Teacher Performance Assessment (TPA) UW Bothell August 28, 2012

PlanningInstruction AssessmentAnalyzing Teaching Academic Language Student Voice 3-5 days of instruction What is the Teacher Performance Assessment (TPA)?

Planning Task TC describes plans for the learning segment and how they are appropriate for his/her students Align standards, objectives, instruction, and assessment Develop formal and informal assessments Use knowledge of students to develop supports for learning Teacher candidate (TC) and cooperating teacher (CT) work together to select appropriate learning segment

Instruction Task TC selects 1 or 2 video clips showing: How you provide opportunities for students to express their understandings of the learning targets How you engage students in deepening their understandings CT can help support TC with video taping and meeting district video guidelines

Assessment task TC will assess student progress, analyze student strengths and needs, and use analysis to inform instruction. Develop evaluation criteria aligned with learning objectives Analyze student work and identify patterns in understanding Ask students to reflect on their own performance Provide feedback to students Determine next steps in teaching CT can provide TC with other assessments that align with learning objectives, share analysis, and next steps

Analyzing Teaching TC reflects on teaching the learning segment and the learning of his/her students Write daily reflections for learning segment Provide analysis of teaching and learning - Consider what was learned about teaching and learning - Consider different choices given opportunity to teach again CT can share with TC their own thinking about next steps based on reflections for prior learning

Academic Language TC documents how he/she supports academic language. Identify the language demands (e.g., discussing ideas) in relation to students’ current academic language proficiency Demonstrate how planning, instruction, and assessment support academic language development Analyze effectiveness of language supports CT can share with TC strategies to support understanding of language of prior learning

Student Voice TC plans for and engages students in opportunities to: articulate learning targets, monitor their own progress, and identify support needed to achieve the learning target CT can share any student self-reflection tools (e.g., checklists, rubrics, exit tasks) from prior learning

What’s happening this year? Learning segment taught Jan – Feb 2013 Beginning initial certification depends on meeting standard in all areas of the TPA All teacher certification candidates in programs in WA state At UWB, TPA is one factor in teacher candidate’s certification