1. Preparing Elementary Teacher Candidates for the edTPA Prior to Student Teaching: Documenting Experiences in a Math Methods Course Dr. Erica Kwiatkowski-Egizio Lewis University, Department of Elementary Education, Romeoville, Illinois 2013 EdTPA Implementation Conference, San Diego, California November 1 & 2, 2013

2. Purpose of Today’s Session 1.Discuss the components of a Math Portfolio, in a Math Methods Course, to prepare elementary teacher candidates for the edTPA 2.Share results from a research study, that explored which Math Portfolio tasks are best for documenting Mathematical Knowledge for Teaching 3.Facilitate a discussion on what other institutions are doing to prepare teacher candidates for the edTPA prior to student teaching 2

3. Agenda for Today’s Presentation 1.Background Information 2.The Math Portfolio Process 3.Research on the use of the Math Portfolio 4.Discussion of how to prepare candidates for the edTPA prior to student teaching 5.Questions 3

4. Background Information – Lewis University Private, Catholic, Lasallian Institution, founded in 1932 Main campus situated on 410 acres in Romeoville, Illinois just 30 minutes southwest of Chicago Nearly 6,600 undergraduate and graduate students Seventh largest private, not-for-profit in Illinois 210 full-time faculty Student / faculty ratio is 13:1 College of Education, 30 full-time faculty Offers degrees in: Elementary Education, Special Education, Combined Elementary and Special Education, Secondary Education Pilot test site for edTPA, Spring 2012 4

5. Background Information – Math Methods Course P-12 Math Methods – Elementary Majors, Combined Majors, and Special Education Majors all in one class (due to decrease in enrollment) 15-Week Semester – class meets two times/week for 75 minutes A majority of the students are co-enrolled in a Field Experience Course at the same time Math Teaching Portfolio – 50% of the grade in the course modified version of Elementary Mathematics Teaching Event Candidate Handbook 2011-2012 (PACT Consortium, 2009) Developmental Process – students can re-submit pieces before the due date; peer and instructor feedback Timeline of Tasks – Task 1 = Week 4; Task 2 = Week 8; Task 3 = Week 10; Task 4 = Week 12; Task 5 = Week 14; Presentation = Week 15 5

6. Prior to Starting Math Portfolio 1.Mathematics Teaching Portfolio Information Sheet 2.Mathematics Teaching Portfolio Record Sheet 3.Overview of Elementary Mathematics Teaching Event 6

7. Task 1: Context for Learning 1.Context Commentary 2.Context for Learning Form 7

8. Task 2: Planning Instruction & Assessment 1.3 Consecutive Lesson Plans = Learning Segment 2.Planning Commentary 3.Lesson Plan Components 4.Lesson Plan Template 5.Lesson Plan Reflection Template 8

9. Task 3: Instructing Students & Supporting Learning 1.Provide one or two video clips of no more that 15 minutes total. 2.Instruction Commentary 9

10. Task 4: Assessing Student Learning 1.Collect a student assessment from the entire class from one of the lessons; summarize whole class performance 2.3 individual work samples highlighted – range of performance (1 ELL student, if possible) 3. Assessment Commentary 10

11. Task 5: Reflecting on Teaching & Learning Overall Reflection Commentary 11

12. Math Portfolio Rubrics 1.Context for Learning Rubric 2.Lesson Plan Rubric 3.Planning Commentary Rubric 4.Instructing Students & Supporting Learning Rubric 5.Assessing Student Learning Rubric 6.Reflecting on Teaching and Learning Rubric 12

13. Math Portfolio Submission 1.Hard copy and electronic versions 2.Final Checklist 3.Presentation Rubric 13

14. Permission to Videotape 1.Letter to Districts 2.Student Permission 14

15. Dissertation Research Study With the implementation of the edTPA for licensure, teacher education programs are trying to determine how and which pieces of the edTPA should be incorporated deliberately into their curriculum. 15

16. Research Question #2 and Rationale What types of portfolio tasks best lend themselves to documenting mathematical knowledge in teaching, to prepare elementary teacher candidates for the edTPA, at the math methods level? Use of teaching portfolio prior to student teaching for a developmental purpose Meeting the demands of the EdTPA at the methods level 16

17. Method Qualitative, exploratory, collective, multiple-case study Purposeful sample (of convenience) 6 female, K-8 Teacher Candidates, co-enrolled in Math Methods Course & Field Experience II during the fall 2012 semester at Lewis University, with no prior exposure to portfolio process 3 elementary placed candidates – Grades 1, 3, 4 3 middle school placed candidates – Grades 5, 6, 7 St. Joseph School, Catholic, P-8, National Blue Ribbon School, Lockport, IL – setting for all field experiences Math Teaching Portfolio 17

18. Participants’ Profiles 18

19. Data Analysis Analyzed final versions of all five tasks from all participants’ Math Portfolios Used Mathematical Knowledge for Teaching (MKT) Framework developed by Deborah Ball and her colleagues Domains of MKT = Categories in Data Analysis 19

20. MKT Framework (Ball, Thames, & Phelps, 2008) 20

21. Domains of MKT Common Content Knowledge – correctness of answers, definitions, & procedures Specialized Content Knowledge –student errors or nonstandard approaches Horizon Knowledge – connections in math topics Knowledge of Content & Students – anticipate student thinking Knowledge of Content & Teaching – design of instruction Knowledge of Curriculum – materials (Ball, Thames, & Phelps, 2008) 21

22. What types of portfolio tasks best lend themselves to documenting mathematical knowledge in teaching, to prepare elementary teacher candidates for the edTPA, at the math methods level? RESULTS

23. MKT Domains Present in Math Portfolio 23

24. What types of portfolio tasks best lend themselves to documenting mathematical knowledge in teaching? DISCUSSION

25. Best Portfolio Tasks for Documenting MKT No variation in data among participants – final math portfolios used for analysis, resulting from multiple revisions, peer feedback, and instructor feedback Lesson Plans and Planning Commentary demonstrated all (the most) domains of MKT, as proposed by Ball, Thames, and Phelps (2008) Knowledge of Content and Students was the only MKT domain that showed up in all of the portfolio tasks All portfolio tasks illustrated at least two domains of MKT Lesson Plans and Planning Commentaries significant focus in Math Methods Courses All portfolio tasks demonstrated domains of MKT – potential for candidates to demonstrate MKT in Field Experience III and Student Teaching 25

26. What are you doing at your institutions to embed pieces of the edTPA into your programs, prior to student teaching? 1.Small group discussions and recording 2.Reporting out to the larger group 3.Ideas will be posted in the online community or the resource library after the conference 26

27. QUESTIONS Thank you for attending this presentation! Dr. Erica Kwiatkowski-Egizio kwiatker@lewisu.edu 27