1. Wisconsin’s New Performance Assessment Requirements for Student Teachers WTEA Spring 2013 Dr. Brian McAlister Director School Of Education University of Wisconsin-Stout

2. Overview A Brief History of edTPA ™ in Wisconsin The purpose of edTPA ™ What does it involve? What is the role of the cooperating teacher?

3. Where did it come from? PI-34 - Rethinking Teacher Education Program Approval: Developing a Continuous Review Process (CRP) DPI Created a CRP Workgroup that included representation from: Wisconsin Institutions of Higher Education and The Department of Public Instruction

4. Continuous Review Process Work Group 4 Jane Belmore, Edgewood CollegeCheryl Hanley-Maxwell, UW-Madison William Henk, Marquette UniversityTimothy Kaufman, UW-Green Bay Linda Neiman, Cardinal Stritch UniversitySusan Masterson, UW-Superior Stewart Purkey, Lawrence UniversityBrian McAlister, UW-Stout Reid Riggle, St. Norbert CollegeKaren Stinson, UW-Platteville Rhonda Rabbitt, Viterbo UniversityMarcie Wycoff-Horn, UW-La Crosse Shelia Briggs, DPICathy Cullen, DPI Julie Brilli, DPITammy Huth, DPI Beverly Cann, DPIElaine Strom, DPI Paul Trilling, DPI

5. Purpose of the CRP Work Group To collaborate in the development of a continuous review process for educator preparation programs One part of the CRP included identifying a standardized performance assessment to be part of teacher education programs’ assessment systems. Expectation: will occur during capstone experience.

6. Building a Common Understanding We wanted an outcome based system – authentic performance assessment (ours) – had to provide data for comparisons (theirs) Creating and validating such an assessment was time and cost prohibitive.

7. The Solution: edTPA The Teacher Performance Assessment (edTPA) is a student centered multiple measure assessment of teaching. It is under development at Stanford as a national assessment Driven by Teacher Educators. It is designed to be educative and predictive of effective teaching and student learning.

8. Currently 24 States Collaborating

9. Addressing an Essential Question.. Student centered multiple measure assessment of teaching Is a new teacher ready for the job?

10. Developing a national performance standard Intends to assess candidates’ ability to demonstrate proficiency with respect to the core of effective beginning teaching Inherently, then, intends to define the core of effective beginning teaching

11. Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

12. How will it impact Universities? Candidates that apply for a license after August 31, 2015 will be required to pass the ed-TPA

13. Multiple Measures Assessment System Embedded Signature Assessments Observation/Supervisory Evaluation & Feedback Child Case Studies Curricular Analyses & Adaptations Action Research edTPA Capstone Assessment Assessment Integration of:  Planning  Instruction  Assessment  Reflection with attention to Academic Language

14. How will it impact student teaching? Stout already requires a Best Practices Unit (Teacher Work Sample) with requirements: Profile of the students in the class Planning a unit of instruction Teaching a unit of instruction Assessing student learning Reflection on effectiveness

15. How does ed-TPA compare? Teacher work sample vs ed-TPA

16. A framework for formative support Fundamental experiences Getting to know students Developing elaborate lesson plans Writing explicit and appropriate justification Developing and using appropriate assessments to monitor student learning Analyze what students could and could not do as a result of instruction and assessment Critiquing observations with a focus on engaging students in learning Surfacing and supporting the discourse demands of the discipline

17. Getting to know students Informing instructional planning Students’ Strengths Students’ Needs Personal/Cultural/Community Assets Academic Language Considerations

18. Developing Justified Lesson Plans Lesson Plans Appropriate purpose driven justification Concerns for specific students’ needs Academic Language support

19. Writing explicit and appropriate justification Justification Positive impact on student learning Supported by research and theory “I know this is going to help my students learn because...”

20. Questions to Consider Is it evident that you are planning with your students and with learning standards in mind? Have you provided for both informal and formal assessments? Have you included opportunities for teacher-student and student-student interaction and communication?

21. Developing and applying appropriate assessment criteria Developing appropriate assessment criteria Applying them to student work Drawing actionable conclusions So what? Now what?

22. Reflecting on teaching Reflecting on instruction NOT what the teacher candidate did or did not do well What the students could not do What the students could do

23. Questions to Consider What are you doing to monitor students’ progress toward meeting your objectives? What kind of feedback will you be able to provide students and how will they be able to use that feedback? In light of your assessment of student progress, what would be appropriate adjustments to make in your plans?

24. Critiquing how one engages students

25. Supporting the discourse demands of the discipline Make the familiar strange Provide appropriate supports for students Recognize academic language demands

26. Questions to Consider What are you doing to scaffold to support students’ use of academic language (vocabulary + language demands and language function)? Do your daily reflections address the “what,” “so what,” and “now what”? How are you analyzing your own teaching effectiveness?

27. Candidate Support Substantive feedback derived from the rubrics on their performance Adequate opportunities for formative experiences

28. Role of the Cooperating Teacher If you have had a student teacher that was required to do a Best Practices Unit– then not much changes. Provide the space for ed-TPA Mentor the student teacher Student teacher will be required to video tape Seminars may increase

29. Summary Candidates that graduate after August 2015 will have to pass the ed-TPA to be licensed ed-TPA will occur during Student Teaching Cooperating teacher roles will not change dramatically. Universities value the important role our k-12 partners play in teacher education.

30. THANK YOU! Questions?

33. Relevant excerpts from edTPA rubrics Instructional supports address specifically identified needs, including IEP and 504 plan considerations. [edTPA2] The learning tasks draw on students’ prior academic learning and experience, as well as personal/cultural/community assets. [edTPA3] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

35. Relevant excerpts from edTPA rubrics The instructional plans build on each other to support student learning of technical skills with clear connections to technology related conceptual understanding or engineering design or problem-solving strategies. [edTPA1] Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole and the requirements in IEPs and 504 plans, and they address the needs of specific individual students or groups of students with similar needs. [edTPA2] The learning tasks draw on students’ prior academic learning and personal/cultural/community assets. [edTPA3] The instructional plans identify vocabulary and/or symbols and additional language demands associated with the language function. [edTPA4] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

37. Relevant excerpts from edTPA rubrics The appropriateness of learning tasks are based on students’ prior academic learning as well as personal/cultural/community assets. [edTPA3] Relevant research and theory are considered to justify instructional tasks. [edTPA3; edTPA10] Instructional tasks include appropriate adaptations per IEP or 504 plans. [edTPA2; edTPA5] The candidate proposes next steps to provide targeted support to individuals or groups, better yet supported by research/theory. [edTPA15] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

39. Relevant excerpts from edTPA rubrics The assessments provide evidence to monitor students’ technology related conceptual understanding, technical skills, and engineering design or other problem-solving strategies during the learning segment. [edTPA5] The analysis addresses what students did right and wrong as well as patterns of student learning. [edTPA11] The analysis of student work describes differences in whole class learning and identifies specific patterns of learning for individuals or groups. [edTPA11] The candidate provides accurate feedback, tied to learning objectives and addressing needs and strengths. [edTPA12] Next steps propose general support that improves student technology learning related to conceptual understand and technical skills. [edTPA15] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

41. Relevant excerpts from edTPA rubrics The analysis focuses on what students did right and wrong and is supported with evidence from the summary and work samples. [edTPA11] Candidate proposes changes that address students’ collective learning needs related to the central focus. [edTPA10] Candidate analyzes work samples to demonstrate patterns of student learning consistent with the summary. [edTPA11] The candidate provides accurate feedback, tied to learning objectives and addressing needs and strengths. [edTPA12] Candidate supports students’ use of feedback for further learning. [edTPA13] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

43. Relevant excerpts from edTPA rubrics Candidate demonstrates rapport with and respect for students and provides a challenging learning environment that promotes mutual respect. [edTPA6] In the clip, students are engaged in learning tasks that address technology related conceptual understanding, technical skills, and engineering design or other problem solving strategies. [edTPA7] Instruction links new content and students’ prior learning, experience, and assets. [edTPA7] Candidate elicits and builds on students’ responses to develop understanding of technology related concepts, technical skills and engineering design or other problem solving strategies. [edTPA8] Candidate uses representations in ways that deepen student understanding. [edTPA9] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

45. Relevant excerpts from edTPA rubrics  Candidate identifies a language function and language demands in addition to vocabulary. [edTPA4]  Candidate provides support for and opportunities to practice language demands in addition to vocabulary. [edTPA4]  Candidate identifies evidence that students are using the language function, vocabulary, and other language demands to develop understanding. [edTPA14] Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

46. in the contexts of… planning and preparation, learning environments, professional practice, and professional responsibilities Preparing teachers, leaders, and student services professionals who are… Reflective Practitioners to engage in… evidence-based practice. actions, performances, and practice who can reflect on…