1. Moving Forward with TPA in Private Colleges Tips for Choosing a Pathway to Successful Implementation
Joan McQuillan
Illinois College 1

2. Overview Keep development in perspective.
Communicate, Collaborate, Connect.
Be intentional with people, planning and preparation.
Scaffold Towards EdTPA Tasks.
Establish and manage timelines.
Together is better. Problem Solve and Strategize. 2

3. Compliance? 3

4. Inquiry? 4

5. Tip 1: Keep Development in Perspective
National Board for Professional Teaching Standards (NBPTS) portfolio assessments – accomplished teachers
Connecticut BEST assessment – teachers at end of induction
Performance Assessment for California Teachers (PACT) – pre-service teachers 5

6. Tip 1: Keep Development in Perspective
Small-scale tryout tasks & feedback from users
Development of pilot prototypes based on feedback and piloting in at least 2 credential areas per institution. User feedback to guide revisions
National field test of prototypes, producing a technical report with reliability and validity studies and a bias and sensitivity review. National standard setting.
Field test for all credential areas, producing a technical report, with standard setting.
Adoption of validated assessment 6

7. } } } } From TWS to PACT Spring 2010 Fall 2008 Spring 2009 Fall 2009
Student Teachers
Implement PACT
Implement PACT Calendar
Training: New Scorers/
PACT Review Workshop
for trained scorers
Cohort Meetings/Seminars
(acceptable PACT support)
Calibration: All Scorers
Continue Piloting of ESAs
TPAC Webinars/Review
Tasks & Rubrics
Fall 2008
Student Teachers
Complete TWS
PACT Implementation
Conference 2008
Spring 2009
Student Teachers
Complete TWS
Pilot PACT: Junior
Guided Block
Practice
Training-Education
Department Faculty
Joined PACT
Consortium
Fall 2009
Student Teachers
Pilot PACT
Independent-following PACT
guidelines for appropriate
support
Pilot: PACT Calendar
Training: Supervisors/
Faculty
Calibration: All Scorers
PACT Implementation
Conference 2009
Block Methods Courses
Some Pilot ESAs 3

8. } } From PACT to TPAC Fall 2010 Spring 2011 Student Teachers
Complete PACT with Acceptable
Support
Pilot: Monthly Supervisor’s
Meetings
Pilot: TPA Confidence Questionaire /
Review Data/
Discuss Implications
PACT/TPAC Conference 2010
Calibration of Local Scorers
Pilot: Live Text Scoring of PACT
Spring 2011
Student Teachers Pilot TPA in
available content areas or complete PACT if no TPA/
TPAC available
January ESA/Live Text Workshop
(5 full days prior to start of spring semester
-supported by the Dean of the College, Elizabeth Tobin)
Pilot revised, redesigned, or new ESA’s in Methods
Courses
Scorer Training for TPA/TPAC Online & Locally
Collaborative/Calibrated per content area scoring cohort
Live Text used for scoring, data collection, analysis,
reporting 4

9. From TPA Pilot to Field Tests} }
Fall 2011
Student Teachers
Complete TPA with new 4-point
rubrics or TPA with pilot rubrics
with acceptable Support
Monthly Supervisor’s
Meetings Continue
PACT/TPAC /TPA Conference 2011
Calibration of Local Scorers
Live Text Scoring of PACT/TPA; data
collection and analysis through
electronic platform
Spring 2012
Student Teachers participate in
TPA Field Test with acceptable
support
Portfolios uploaded to Live
Text and from Live Text to
Pearson (3rd scoring window)
Live Text provides individual
candidate support as needed.
Person Scores all candidate
submissions and provides
confidential, individual candidate
scores to TPA Coordinator
electronically.
Aggregate data reported to
Department Chair for internal use 9

10. From TPA Field Testing to EdTPA} }
Fall 2012
Student Teachers participate in
TPA Field Test with acceptable
support
Portfolios uploaded to Live
Text for local scoring.
Live Text provides individual
candidate support as needed.
Local electronic scoring of all
candidate submissions and
provides confidential, individual
candidate scores to TPA
Coordinator electronically.
Aggregate data reported to
Department Chair and Director of
Teacher Education for internal
review and analysis.
Spring 2013
Exploration Plans: Operational EdTPA
Exploratory Membership Stage (2 years)
Illinois College will pay for vouchers
for teacher candidates to submit portfolios
for National Scoring by Pearson.
AND
All candidate portfolios will be submitted
electronically and scored locally, as well.
Local scorers will be trained and must
calibrate. Training materials and
resources provided by SCALE will be
used, as will, Illinois College field test
portfolios from spring/fall 2012.
National data and local data will be
reviewed and analyzed comparatively. 10

11. Tip 2: Communicate, Collaborate, Connect
Administrative and faculty support; seeing the benefits of the TPA; developing the “culture/community”
Involves Investment: Energy, Time, Resources, and Money
Communicate, collaborate, and connect with all stakeholders
Develop an awareness of the impact of the “affective filter” for all stakeholders 11

12. Tip 3: Be Intentional with People, Planning and Preparation.
Educate all stakeholders.
Develop a common language across disciplines and communities.
Prepare teacher candidates; scaffold the process (planned support for teacher candidates).
Video recording release/differing district policies
Aligning courses/curriculum.
“Embedded Signature Assessments” for courses.
Consider technology needs (video recording).
Select an electronic platform. 12

13. People, Planning, Preparation
Plan for technology
access and support.
Staff person to manage equipment availability, checkout and maintenance
Support Personnel for help with video recording issues (set-up, etc.)
Support Personnel for help with digitizing and editing video tapes.
Electronic platform support for candidates
Other???
Identify and educate university faculty & staff who need to be in the loop.
Program Directors
Technology Point Person
Administrative Support
Potential Scorers
Teacher Candidates
College Supervisors
Others???
Work with school partners to secure support and consent.
Classroom mentors
Central Office
Principals
Parents (& students)
Union Leadership
Others???? 13

14. Preparing Faculty
Walk through assessment architecture, tasks, commentary prompts and rubrics
Identify key competencies, where they are already developed within program curriculum, and how they are currently assessed
Attend to competencies that are not currently a program focus or strength (giving feedback, academic language)
Work deliberately to embed existing and new competencies throughout course and field experiences 14

15. Preparing Teacher Candidates
Embed language from TPA prompts and elements from tasks in coursework
Sequence mini-performance tasks (or approximations) to provide ample practice prior to student teaching
Focused observation assignments, e.g., examining discourse, assessment strategies
Tools for analysis, e.g., Context Graphic Organizer
Synthesis: planning for context, video clubs
Provide opportunities for candidates to get familiar with classroom context as early as possible 15

16. Supporting Teacher Candidates
Ensure opportunities to practice competencies before they are assessed on them
Attend particularly to competencies that are not currently a program focus or strength (interpreting student work, feedback, and academic language)
Balance candidate learning and assessment of independent teaching practice
Pay attention to collective and individual candidate stress and provide support 16

17. Tip 4: Scaffold Towards EdTPA Tasks
Language from TPA used in spring block and fall coursework, and in 100 and 200 level courses
e.g., “learning objectives”, “academic language” “feedback”, “context for learning”, “learning segment”, “central focus”, “engagement”, “monitoring learning”, etc.
Tools from TPA used in spring and fall coursework
Daily Lesson Plan Template adapted from UCI or UCSB Design Frame
Daily Reflection Guidelines adapted from UCI or UCSB Design Frame
Individual or combination of TPA tasks
Context for Learning page; glossary
Video recording format based on TPA reference models. 17

18. 18

19. Ideas for Scaffolding
Micro teaching (videotaped) as part of spring block assignments
Teaching of 3 Lessons (videotaped) as part of fall management ESA Plan, Teach, Reflect, Written Commentary; each lesson
Practice Lesson (videotaped) in student teaching semester early Feb.
Plan, Teach, Reflect, Self-Assess, Conference with Supervisor and/or classroom mentor/co-teacher(s) 19

20. Ideas for Scaffolding
Practice Lesson (videotaped) in TPA practicum classroom
Plan, Teach, Reflect, Present
Peer analysis of video with feedback
Micro-peer teaching with feedback
Plan, Teach, Reflect, Analyze, Evaluate, Communicate 20

21. Tip 5: Establish and Manage Timelines
Three Semester Undergraduate Program From PACT to TPAC
Tip 5: Establish and Manage Timelines } } }
Fall Semester
Pre Student Teaching
Content Area Courses
ED 385: Classroom Management
Practicum* ( hours)
*In student teaching classroom
TPA Support: Coursework &
ESAs in ED 385
Spring Semester
(15 Weeks)
TPA/Non-TPA Student Teaching
Transitioning to TPAC grounded in prior experience with PACT.
Spring Semester: Junior Year
Education Block:
Methods Courses
ED 301: Assessment,
Curriculum, & Instruction
Practicum: ( hours)
Weekly Seminars
TPA Support: Coursework &
ESAs } } } }
Implementing TPAC Spring Semester 2011
Jan.- Feb.
Weeks 1-6
Preparing for TPAC Teaching
Seminars & Cohort Meetings
Develop Contextual Knowledge
Create Timeline for TE (Content,
Concept, Teaching Dates)
Practice Lesson & video
Analysis of video
Draft plan for Task 1
March -April
Weeks
Revise TPAC drafts
Week 12 TPAC due
Weeks Scoring
Feb.-March
Weeks 7 - 9
Seminars & Cohort
Meetings (Supervisors)
Finish draft of Task 1
Teach Learning Segment
Draft Tasks 2 & 3
Jan
Ed Department
TPAC/Live Text
Professional
Development
(Supported by Dean of College) 21 8

22. Tip 6: Identify and Use Critical Resources
Colleagues (college faculty local, regional, state and State Dept. of Education staff)
Mentor teachers, regional and local school administrators, doctoral candidates, MAT candidates
NTSB certified teachers, retired teachers, alumni
$$$
Flexibility & ability to improvise “in concert” 22

23. Identify and Use ALL Available Resources
TPAC online
TPAC online: Illinois Group
SCALE
IATE-PC
AACTE, IACTE, ACI,
ISBE 23

24. Problem Solve and Strategize
Tip 7: Together Is Better:
Problem Solve and Strategize
Focus on developing a “culture of inquiry”
Build faculty consensus about valued outcomes
Make decisions based on candidate performance data
Sequence ESAs (and rubric criteria/levels) in ways that reflect candidate development
Allow faculty autonomy in instruction supporting ESAs
Standardize only what is necessary! 24

25. Engage in Curriculum Mapping
What evidence do we have that our
candidates do this well?
What is new/different?
What might challenge our students?
How would this challenge provide added value in their preparation?
Which valued program outcomes are left out (or treated superficially) and need to be assessed other ways?
What are candidates asked to do?
In what ways does this look familiar or align with our own assignments, assessments, course activities and field experience expectations?
Stanford Center for Assessment, Learning and Equity 25

26. Create “Cultures of Evidence”
From Peck and McDonald’s Study of PACT Implementation (2011)
Critical and collegial conversations about PACT adoption- Inquiry and program improvement as motivational orientation, not compliance
Affirmed values and identity of programs
Strategic inclusion of faculty in examining cases of candidate performance at regularly scheduled events
Stanford Center for Assessment, Learning and Equity 2011 26

27. Evaluate Early Program Impact
Renewed attention to and support for learning valued elements of practice
Course re-alignment and revision
Collaboration within and across institutions 27

28. EdTPA 2015
IF…
THEN…
Performance-based examination for individuals seeking teacher licensure – whatever the pathway.
Key source of data to inform teacher education program development and evaluation.
Part of a system of aligned assessments that ground State policy on teaching. 28