1. Teacher Performance Assessment edTPA™
Introductions
Pat starts…reviews why we are here, introduces Cathy & KD…
Presented by:
Karen Daly, Professional Development School Coordinator, District 21/ISU
Pat McAndrews, Assistant Superintendent of Human Resources
Cathy Kostecki, Assistant Superintendent for Human Resources & Instruction

2. Agenda edTPA Defined Components Scoring and Timelines
Impact on Cooperating Teachers
Pilot Program
Resources
Pat
Agenda

3. What is edTPA?

4. Organized by the Teacher Performance Assessment Consortium (TPAC), a national partnership
Stanford University’s Center for Assessment, Literacy, & Equity (SCALE)
American Association of Colleges for Teacher Education (AACTE)
Pearson
Cathy

5. Developing a national performance standard
An assessment of teacher 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
CEBT

6. What is edTPA? Is a new teacher ready for the job?
Pre-service teacher candidate assessment
Multiple-measure assessment system aligned to state and national standards
Designed by Stanford University faculty/staff, teachers, teacher educators
Measures complex knowledge and skills necessary for successful teaching
Classroom-based assessment focused on student learning
Cathy
Standards:
Interstate Teacher and Assessment Support Consortium - iNTASC
Common Core State Standards - CCSS
Specialized Professional Association – SPA
National Council for Accreditation of Teacher Education – NCATE
What “jobs” participate in edTPA? all “teaching” positions, not School Service Personnel

7. 5 Components of Teaching Practice

8. Connect ….
Find at least 7 Domain components/elements that connect to the components of teaching practice model founding edTPA.
Danielson Domains for Professional Teaching & edTPA Components of Teaching

9. 5 Components of Teaching Practice
Domain 1
Domain 1
Domain 3
Cathy: Danielson’s Framework for Teaching is designed for professional learning for teachers as they self-assess, reflect on practice and engage in professional conversations. The Framework for Teaching can be used for a wide range of purposes including performance appraisal. Assessment of teaching practices focused on student outcomes.
Alignments of Domains with 5-Components: Domain 1 Planning and Preparation, Domain 2 Classroom Environment, Domain 3 Instructional & Learning, Domain 4 Professional Responsibility
Domain 2
Domain 3
Domain 3
Domain 4

10. timelines 2013-14 Each Institution must begin phase-in of edTPA
All programs must require edTPA within student teaching
edTPA required for Professional Educator License (PEL)

11. ISU Implementation Timeline
Various pilots across education programs
National field test
Spring 2011
Fall 2011
Spring 2012
Add pilots tests throughout education programs
Field test through Pearson
Fall 2012
Spring 2013
“shall begin using the TPA with at least some of its students”
ISU edTPA - assess competency in student teaching
Fall 2013
Spring 2014
ISU TPAcks to assess competency in student teaching
Fall 2014
Spring 2015
TPA becomes consequential. Required for program completion. (Public Act )
September 1, 2015

12. Impact of assessment …on Student Teaching Programs
…on Cooperating Teachers
…on P-12 Partners

13. What’s in it for Teacher Ed?
Rich feedback regarding program effectiveness
Meaningful and consistent data used to improve programs and improve program curriculum
Independent, objective affirmation regarding the quality of university programs
Breaking the habit of “giving them the benefit of the doubt”
Effect on graduation
Changing coursework
Shifting evaluation procedures
Motivation to improve preparation

14. Shifting the definition of effective teaching
Successfully delivering the curriculum
“We got through the material”
Having a positive imapct on Teaching
“How have I affected student learning?”
The edTPA intends to assess the candidate’s ability to demonstrate proficiency with respect to the core of effective beginning teaching. Inherently, then, it requires us to define the core of effective beginning teaching. At the center is the fundamental question: “How did I support my students so that they could meet the intended learning outcomes?”
A teacher candidate considers his/her effectiveness in terms of his/her ability to support the learning needs of the students in the classroom. Did my students learn? How do I know?

15. What about the p-12 Partners?
School/District Partnerships
Cooperating Teachers
Video Taping of Classrooms
What about the p-12 Partners?

16. What about school/district partners?
Provides a sharper focus on teacher effectiveness as having a positive impact on student learning
Candidates, as prospective hires, are practicing to address more directly what administrators value
Minimal to no new impact on classrooms and the work of cooperating teachers in terms of student teaching
Potentially a very positive impact in terms of generating rich discussion of teacher effectiveness

17. …and the Cooperating Teachers?
Instructional video taping PD
Practical modeling of best practices
Purposeful planning
Academic vocabulary
Student engagement
Flexible scheduling for assessment completion
Minimal support for reflective writing/revising
Analyzing videos: metacognitive/reflective practice, cognitive coaching
Modeling: cycle of planning, teaching, assessment, reflection…
why I do what I do
what are students learning?
how do I know they are learning?
what do I expect students to be able to independently “do” at the end of lesson?
Scheduling: CTs will have to be flexible and supportive during the “week” of edTPA writing, teaching, reflecting
Not responsible for logistical support, minimal content support

18. Benefits for Cooperating Teachers?
Reflective Practice
Co-Teaching Model(s)
Inclusionary Practices
Student Interventions
Professional Development

19. What About Video Taping?
Candidates are responsible for collecting permissions and ensuring confidentiality
ISU: Working with TPAC, ISU Legal Counsel, and ISBE for some more formal measure of consequence regarding inappropriate use
ISU Legal Counsel insists to see documentation assuring FERPA compliance
“I do understand that violating any of the above conditions may result in disciplinary action up to and including a recommendation to suspend certification.”
What if a candidate's classroom contains students who may not be filmed (witness protection program, religious objections, etc.)?

20. Questions for future consideration...
Do the benefits of working with student teachers outweigh the legal risks of edTPA?
How can our districts and CTs maximize the learning potential of supporting a teacher candidate through edTPA?
Will Districts/Cooperating Teachers view working with student teachers as a threat to student growth under PERA?

21. Lessons we have learned
Navigating video permissions
Adequate support for student teachers
Professional Development for Cooperating Teachers
Responsibility…
Video:
multiple languages are not yet available
Do we really know what happens to/who sees the videos? Does it matter?
Support for ST – university personnel
PD for CTs – university partnerships and district personnel
Who is responsible? We all are, no?

22. Resources www.isbe.net/licensure/html/higher-education.htm