edTPA: BUILDING A STRONG FOUNDATION FOR THE TEACHING CAREER Beverly Falk Long Island CICU Meeting, Hofstra University September 20, 2013

HIGHLY SKILLED TEACHERS Every aspect of school reform depends for its success on

is the primary tool currently being used to improve teaching TEACHER EVALUATION

A SYSTEM OF TEACHING AND LEARNING THAT SUPPORTS CONTINUOUS IMPROVEMENT Our challenge: Conceptualize and use teacher evaluation as part of

KEY ELEMENTS OF A SYSTEM OF TEACHER EVALUATION 1. Common statewide standards 2. Performance-based assessments, based on these standards – for initial certification, tenure, advanced recognition like National Board certification 3. Local evaluation systems aligned to the standards 4. Support structures 5. Aligned professional learning opportunities

RESEARCH SHOWS THAT Student outcomes improve when teachers are engaged in content-specific activities linked to collegial analyses of student work and learning over a sustained period of time

 Performance assessments offer an opportunity for teachers to learn about o standards o their students o and their teaching practice

THIS KIND OF PROFESSIONAL LEARNING can help teachers acquire the tools to teach the more complex skills and knowledge they need for the future

Teacher Learning through Assessment by Linda Darling-Hammond and Beverly Falk Center for American Progress, /09/12/73978/teacher-learning-through-assessment/

EDTPA - WHAT WE NEED TO DO NOW Performance assessment for initial certification:

EXPLORE HOW EDTPA ALIGNS WITH OUR PROGRAMS  To what extent does it reflect program values?  Where do you predict that students will do well? Where might they struggle?  What core values and program emphases are not captured in the edTPA?  What kinds of assignments/assessments do you currently use (or might you need) to get at these? 11

CURRICULUM MAPPING  Start at big grain size: Where in program courses do candidates get experiences for planning, instruction, assessment?  Change grain size to each rubric  Ask:  “What scaffolding is provided in your class?  Cite specific activities, lectures, readings, assignments, and/or assessments.  “What else do students need to know/do to meet the rubric expectation successfully?”

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MAKE SURE YOUR PROGRAM HAS  Assignments that give practice in the edTPA tasks: planning, instruction, assessment  Opportunities for video  Introduction to the edTPA rubrics as candidates work on these edTPA-like assignments

GET LOTS OF PRACTICE WITH VIDEO  Make sure candidates have experiences using video in courses prior to completing the edTPA  Secure assistance from technology personnel  Consult resources on NYSCTE and edTPA websites

CONTINUED FACULTY/STAFF WORK Ongoing meetings for professional development  For example, local scoring/review of candidates’ work in relation to standards/rubrics  What are the strengths?  What needs to be changed in our teaching to better prepare candidates for the edTPA tasks?

edTPA SUBMISSION AND REPORTING DATES

NYSTCE AVAILABLE RESOURCES  Higher Education Certification Exam Overview:  Frameworks:  Webinars:  FAQ:  Sample Items:  Preparation Materials: 19

edTPA RESOURCES AND SUPPORTS  Candidate support: a. edTPA in New York website: b. Making Good Choices c. Resources and Webinars: edtpa.aacte.org (secure site)edtpa.aacte.org (secure site)  Guidelines for Supporting Candidates: d. edTPA registration:  Additional support for faculty: 20