Teacher Licensure An Evolving Landscape National Observational Teaching Exam October 16, 2014 The Ohio Confederation of Teacher Education Organizations 9/18/2018

Research continues to advance our understanding of effective teaching The current environment suggests the need for a change in how we license and certify teachers Common core changes what teachers are expected to know and be able to do Research continues to advance our understanding of effective teaching New technologies offer innovative ways to test more effectively Status quo is no longer acceptable Demand for accountability is at an all time high Set the context….just like the accountability on teacher prep programs is ramped up so is the pressure on us to do more through our licensure assessments.

Help states make more informed decisions about who is ready The Challenge Help states make more informed decisions about who is ready to enter the classroom 9/18/2018

This challenge has led to two different initiatives Praxis Performance Assessment of Teaching: The Praxis™ Series A portfolio based assessment of teaching skills primarily administered during student teaching National Observational Teaching Exam: A new generation of licensure assessments designed to measure content knowledge for teaching and critical high leverage teaching practices necessary to effectively teach, day one. 9/18/2018

Praxis Performance Assessment of Teaching (PPAT) Assessment of clinical experience Single assessment comprised of four tasks Portfolio entries submitted throughout the course of student teaching Candidate can choose lessons/content within the context of prescribed curriculum during clinical experience Summative assessment connected to formative activities (coursework, observations, interactions with mentor professor and cooperating teacher) Culminates in Professional Growth Plan carried into first year of teaching 9/18/2018

National Observational Teacher Examination (NOTE) Licensure assessment Suite of assessments rigorous assessments of content knowledge for teaching in the subject area(s) being licensed four types of performance assessments On demand performance Lessons and content are standardized Summative focus on licensure decision 9/18/2018

National Observational Teaching Exam Project Overview 9/18/2018

Traditional approach to teacher licensure Some combination of multiple-choice and open- ended questions that measure knowledge of: Content to be taught Common classroom and pedagogic situations Some professional knowledge Some academic knowledge as taught in prep programs Tests differ depending on the state and their licensure requirements Passing standards differ between states

How are we changing the paradigm? A collaborative partnership between TeachingWorks and ETS The new assessments will be grounded in TeachingWorks’ high leverage practices for teaching. Assessment development activities are beginning with the elementary license and we are developing a suite of assessments to be offered collectively or individually Tryouts in 2014 Pilots and field testing in 2015 Operational launch of the elementary title in 2016  

What will this new licensure assessment look like? Assessments designed to measure content knowledge for teaching (CKT) in the subject areas being taught. For the elementary license, these currently include ELA and math with plans to expand to science and social studies in the near future. Performance-based assessments measuring ability to engage in high-leverage practices for teaching: Leading a whole-class discussion Making content explicit through explanation, modeling, representations and examples Eliciting and interpreting individual students’ thinking Communicating about a student with a parent or guardian

What is different about this approach? The assessments are designed to: Measure specific skills and knowledge that are critical for beginning teachers to have in order to be prepared for today’s classrooms on day one. Elicit both content knowledge for teaching as well as assess on-demand performance measures Evaluate a teacher's ability to translate content and pedagogical knowledge into effective practice in the classroom, thereby measuring a teaching candidate's readiness to teach

Early Involvement for Educator Preparation Programs Current opportunities include: Tryouts – end of 2014 Pilot – early to mid 2015 Field Testing – mid to late 2015 (2016 launch) Advisory Board – TBD

Help us with Tryouts Participants must be at the elementary level Enrolled in or recent graduates of an education preparation program (any phase) In their student teaching assignment and have access to a classroom of students Enrolled in an alternate certification program and are the teacher of record Practicing teachers with less than 2 years of experience

What is the time commitment? Assessment Estimated Time Commitment Classroom-based Assessment (1 or 2 tasks) 4 hours per task Standardized Teaching Performance Assessment (2 tasks) 2 hours Assessment of Teacher-Student Interaction (2 or 3 tasks) 1 hour per task Assessment of Teacher-Guardian Interaction Assessment of Content Knowledge for Teaching 1 hour Participants will be paid an honorarium based on length of tasks

When are tryouts in 2014? Assessment July Aug Sept Oct Nov Dec Classroom-based Assessment Standardized Teaching Performance Teacher-Student Interaction Teacher-Guardian Interaction Content Knowledge for Teaching

How to get involved To learn more or find out how you can play an integral role in this groundbreaking research: Email: collaborate@ets.org Kathy Miller (609) 683-2454 Melanie Schine (609) 683-2249