1. A performance assessment for teacher candidates

2. Overview
Why edTPA for Wisconsin?
Where does edTPA come from?
What does edTPA look like?
What does edTPA mean for our schools and classrooms?
What does edTPA mean for us?

3. edTPA
Was created by Stanford University with input from teachers and teacher educators
Supports candidate learning and preparation, program growth and renewal
Is a measure of readiness to teach
Is based on NBPT Standards
Informs program completion and licensure decisions
Is supported by AACTE

4. Wisconsin DPI Introduction to edTPA
State Superintendent Tony Evers
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5. edTPA
Is grounded in demonstrating practices and focuses on student learning
Aligns with INTASC Standards
Aligns with the Framework for Teaching
Prepares candidates for expectations of Educator Effectiveness
Complementary to the PDP process

6. Architecture of the edTPA

7. Task #1: Planning for Instruction & Assessment
Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary
Planning for Learning
Planning to Support Varied Student Learning Needs
Using Knowledge of Students to Inform Teaching & Learning
Identifying & Supporting Language Demands
Planning Assessments to Monitor & Support Student Learning

8. Task #2: Instructing & Engaging Students in Learning
Artifacts Include: Video Clip(s), Commentary
Learning Environments
Engaging Students in Learning
Deepening Student Learning
Subject-Specific Pedagogy
Analyzing Teaching Effectiveness

9. Task #3: Assessing Student Learning
Artifacts include: Student Work Samples, Evidence of Feedback, Evaluation Criteria Commentary
Analysis of Student Learning
Providing Feedback to Guide Further Learning
Student Use of Feedback
Analyzing Students’ Language Use and Literacy
Using Assessment to Inform instruction

10. Mechanics
Chalk & Wire will be the platform used at UWSP to store, edit, complete, and submit your edTPA Portfolio
Evaluation, scoring, and delivery of results to candidates and programs is conducted by Pearson

11. Timeline
Spring
All UWSP teacher candidates pilot edTPA with Local Evaluation, pilot sample to Pearson
All teacher candidates statewide complete edTPA and submit to Pearson
Wisconsin standard setting year
Passing score required for teaching certification and licensure

12. Resources for Assistance with edTPA
UWSP School of Education-edTPA dtpa.aspx
Wisconsin Department of Public Instruction
Chalk & Wire

13. Campus Contacts for Support with edTPA
Cathleen Olds
edTPA Coordinator, UWSP
Leslie McClain
Professor, School of Education, UWSP

14. Task #1: Planning for Instruction & Assessment
Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary
Let’s begin with the Professional Ed Program Lesson Plan Framework (see handout)

15. UWSP Professional Education Program Lesson Plan Framework
Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner independent practice.

16. First: General Information

17. Then: Contextual Information
Type of school 
List any special features of your school or classroom setting
Describe any district, school, or cooperating teacher expectations that might affect your planning or delivery of instruction

18. Contextual Information cont…
Also address the following points related to learners:
The students in the class
Explain required or needed supports, accommodations or modifications for your learners that will affect your instruction in this learning segment.
Include the variety of learners in your classroom

19. Next: The Lesson Central Focus Essential Questions
Connections with Academic of Common Core Standards
Objectives
Consider assessments (formative)
Academic Language
Prior Knowledge

20. Lesson Procedure
Note: Be sure to work with the guiding questions in the Lesson Plan Framework which will help in describing your procedures

21. Lesson Plan Commentary
This section will describe your rationale for your lesson – what you are thinking about and basing your decisions on.
Feel free to integrate background and theoretical foundations you have learned from your course of study – including your Foundations and Methods courses.
Work with the guiding questions on the Lesson Plan Framework to help you develop your commentary.

22. Now… Let’s take a look
In groups of two or three take some time now to look through your edTPA Handbook section for Task 1.
“Task 1: Planning for Literacy Instruction and Assessment”
Notice the guidelines for writing the plan and for writing the commentary.
Focus on these sections first –and if time, the rubrics.

23. What did you notice?

24. An Example
Just to show you a sample of a lesson plan and commentary designed for an elementary lesson….

25. Task #2: Instructing & Engaging Students in Learning
Obtain permission for video recording (UW-System permission forms)
Examine your plans for the learning segment & identify tasks where you and and your students are actively engaged
Remember - video clips must include specified aspects in your edTPA Handbook

26. Task #2: Instructing & Engaging Students in Learning cont….
Know your specific guidelines for clips that are to be included (content & number)
Decide who will be included in the clip (Whole class? Targeted sample?)
Read through tips for video recording (you do not want to be distracted with the technology when you are doing your actual teaching).

27. Task #2: Instructing & Engaging Students in Learning - Commentary
Explains which lesson(s) is included
Demonstrates promoting a positive learning environment
Engages student learning
Deepens student learning during instruction
Analyzes your teaching (with reference to your clips)

28. Task #2: Instructing & Engaging Students in Learning
NOW let’s take a look at your edTPA Handbooks
In groups of two or three - read through Task 2 guidelines in your handbook and see what you notice and what is expected.
If you have time, take a look at the rubrics for Task 2.

29. What did you notice? What do you wonder about?

30. Task #2: Instructing & Engaging Students in Learning – few tips
Explains which lesson(s) is included
Identify lessons by lesson plan number
Promoting a positive learning environment
Good rapport and respect
High Order Thinking Skill (HOTs) vs. Low Order Thinking (LOTS) questioning strategies
Know your students’ names
Low risk environment

31. Task #2: Instructing & Engaging Students in Learning – few tips
Engages student learning
Collaborative activities
Making personal or cultural connection to lesson
Prior knowledge to the lesson
Deepens student learning
Discussions - student-teacher/student-student
Student critique and comments allow for evaluative thinking and understanding

32. Task #2: Instructing & Engaging Students in Learning – few tips
Analyzes your teaching (with reference to your clips)
Changes that could improve instruction
Identify specific examples from the video
Relevant theory and research
Other supportive activities for instruction

33. Task #2: Instructing & Engaging Students in Learning – Video tips
Before you video your classroom
Collect consent forms
Students without consent (Face blur)
Students engaging/ discussing/ collaborating
Practice! Practice!! Practice!!!
During video session
Assumption – no video taping going on
Capture & zoom in on important segments
Project “teacher’s voice”
Two is better

34. Task #2: Instructing & Engaging Students in Learning – Video tips
After video taping
Review your video in Moviemaker (Windows) or iMovie (Mac)
Using the Trim tool
No video razzmatazz
Single continuous segment.
Video specs
File size – Mb or less. Max 500 Mb we shall show you how to compress video
Save video in .mp4 file format – setting in Movie Maker(MPEG-4/H.264)
Resolution – Lower resolutions produce smaller file sizes – 320 x 240 or 640 x Avoid HD!

35. Task #3: Assessing Student Learning
Determine which assessment from your learning segment you will use to evaluate your students…
Define and submit the evaluation criteria
Collect and analyze student work to identify quantitative and qualitative patterns of learning (note guidelines for submission of student work)

36. Task #3: Assessing Student Learning cont…
Select specific student work samples that represent the patterns of learning
Document feedback you have given to specific students
Provide evidence of students’ understanding and use of academic language

37. Task #3: Assessing Student Learning - Commentary
Identify your specific learning objectives and standards
Provide a chart or narrative that summarizes student learning for the whole class.
Use evidence from specific student work samples and the whole class to analyze patterns

38. Task #3: Assessing Student Learning - Commentary
Refer to specific feedback that you have given to support your explanations.
Provide evidence of students’ use of academic language
Describe next steps for instruction

39. Task #3: Assessing Student Learning
Now – let’s take a look at your edTPA Handbooks
In goups of two or three – review the guidelines for Assessing Student Learning and the Commentary.
If you have time – also examine the rubrics.

40. What did you notice? What do you wonder?

41. In Conclusion and In General
edTPA has three tasks: planning, instruction and assessment
Guidelines for these tasks are designed specifically for each program area and will vary across areas
Become familiar with the guidelines for your specific handbook

42. In Conclusion and In General cont.
Begin thinking about which lesson you want to write up, video record and reflect your assessments
Talk with your Cooperating Teachers about the edTPA. Let them know what you will need to do. Proceed with securing permission to video record your teaching in the classroom.

43. In Conclusion and In General cont.
Talk with: your Cooperating Teacher, your Supervisor or one of us about your questions and ideas.
We cannot do this for you – however, we can give you support and guidance all along the way.
Please Note Permission Forms

44. Thank you for participating in the UWSP edTPA Pilot!

45. *** Next Support Session: Saturday, February 21 9:00-3:00 and/or Saturday, April 11 9:00-3:00 Please plan to submit your edTPA materials via Chalk & Wire.