North Carolina coordinators February 1, 2017 edTPA Implementation North Carolina coordinators February 1, 2017

Housekeeping Laura Hart, UNC Charlotte Diana Lys, UNC Chapel Hill We are recording the webinar. We will post it (somewhere!) and ask Andrew to distribute the link to all. Future webinar Q & A sessions? edTPA Southeastern Conference, April 6-7, Raleigh, NC … if you didn’t receive the information, the website is https://sites.google.com/ncsu.edu/ncedtpa/home

Agenda / Format Share some general information about how we have implemented edTPA (30-40 minutes) Answer questions we have received Time for your questions (as many as we can get to) – please be patient as we read and type and talk. 

edTPA Statewide Policy edTPA timeline in NC Academic Year edTPA Statewide Policy 2016-2017 Exploratory participation required of all programs (consider requiring proof of attendance/participation in some kind of professional development around edTPA) 2017-2018 Piloting required of all programs. EPPs must submit portfolios from 30% of teacher candidates for official national scoring. EPPs may use “usage credits” offered to all EPPs for use with pilot candidates. Each EPP qualifies for a one-time allocation of usage credits (allocation # is based on 10% of 3-year average of completer rate) Summer 2018 Set passing standard for 2018-2020 – Use NC scores from completed pilots, new piloting data from 2017-18, and nationally recommended score 2018-2019 Continue to require minimum 30% submission for national/official scoring of all candidates for program completion (non-consequential) Recommend IHEs plan for financial assistance to avoid hardship on students. 2019-2020 Required of all candidates (consequential with passing standard) Summer 2020 State reconsiders the beginning cut score established in Summer 2018

edTPA Implementation Topics Logistics of submission: choosing submission dates,, video permission forms, video equipment, upload to Pearson vs. your platform, samples/resources for students and faculty, dealing with Incompletes, looping in CTs. Using the data … Formative Supports – what do we do in coursework prior student teaching to prepare candidates for edTPA completion? Student Teaching Supports – what do we do in student teaching to prepare candidates for edTPA completion? Faculty Buy-In / Training P-12 Partner Training Today we are only going to focus on logistics of submission … if we have time or if other webinars get planned, we can discuss some of these. Can also talk about them at edTPA conf in Raleigh.

Submission Logistics Choosing submission dates Video permission forms/video equipment Uploading to Pearson vs. your platform (pros/cons) Samples/resources for students and faculty Dealing with Incompletes Looping in CTs/supervisors (…. Moving into world of student teaching support).

Choosing submission dates edTPA.com has a listing of all the dates – turnaround is three weeks Consider your ST semester structure: two placements? “Arc” pickup/gradual giveback? Full time student teaching – how does this affect edTPA? Breaks and workdays Secondary school – switch students, spring can be difficult Try variations on due dates with faculty input

Video permission forms/video equipment Edit your video permissions to include some brief language about edTPA Consider creating a permission form for pre-student teaching candidates that gives more context Requiring specific kinds of video equipment – becomes problematic. Lots of options. Give candidates the video file requirements instead and make sure they know whatever device they use must meet the requirements. edTPA.com has lots of helpful info + video tutorials + help sheets – IF THE CANDIDATES READ IT AND PAY ATTENTION TO IT.  Suggestion: build in opportunities for them to record themselves AND edit video clips to proper lengths AND submit them prior to Student Teaching semester

Uploading to Pearson vs. your platform (pros/cons) Will vary depending on EPP needs/infrastructure Pros – upload to Pearson directly: Pearson support, resources, less clicks Cons – upload to Pearson directly: Do not have a copy of candidate submission Pros – upload via your platform + transfer to Pearson: You keep a copy of candidate submission; using familiar system Cons – upload via your platform + transfer to Pearson: more clicks, work through your tech support, last minute submissions have more steps Don’t forget the cost – same regardless of how you upload to Pearson

Samples/resources for students and faculty Stanford Box site has samples. Access is available by emailing IHE email on edTPA.aacte.org website and telling them you are the edTPA coordinator and you want access to the local evaluation materials. Have to complete a webinar on using the materials; once you have they give you access. Released samples for every content area + local eval training materials

Dealing with Incompletes as an official score Incompletes = student didn’t follow directions; unscorable product Instead of numeric rubric scores, get letters which represent condition codes Documents about this on edTPA sites if you want to see specific code definitions Question becomes how to address this in terms of ST grade and in terms of licensure.

edTPA for program completion vs. licensure completion? BEFORE 2019-20 in NC Not required for all candidates for licensure BUT your IHE may wish to make it required for program completion. It becomes your “student teaching capstone project” … students take it more seriously. Incorporate it into your student teaching grade … maybe a sliding scale for the edTPA part of the grade? Can still structure it to pass student teaching if they don’t get a good edTPA score BEGINNING IN 2019-20 in NC Candidates have to get minimum cut score for LICENSURE. Can still structure so they can complete their program if you opt to do so.

What does this mean for scores of Incomplete? BEFORE 2019-20 EPP must decide how to handle Incompletes because you will not have an official score AND it’s not yet required for licensure Options: Have student resubmit for official scoring (!) Have student fix errors and resubmit to your faculty for local scoring – this at least gives them a grade If you opt for local scoring on resubmits, try to get a trained scorer to evaluate the products. Hopefully this is not a lot Incompletes. Look at multiple faculty scoring it locally and getting an average score? BEGINNING IN 2019-20 All candidates will have to resubmit for official rescoring to earn licensure.

Samples/resources for students and faculty Begin building your own secure site to house resources Password protected, whatever you use at your institution Be wary of sending faculty directly to the edTPA.aacte.org site – overwhelming! Find key resources for them to start and put them on your own secure site Key resources: Handbooks / Student Guide Understanding Rubric Progressions documents – for each content area Understanding Academic Language documents – for each content area Word templates – for each content area – THESE ARE REQUIRED

Looping in CTs/supervisors (… Looping in CTs/supervisors (…. Moving into world of student teaching support). Begin to think about best way to share this info with CTs Part of your orientation is a start, but it’s bigger than that … Supervisors become your bridge with CTs Consider how supervisors play into the student teaching supports (another conversation!) Online resources, modules, trainings Encouraging CTs to become scorers ($)

Questions we have received … Now that I’m thinking more about edTPA, which of the 3 elementary education ones is recommended? What filming requirements do you give your students? Does edTPA have to be completed in the student teaching semester? Can we use edTPA rubrics prior to the student teaching semester? Did you experience the need to revise or eliminate courses in your curriculum in order to prepare candidates for edTPA? Did your candidates have to complete their portfolio early in their student teaching semester? Will there be additional training for edTPA for those new coordinators? How different are the assessments for each level (Elementary, Middle, Secondary)? Are the assessments content specific?