Moving Forward with TPA in Private Colleges Tips for Choosing a Pathway to Successful Implementation Joan McQuillan Illinois College 1

Overview Keep development in perspective. Communicate, Collaborate, Connect. Be intentional with people, planning and preparation. Scaffold Towards EdTPA Tasks. Establish and manage timelines. Together is better. Problem Solve and Strategize. 2

Compliance? 3

Inquiry? 4

Tip 1: Keep Development in Perspective National Board for Professional Teaching Standards (NBPTS) portfolio assessments – accomplished teachers Connecticut BEST assessment – teachers at end of induction Performance Assessment for California Teachers (PACT) – pre-service teachers 5

Tip 1: Keep Development in Perspective 2009-10 Small-scale tryout tasks & feedback from users 2010-11 Development of pilot prototypes based on feedback and piloting in at least 2 credential areas per institution. User feedback to guide revisions 2011-12 National field test of prototypes, producing a technical report with reliability and validity studies and a bias and sensitivity review. National standard setting. 2012-13 Field test for all credential areas, producing a technical report, with standard setting. 2013-14 Adoption of validated assessment 6

} } } } From TWS to PACT Spring 2010 Fall 2008 Spring 2009 Fall 2009 Student Teachers Implement PACT Implement PACT Calendar Training: New Scorers/ PACT Review Workshop for trained scorers Cohort Meetings/Seminars (acceptable PACT support) Calibration: All Scorers Continue Piloting of ESAs TPAC Webinars/Review Tasks & Rubrics Fall 2008 Student Teachers Complete TWS PACT Implementation Conference 2008 Spring 2009 Student Teachers Complete TWS Pilot PACT: Junior Guided Block Practice Training-Education Department Faculty Joined PACT Consortium Fall 2009 Student Teachers Pilot PACT Independent-following PACT guidelines for appropriate support Pilot: PACT Calendar Training: Supervisors/ Faculty Calibration: All Scorers PACT Implementation Conference 2009 Block Methods Courses Some Pilot ESAs 3

} } From PACT to TPAC Fall 2010 Spring 2011 Student Teachers Complete PACT with Acceptable Support Pilot: Monthly Supervisor’s Meetings Pilot: TPA Confidence Questionaire / Review Data/ Discuss Implications PACT/TPAC Conference 2010 Calibration of Local Scorers Pilot: Live Text Scoring of PACT Spring 2011 Student Teachers Pilot TPA in available content areas or complete PACT if no TPA/ TPAC available January ESA/Live Text Workshop (5 full days prior to start of spring semester -supported by the Dean of the College, Elizabeth Tobin) Pilot revised, redesigned, or new ESA’s in Methods Courses Scorer Training for TPA/TPAC Online & Locally Collaborative/Calibrated per content area scoring cohort Live Text used for scoring, data collection, analysis, reporting 4

From TPA Pilot to Field Tests } } Fall 2011 Student Teachers Complete TPA with new 4-point rubrics or TPA with pilot rubrics with acceptable Support Monthly Supervisor’s Meetings Continue PACT/TPAC /TPA Conference 2011 Calibration of Local Scorers Live Text Scoring of PACT/TPA; data collection and analysis through electronic platform Spring 2012 Student Teachers participate in TPA Field Test with acceptable support Portfolios uploaded to Live Text and from Live Text to Pearson (3rd scoring window) Live Text provides individual candidate support as needed. Person Scores all candidate submissions and provides confidential, individual candidate scores to TPA Coordinator electronically. Aggregate data reported to Department Chair for internal use 9

From TPA Field Testing to EdTPA } } Fall 2012 Student Teachers participate in TPA Field Test with acceptable support Portfolios uploaded to Live Text for local scoring. Live Text provides individual candidate support as needed. Local electronic scoring of all candidate submissions and provides confidential, individual candidate scores to TPA Coordinator electronically. Aggregate data reported to Department Chair and Director of Teacher Education for internal review and analysis. Spring 2013 Exploration Plans: Operational EdTPA Exploratory Membership Stage (2 years) Illinois College will pay for vouchers for teacher candidates to submit portfolios for National Scoring by Pearson. AND All candidate portfolios will be submitted electronically and scored locally, as well. Local scorers will be trained and must calibrate. Training materials and resources provided by SCALE will be used, as will, Illinois College field test portfolios from spring/fall 2012. National data and local data will be reviewed and analyzed comparatively. 10

Tip 2: Communicate, Collaborate, Connect Administrative and faculty support; seeing the benefits of the TPA; developing the “culture/community” Involves Investment: Energy, Time, Resources, and Money Communicate, collaborate, and connect with all stakeholders Develop an awareness of the impact of the “affective filter” for all stakeholders 11

Tip 3: Be Intentional with People, Planning and Preparation. Educate all stakeholders. Develop a common language across disciplines and communities. Prepare teacher candidates; scaffold the process (planned support for teacher candidates). Video recording release/differing district policies Aligning courses/curriculum. “Embedded Signature Assessments” for courses. Consider technology needs (video recording). Select an electronic platform. 12

People, Planning, Preparation Plan for technology access and support. Staff person to manage equipment availability, checkout and maintenance Support Personnel for help with video recording issues (set-up, etc.) Support Personnel for help with digitizing and editing video tapes. Electronic platform support for candidates Other??? Identify and educate university faculty & staff who need to be in the loop. Program Directors Technology Point Person Administrative Support Potential Scorers Teacher Candidates College Supervisors Others??? Work with school partners to secure support and consent. Classroom mentors Central Office Principals Parents (& students) Union Leadership Others???? 13

Preparing Faculty Walk through assessment architecture, tasks, commentary prompts and rubrics Identify key competencies, where they are already developed within program curriculum, and how they are currently assessed Attend to competencies that are not currently a program focus or strength (giving feedback, academic language) Work deliberately to embed existing and new competencies throughout course and field experiences 14

Preparing Teacher Candidates Embed language from TPA prompts and elements from tasks in coursework Sequence mini-performance tasks (or approximations) to provide ample practice prior to student teaching Focused observation assignments, e.g., examining discourse, assessment strategies Tools for analysis, e.g., Context Graphic Organizer Synthesis: planning for context, video clubs Provide opportunities for candidates to get familiar with classroom context as early as possible 15

Supporting Teacher Candidates Ensure opportunities to practice competencies before they are assessed on them Attend particularly to competencies that are not currently a program focus or strength (interpreting student work, feedback, and academic language) Balance candidate learning and assessment of independent teaching practice Pay attention to collective and individual candidate stress and provide support 16

Tip 4: Scaffold Towards EdTPA Tasks Language from TPA used in spring block and fall coursework, and in 100 and 200 level courses e.g., “learning objectives”, “academic language” “feedback”, “context for learning”, “learning segment”, “central focus”, “engagement”, “monitoring learning”, etc. Tools from TPA used in spring and fall coursework Daily Lesson Plan Template adapted from UCI or UCSB Design Frame Daily Reflection Guidelines adapted from UCI or UCSB Design Frame Individual or combination of TPA tasks Context for Learning page; glossary Video recording format based on TPA reference models. 17

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Ideas for Scaffolding Micro teaching (videotaped) as part of spring block assignments Teaching of 3 Lessons (videotaped) as part of fall management ESA Plan, Teach, Reflect, Written Commentary; each lesson Practice Lesson (videotaped) in student teaching semester early Feb. Plan, Teach, Reflect, Self-Assess, Conference with Supervisor and/or classroom mentor/co-teacher(s) 19

Ideas for Scaffolding Practice Lesson (videotaped) in TPA practicum classroom Plan, Teach, Reflect, Present Peer analysis of video with feedback Micro-peer teaching with feedback Plan, Teach, Reflect, Analyze, Evaluate, Communicate 20

Tip 5: Establish and Manage Timelines Three Semester Undergraduate Program From PACT to TPAC Tip 5: Establish and Manage Timelines } } } Fall Semester Pre Student Teaching Content Area Courses ED 385: Classroom Management Practicum* (36-50+ hours) *In student teaching classroom TPA Support: Coursework & ESAs in ED 385 Spring Semester (15 Weeks) TPA/Non-TPA Student Teaching Transitioning to TPAC grounded in prior experience with PACT. Spring Semester: Junior Year Education Block: Methods Courses ED 301: Assessment, Curriculum, & Instruction Practicum: (150-190 hours) Weekly Seminars TPA Support: Coursework & ESAs } } } } Implementing TPAC Spring Semester 2011 Jan.- Feb. Weeks 1-6 Preparing for TPAC Teaching Seminars & Cohort Meetings Develop Contextual Knowledge Create Timeline for TE (Content, Concept, Teaching Dates) Practice Lesson & video Analysis of video Draft plan for Task 1 March -April Weeks 10 - 15 Revise TPAC drafts Week 12 TPAC due Weeks 12-14 Scoring Feb.-March Weeks 7 - 9 Seminars & Cohort Meetings (Supervisors) Finish draft of Task 1 Teach Learning Segment Draft Tasks 2 & 3 Jan. 10-14 Ed Department TPAC/Live Text Professional Development (Supported by Dean of College) 21 8

Tip 6: Identify and Use Critical Resources Colleagues (college faculty local, regional, state and State Dept. of Education staff) Mentor teachers, regional and local school administrators, doctoral candidates, MAT candidates NTSB certified teachers, retired teachers, alumni $$$ Flexibility & ability to improvise “in concert” 22

Identify and Use ALL Available Resources TPAC online TPAC online: Illinois Group SCALE IATE-PC AACTE, IACTE, ACI, ISBE 23

Problem Solve and Strategize Tip 7: Together Is Better: Problem Solve and Strategize Focus on developing a “culture of inquiry” Build faculty consensus about valued outcomes Make decisions based on candidate performance data Sequence ESAs (and rubric criteria/levels) in ways that reflect candidate development Allow faculty autonomy in instruction supporting ESAs Standardize only what is necessary! 24

Engage in Curriculum Mapping What evidence do we have that our candidates do this well? What is new/different? What might challenge our students? How would this challenge provide added value in their preparation? Which valued program outcomes are left out (or treated superficially) and need to be assessed other ways? What are candidates asked to do? In what ways does this look familiar or align with our own assignments, assessments, course activities and field experience expectations? Stanford Center for Assessment, Learning and Equity 25

Create “Cultures of Evidence” From Peck and McDonald’s Study of PACT Implementation (2011) Critical and collegial conversations about PACT adoption- Inquiry and program improvement as motivational orientation, not compliance Affirmed values and identity of programs Strategic inclusion of faculty in examining cases of candidate performance at regularly scheduled events Stanford Center for Assessment, Learning and Equity 2011 26

Evaluate Early Program Impact Renewed attention to and support for learning valued elements of practice Course re-alignment and revision Collaboration within and across institutions 27

EdTPA 2015 IF… THEN… Performance-based examination for individuals seeking teacher licensure – whatever the pathway. Key source of data to inform teacher education program development and evaluation. Part of a system of aligned assessments that ground State policy on teaching. 28