Elementary Mathematics Performance Assessment for Teachers Humboldt State University Fall 2013

PACT Rationale Teaching candidates will show their competency and budding expertise through a common assessment which focuses on student learning. The teaching event is designed to prompt candidates to make connections between the different teaching tasks, and to provide evidence to understand a candidate’s teaching of a brief learning segment in some depth through the distinct lenses provided by the different tasks.

Teaching Event Objectives Candidates will be able to demonstrate that the focus of their teaching is on student learning. Candidates will be able to demonstrate their competency relating to the Teacher Performance Expectations by completing a holistic, performance-based assessment.

LEARNING AND PROCESS SUPPORT How will I know what to do? How will I be prepared to demonstrate my learning?

Learning Support All EED courses should support learning necessary to complete a 3-5 day lesson segment focused on student learning Video Elicited Lesson Reflection (VELR) – done with supervisor as a clinical observation – supports candidates ability to analyze and reflect on videotaped instruction **This is not part of the teaching event but is designed as support!

Download and print: 1) Mathematics Handbook 2) Making Good Choices Handbook 3) Academic Literacy Support Handout 4) Rubrics (12 total) These texts answer all questions regarding the process of PACT.

EED PACT Support Webpage Links to supporting documents, list of deadlines, forms, camera checkout policies etc. edu/education/creden tials/eed/pact.html

VELR Timeline February 26 Complete Video Elicited Lesson Reflection (clinical supervision – not part of PACT) - Candidate videotapes a lesson segment and reflects upon it in writing using the VELR form. - Candidate schedules a meeting with their supervisor to discuss their reflections of the lesson segment.

PACT PROCESS What am I required to demonstrate and how?

HSU Mathematics TE Overview

Focus on student learning In this Teaching Event, you will show the strategies you use to make mathematics accessible to your students, and how you support students in learning to read, write, and use academic language. You will explain the thinking underlying your teaching decisions and analyze the strategies you use to connect students with the content you are teaching. You will examine the effects of your instructional design and teaching practices on student learning, with particular attention to students with diverse cultural, language, and socio-economic backgrounds and learning needs.

The Learning Segment Select a learning segment A learning segment is a set of lessons that build upon one another toward a central focus that reflects key concepts and skills, with a clearly defined beginning and end. It may be part of a larger instructional unit that includes multiple learning segments. If you teach mathematics to more than one class of students, focus on only one class. For the Teaching Event, you will plan a learning segment of about one week (approximately 3-5 lessons or, if teaching mathematics within a large time block, about 3-5 hours of connected instruction) that is designed to support students in building conceptual understanding, computational/procedural fluency, and mathematical reasoning skills.

What am I required to teach? Discuss with your group: What are the following ideas referring to? What is the difference between them? a. Conceptual understanding, b. Computational/procedural fluency c. Mathematical reasoning skills

Mathematic TE Specifics Conceptual Understanding: Refers to an integrated and functional grasp of mathematical ideas. Students with conceptual understanding know more than isolated facts and methods. They understand why a mathematical idea is important and the kinds of contexts in which is it useful. They have organized their knowledge into a coherent whole, which enables them to learn new ideas by connecting those ideas to what they already know. Computational/Procedural Fluency: Refers to having efficient, flexible and accurate methods for computing. Students with computational fluency can use mental, paper, calculator methods for computing AND they know when to use each. Mathematical Reasoning Skills: Refers to thinking through math problems logically in order to arrive at solutions, what we often refer to as “problem solving skills”

Teaching Event Evidence Overview Instructional and Social Context 3 to 5 Days Planning -Lesson Plans -Handouts, overheads, student work -Lesson Commentary Instruction -Video clip(s) -Teaching Commentary Assessment -Analysis of Whole Class Assessment -Analysis of learning of 2 students Reflection -Daily Reflections -Reflective Commentary Evidence of Academic Language Across tasks

Artifacts and Evidence Submit teaching artifacts and analysis You will submit lesson plans, copies of instructional and assessment materials, one or two video clips of your teaching, a summary of whole class learning, and an analysis of student work samples. You will also write commentaries describing your teaching context, analyzing your teaching practices, and reflecting on what you learned about your teaching practice and your students’ learning

1. Context for Learning (TPEs 7,8) Provide relevant information about your instructional context and your students as learners of mathematics.  Context Form  Context Commentary 2. Planning Instruction & Assessment (TPEs 1,2,3,4,6,7,8,9, 10,12) Select a learning segment of 3-5 lessons (or, if teaching mathematics within a large time block, about 3-5 hours of connected instruction) that support students in building conceptual understanding, computational/procedural fluency, and mathematical reasoning skills. Create an instruction and assessment plan for the learning segment and write lesson plans. Write a commentary that explains your thinking in writing the plans. Record daily reflections, to submit in the reflection section of the Teaching Event.  Lesson Plans for Learning Segment  Instructional Materials  Planning Commentary Overview of Elementary Mathematics Teaching Event (page 2 handbook)

3. Instructing Students & Supporting Learning (TPEs 1,2,3,4,5,6,7,10, 11) Review your plans and prepare to videotape your class. Identify opportunities to develop your students’ ability to engage in mathematical discourse and understand mathematical concepts. Videotape the lesson you have identified. Review the videotape to identify one or two video clips portraying the required features of your teaching. The total running time should not exceed 15 minutes. Write a commentary that analyzes your teaching and your students’ learning in the video clip(s).  Video Clip(s)  Video Label Form  Instruction Commentary 4. Assessing Student Learning (TPEs 2,3,4,5,13) Select one student assessment from the learning segment and analyze student work. Identify three student work samples that illustrate class trends in what students did and did not understand. Write a commentary that analyzes the extent to which the class met the standards/objectives, analyzes the individual learning of two students represented in the work samples, describes feedback to students, and identifies next steps in instruction.  Student Work Samples  Evaluative Criteria or Rubric  Assessment Commentary 5. Reflecting on Teaching & Learning (TPEs 7.8,13) Provide your daily reflections. Write a commentary about what you learned from teaching this learning segment.  Daily Reflections  Reflective Commentary Overview of Elementary Mathematics Teaching Event (page 2 handbook) – con’t

Context for Learning (1) and Planning (2) Context Due February 8 th for Spring Placement Planning Due March 1 st for 3-5 hour connect learning segment

Instruction Task (3) Due March 29 Purpose The Instructing Students & Supporting Learning task illustrates how you work with your students to improve their understanding of mathematical concepts and their ability to engage in mathematical discourse. It provides evidence of your ability to engage students in meaningful mathematics tasks and monitor their understanding. Overview of Task Examine your plans for the learning segment and identify learning tasks in which students are actively engaged in understanding mathematical concepts and participating in mathematical discourse. Videotape one or more of these tasks. View the video(s) to check the quality, analyze your teaching, and select the most appropriate video clip(s) to submit.

Videotape your classroom teaching Provide one or two video clips of no more than fifteen minutes total. Select clip(s) that demonstrate how you engage students in understanding mathematical concepts and participating in mathematical discourse. (You may select conceptual understanding either as the primary focus of instruction or integrate it with the development of your students’ understanding of a computation or procedure.) The clip(s) should include interactions among you and your students and your responses to student comments, questions, and needs.

Videotape Guidelines A video clip should be continuous and unedited, with no interruption in the events. If you elect to use two clips, they should portray key events that cannot be portrayed in a fifteen minute clip. The two clips should come from the same lesson. The clip(s) can feature either the whole class or a small group of students. (Provide one or two video clips of no more than fifteen minutes total.)

Mathematical Discourse Mathematical discourse can make thinking public and create an opportunity for the negotiation of meaning and agreement (Bauersfeld, 1995). At the same time, discourse provides collective support for developing one's thinking, drawing it out through the interest, questions, probing, and ideas of others (Cobb, 1995; Krummheuer, 1995; Wood, 1995; Yackel, 1995), and discourse enables us to connect a student's own everyday language with the specialized language of mathematics. Articulating what they know allows students to clarify their own understandings. Through discourse, a teacher can better grasp the mathematical needs of the class: what the students know, misconceptions they may have, and how these might have developed (Resnick, 1988). We gain perspective on our own thoughts through the attempt to understand the thinking of others, in the process laying the foundation for a supportive learning community (Brown & Campione, 1994). (mathforum.org)

How long do I have to teach and videotape? Answer each question with a partner. How many hours do we have to plan for? How many hours do we instruct total? How much of that time needs to be videotaped? What is mathematical discourse? What do the videos need to show about my teaching? What part of my lesson segment should I focus on for my videotaped segment?

Videos showing discourse Students involved in discourse Students involved in relevant and meaningful problem solving (engaging students) Students involved in discourse from a problem Teacher engaging students in discourse

DEADLINES AND EVALUATION

Videotaping Permission Slip Timeline January 6-7 Give Parent Permission forms to students for parent signatures January 10 Collect signed forms from students and attach to Permission Cover Page January Permission Cover Page & attached permission forms due to Bryn

Teaching Event Timeline (uploaded on Taskstream by 8pm for each deadline) February 8: Context for Learning March 1: Planning End of Feb – March 28 Complete videotaping for Instruction March 29: Instruction April 12: Assessment April 18: Reflection April 20: Submit Complete TE on Taskstream Scores released April 25-27

Evaluation Candidates will be evaluated by a set of 12 rubrics (pacttpa.org) TE’s will be scored by trained supervisors, program leaders and faculty EED 701 grade will reflect meeting submission deadlines related to the TE and workshop attendance and passing the TE Candidates must earn an overall score of 2 or above for EED program completion and credential recommendation

Scoring EED candidates must pass the Mathematics Teaching Event and all three Planning Pacts (Sci/SocSci/Lit) with overall scores of at least 2 Mathematics Teaching Event Pass: Score of 2 across all five rubric categories (Plan/Ins/Assess/Ref/AL) AND have no more than 2 failing scores of “1” across tasks Cannot have two “1’s” in any category

Support for Failed TE’s All failing TE’s are double-scored, and often triple scored For all non-passing TE’s, a team meets to develop and individual plan for resubmission Program Coordinator meets with candidate, discusses work and feedback and explains remediation plan, including deadlines for resubmission If the candidate does not pass the second time, the candidate does not pass the Teaching Event

Remember: Download and Print: Download and print: 1) Mathematics Handbook 2) Making Good Choices Handbook 3) Academic Literacy Support Handout 4) Rubrics (12 total) As you complete the TE the handbook and these documents are invaluable – they should both be open whenever you are working on your TE