Assessing effective beginning teaching in technology education edTPA Assessing effective beginning teaching in technology education

Overview Development and intent Breakdown of the assessment Pedagogy specific to technology education Assessing candidate evidence Educative promise

Building a Profession From the Grass Roots: edTPA by the Numbers States = 29 Campuses = 430 Teacher Candidates = 12,000+ Scorers (IHE and K-12) = 800+ Subject Specific design/review team members (incl. subject matter project representatives) = 120+ Content Validation reviewers = 100+ Benchmarkers & Scoring Trainers = 150+ Bias Review Members = 10 edTPA Online Community Members = 4000+

edTPA Development Stanford University faculty and staff : 25 years in the development of performance-based assessments of teaching (National Board for Professional Teaching Standards, InTASC portfolio, and Performance Assessment for California Teachers) Reflects substantive advice from teachers and teacher educators—built by the profession for the profession Input from design and review team members comprised of university faculty, national subject matter organization representatives, and K-12 teachers 4

Shifting the definition of effective teaching From To Successfully delivering the curriculum “We got through the material.” Having a positive impact on student learning “How have I affected student learning?”

Shifting the business of teacher preparation From To License as entitlement for completing a curriculum “But I’ve always wanted to be a teacher.” An obligation to demonstrate the proficiency the curriculum intends “See, I can teach.”

Developing a professional performance standard Intends to define and assess candidates’ ability to demonstrate proficiency with respect to the core of effective beginning teaching © SCALE 2012

edTPA: Records of practice Featuring a learning segment, 3-5 lessons/hours Broken down into 3 tasks Planning Instruction & Assessment Instructing & Engaging Students in Learning Assessing Student Learning Attention to academic language and analyzing teaching throughout Documented with evidence Candidate commentaries Instructional artifacts, including student work 1-2 unedited video clips of teacher-student interaction

E.g., defines the CEBT—planning instruction & assessment Generic field How do plans build conceptual understanding, fluency in skills/procedures, and reasoning/problem solving skills? Plans are focused, coherent, aligned with standards How does the candidate use knowledge of his/her students to target support for students with varied learning needs? Plans are connected to what candidates know about the students they will teach, as well as the content How do the informal and formal assessments provide evidence of student progress toward the standards/objectives? The assessments correspond to each objective and will render evidence of students’ progress. A single assessment, but with subject-specific emphasis.

Subject specific: variations on the CEBT theme Secondary English Language Arts How do the plans support students’ development of strategies for understanding, interpreting, and responding to complex features of a text (language arts stuff)? Plans are focused, coherent, aligned with standards How does the candidate use knowledge of his/her students to target support for students with varied learning needs? Plans are connected to what candidates know about the students they will teach, as well as the content How do the informal and formal assessments provide information to understand student progress toward the standards/objectives? The assessments correspond to each objective and will render evidence of students’ progress. In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.

Subject specific: variations on the CEBT theme Educational Technology Specialist How do the plans support students to make connections between the content, creativity, and problem-solving skills using digital tools and resources (technology stuff)? Plans are focused, coherent, aligned with standards How does the candidate use knowledge of his/her students to target support for students with varied learning needs? Plans are connected to what candidates know about the students they will teach, as well as the content How do the informal and formal assessments provide information to understand student progress toward the standards/objectives? The assessments correspond to each objective and will render evidence of students’ progress. In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.

Subject-specific pedagogy Educational Technology Specialist Using digital tools and resources to help students design and develop products to demonstrate content learning

Subject-specific pedagogy

For Task 1, Candidates submit… Context for Learning Lesson Plans Instructional Materials Assessments Planning Commentary

In Task 1, Candidates explain… Planning to help students make connections between the content, creativity, and problem-solving skills using digital tools and resources to deepen their learning Using knowledge of students to target support and justify instructional plans Specific language demands associated with educational technology to support learning tasks Informal and formal assessments selected to provide direct evidence of student performance as they make connections and deepen knowledge

For Task 2, Candidates submit… 2 Video Clips Instruction Commentary

In Task 2, Candidates … Video themselves engaging students in learning Analyze their teaching effectiveness based on what is seen in the video Submit 2 video clips that show how they… created a positive learning environment supported students development of a product that demonstrates content knowledge, creativity, and problem-solving using digital tools and resources 1st clip: Content-alignment 2nd clip: Engaging students in product development

In Task 3, Candidates submit … Student Work Samples Assessment Commentary Evaluation Criteria

In Task 3, Candidates … Choose 1 assessment and analyze students’ ability to use digital tools and resources to demonstrate content knowledge, creativity, and problem-solving skills Choose 3 focus students (at least one with specific learning needs) and submit evidence of the feedback provided to those children on the chosen assessment. Explain how the focus students will use the feedback to further their learning Analyze students’ use of academic language to develop content understandings Identify next steps for instruction and explain how they are based on patterns seen in students’ learning.

How will edTPA portfolios be assessed? edTPA will be assessed by a trained scorer who is a practitioner in the content area Scoring is facilitated by Pearson Each task is scored based on 5 rubrics, each of which looks at a different component of the task Rubrics have 5 levels

edTPA Rubric Blueprint Task name: Rubric Title Guiding Question Level 1 Level 2 Level 3 Level 4 Level 5 Struggling candidate, not ready to teach Some skill but needs more practice to be teacher-of-record Acceptable level to begin teaching Solid foundation of knowledge and skills Stellar candidate Rubric Progressions: Early novice to expert teacher Candidate demonstrates: Expanding repertoire of skills and strategies Deepening of rationale and reflection Shift from teacher focus to student focus Move from whole class to generic groups to individuals

Rubric Progression 1 5 Teacher Focus Student Focus Whole Class Not Ready Early Novice Highly Accomplished Beginner 1 5 Teacher Focus Student Focus Whole Class Individuals/ Flex. Groups INTENTIONALITY Sophistication of Practice Intentional & Well Executed Indiscriminate

Assessment: Analysis of student learning rubric

Educative promise What will candidates learn? How to think deeply about how their teaching practice impacts student learning The thought processes required of professional educators How to provide evidence of their professional practice Build technology skills??? Prepare for interviews??? What you learn and do in the edTPA translates well into giving pointed responses in job interview questions

A framework for formative support Fundamental experiences Getting to know students Developing justified lesson plans Writing explicit and appropriate justification Developing and applying appropriate assessment criteria Reflecting with a focus on what students could and could not do as a result of instruction Critiquing observations with a focus on engaging students in learning Surfacing and supporting the discourse demands of the discipline An overview of a framework for formative support. The following 21 slides are organized in 7 sets of 3. The first in each set portrays a fundamental experience, the second, a brief rationale to explain what nuances of the edTPA are highlighted, and the third, the associated edTPA rubrics. Please consider this a “for example” approach that depicts specific attention to key considerations in the edTPA’s assessment of teaching. We have provided 7 fundamental experiences, but that is not meant to be prescriptive, exclusive, or exhaustive. It is merely one formulation of a suite of experiences that help support candidates’ understanding of the performance expectations. Whether these are “new” considerations of teaching performance will, of course, vary by program.

Educative Promise A summative assessment that: Provides actionable evidence of teaching quality – readiness to teach Supports teacher preparation program renewal Informs programs & policy makers about qualities of teaching associated with student learning Provides feedback to candidates to support ongoing professional learning

Aligning within the career continuum Anchored in National Board’s Core propositions Crosswalks include edTPA Danielson framework IL Professional Teaching Standards (InTASC) Common Core Courtesy of Illinois State University’s National Board Resource Center http://nbrc.illinoisstate.edu/

More information AACTE: http://edtpa.aacte.org/ Pearson Evaluation Systems: http://www.edtpa.com/ IL State Board of Education: http://isbe.net/licensure/html/higher-education.htm#tpa IHE edTPA coordinators