1. SPA Success Stories: The UMD Experience
Kathy Angeletti, Ph.D.
Assistant Dean & Executive Director of Teacher Education, University of Maryland

2. University of Maryland: Background Information
Flagship Institution of University System of Maryland
Prepare approximately 300 teachers annually
Full array of educator preparation programs, including 13 initial teacher education program areas (early childhood/special education, elementary, middle level, secondary, PreK-12, and special education)
State of Maryland Mandates: Yearlong Internship in PDS; PDS, MTTS, MCCRS, & State-Specific Diversity Standards

3. University of Maryland: Institutional Priorities
University Foci
Research University
UTeach Replication Site
Strong Academic Content/Inquiry Orientation
College of Education Foci
InTASC
High Leverage Practices
Equity/Culturally Relevant Pedagogy
edTPA (MedTPA Collaborative)
Alignment with P12 Teacher Evaluations and Induction
(Align SPA Program Review Efforts with Institutional Priorities.)

4. SPA Report Design Considerations: Meaningful and Manageable
…Include assessments that provide meaningful, RELEVANT information, are performance-based, and involve P-12 partners
…Incorporate data from multiple sources that are used for decision-making, planning, and continuous improvement (multiple measures approach)
…Part of an assessment system that is continuous, integrated, and systematic
(Build upon the good work you’re ALREADY doing.)

5. Required Assessments for Option A
Assessment #1: State Licensure Exam for Content
Praxis II Content Knowledge Exam
Assessment #2: Assessment of Content Knowledge
Customized by program (e.g., course grades)
Assessment #3: Assessment of Planning
edTPA Planning & Instruction Tasks
Assessment #4: ST/internship Assessment (PBA)
Alignment with Danielson Clusters; some program-specific items
Assessment #5: Candidate Impact on Student Learning
edTPA Assessment Task
Assessments 6-8 (customized by program)

6. Relationship of SPA to Unit-Wide Assessments (Program Review Option A)
COE Unit Assessments for Teacher Preparation
Required SPA Assessments – Option A
Admissions “Portfolio” (includes gateway GPA in core classes within the discipline)
1. State Licensure Exam for Content – Praxis II
Foundational Competencies (professional dispositions assessment)
2. Assessment of Content Knowledge – customized by program
Praxis II (subject-specific assessment)
3. Assessment of Planning – edTPA Planning & Instruction Tasks
Performance Based Assessment (PBA), Unit assessment with customizable, program components (subject-specific)
4. Student Teaching/Internship Assessment - PBA (new assessment; aligned with Danielson Clusters)
edTPA (subject-specific assessment)
5. Assessment of Candidate Impact on Student Learning – edTPA Assessment Task
Maryland Teacher Technology Standards Portfolio
Assessments 6-8 – customized by program

7. UMD Success Story Highlights
Tangible evidence of program improvements directly attributable to the SPA Program Review process:
Revised lesson plan formats with greater attention to differentiated instruction for diverse learners
Enhanced focus on assessment
Increased program coherence
Required Assessments #1-#5 are all content-based.
Choice to use edTPA for Assessments #3 and #5 supports our COE’s research agenda for teacher preparation, and promotes P12 involvement in performance-based assessment of candidates.

8. The Interesting Case of edTPA: Both a Challenge & an Opportunity
Faculty have to prove/make the case of alignment to the SPA content standards, because some SPAs have not done the alignment.
Results: Faculty did a deep-dive into the assessment, which helped to promote a common language for dialogue.
We’re exploring the potential for using edTPA to elevate the teaching profession as a whole (promote notion of a true PLC – engaging in conversations around candidate/student work) and as an entrée into induction (through the creation of a Professional Growth Plan).

9. Perks for Involving P12 Partners in Intern Assessment
Promotes culturally relevant pedagogy and a common language for the profession
Possibility for CPD credit for mentor teachers who participate in edTPA training
Mentors who work with interns on edTPA or who participate in local evaluation cite impact it has on their own instruction; Some are electing to seek National Board Certification.

10. Perks for Involving P12 Partners in Intern Assessment
Secondary aim – Elevate the teaching profession/promote PLCs; improve the working conditions of teachers (help reduce teacher attrition)
Currently exploring opportunities to promote the impact of edTPA on induction as part of our PDS work with local school district partners (Aim: Make better use of school districts’ new teacher orientation programs)

11. Creating a Culture of Evidence Using Multiple Measures….
Broad Assessment of Content Knowledge (Praxis II)
Observation assessment (Unit-wide PBA assessment, with subject-specific components) focused on InTASC Standards and FFT, and which targets interns’ performance throughout the yearlong internship
edTPA (Capstone Assessment – Planning, Instruction, Assessment, & Analysis of Teaching with Attention to Academic Language)
Foundational Competencies (Professional Dispositions Assessment – revised to align with MCEE)
Maryland Teacher Technology Standards, MTTS (Technology Assessment)

12. Lessons Learned…the hard way!!!
Make P12 Partners an integral part of your day-to-day operations -- e.g., include them as voting members of key policy committees, etc.
Embed SPA Program Reporting into existing efforts.
USE the data you collect for program improvement.
Use technology to collect data systematically and regularly. Make the process as SIMPLE as possible!!!!
Use the CAEP SPA Program Review Resources – SPA Assessment Library, Program Report Forms/Rules, etc.
Provide mechanism to monitor SPA Standards changes.

13. Next Steps/Challenges... Transitioning to CAEP Standards
Alignment is key:
Develop a crosswalk of key assessments to multiple standards sets that are constantly evolving/changing.
Do a Gap Analysis to identify areas for attention.
Institute a process for regular interaction with SPAs for program updates.
Establish the reliability and validity of assessments that are not nationally normed.
Employ greater use of Bloom’s Taxonomy in the Development/Revision of Program Assessments.

14. Next Steps/Challenges... Transitioning to CAEP Standards
Program Coherence is key:
Examine how data from key program assessments inform other programmatic formative assessments (triangulation of findings, etc.).
P12 Integration is key:
Expand involvement of P12 partners in assessment (during pre-service and into induction).
Ensure key assessments are meaningful and relevant to P12 practice (e.g., ensure alignment with teacher evaluation systems, induction processes, etc.).
MAKE IT MEANINGFUL & ENSURE WHAT YOU’RE DOING MATTERS!!!

15. Questions/Open Discussion
For More Information….
Kathy Angeletti