerships K-12CandidateIHE

4 The TPA offers a unique opportunity for IHE’s to enhance existing relationships with schools as well as forge new relationships and opportunities

 Potential for better coordinated support  Targeted conversations around rubrics and prompts  More data for coaching conversations with supervisor and cooperating teachers 5

 How does the candidate use knowledge of his/her students to target support for students’ literacy development? 6 Level 1Level 2Level 3Level 4Level 5 There are no planned supports for students with varied needs. Planned support consists of general strategies loosely tied to learning objectives or the central focus of the learning segment. Planned support includes tasks/materials and/or scaffolding tied to learning objectives and the central focus with attention to the characteristics of the class as a whole and to requirements in IEPs and 504 plans. Planned support includes a variety of tasks/materials and scaffolding tied to specific learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs and include strategies ….. Planned support includes multiple ways of engaging with content that support students to meet specific standards/objective s within the central focus. Support is specifically designed to ………………….

 More informed communication with cooperating teacher  Program data to help guide support of CTs  Support positive perceptions of IHE work  Opportunity to recruit scorers  Opportunity to provide professional development in the community 7

What pedagogical issues do student teachers find the most difficult to develop? In what ways can we support them? 8

 More definition to role of cooperating teacher  More data for use in coaching candidate  Common language for use in conversations with supervisors and/or candidate  Data point for use in supporting beginning teachers 9

 Build buy-in at home first!  Supervisors become ambassadors  Connect with state, county and district administrators  Provide a forum for CT’s to learn more about the assessment 10

 Create partnerships with new teacher support programs  Recruit scorers from CT pool as well as districts at large  Offer professional development for schools/teachers  Share results and data, even if only a snapshot 11

 What is it?  Why do candidates need to complete it?  Isn’t this too much to ask them to accomplish?  How will it impact my district/school/classroom? 12

 What is the architecture?  Are candidates allowed to video students?  Can the CT be in the room?  How is it scored and who scores it?  How can I support the candidate?  Can I see the results?  Logistical concerns…… 13

PlanningInstructionAssessment Instructional and social context Instructional and social context Lesson plans Lesson plans Handouts, overheads, student work Handouts, overheads, student work Lesson Commentary Lesson Commentary Video Clips Video Clips Instruction Commentary Instruction Commentary Analysis of Whole Class Assessment Analysis of Whole Class Assessment Analysis of learning of 2 students Analysis of learning of 2 students Feedback to 2 students Feedback to 2 students Instructional next steps Instructional next steps Commentary Commentary Daily ReflectionsDaily Reflections Final Retrospective Reflection CommentaryFinal Retrospective Reflection Commentary Evidence of Academic Language DevelopmentEvidence of Academic Language Development 14

 Use the language of the rubrics  Supporting academic language development in all students at different levels  Assessment- design, analysis, next steps  Checking for understanding and formatively assessing  Assist with videotaping 15

Questions, comments and new ideas….. 16