2. Dr. Marcia Matanin, Youngstown State University Dr. Julie M. Knutson, Minnesota State University-Moorhead

4.  Stanford University (TPAC)—3 year grant to create a national teacher performance assessment  Twenty states have committed  Four accelerated states (OH, WA, TN, MN)  Ohio Resident Educator Licensure  Formative assessment coupled with goal-setting and coaching.  Annual summative assessment based on multiple measures of educator effectiveness including student growth  TPA appeared to be a good fit.

6.  Of all the factors that affect student learning, the effectiveness of the teacher is the most important.  Effective teachers are able to clearly define student learning outcomes and provide a clear road map on how to reach those outcomes.  Effective teachers provide a “hands-on” approach to K-12 student learning.  Effective teachers provide “authentic assessments” to measure K-12 student growth.

7.  The TPA:  Is discipline specific  Integrates assessment throughout  Is K-12 student centered  Requires the teacher candidate to provide analytic feedback and support to K-12 students  Overall, allows the teacher candidate to present the complex process of teaching and the assessment of learning through multiple measures of best practice.

8.  Planning for developing competencies and knowledge in content area.  Planning to support varied K-12 student learning needs.  Using knowledge of K-12 students to inform teaching and learning.  Identifying and supporting language demands.  Planning assessments to monitor and support K-12 student learning.

9.  Having teacher candidates take a closer look at the context —move from the general context (school level) to more specific (classroom level).  Planning to support varied student needs — move from IEP to all K-12 students (remediation and enrichment).  Using knowledge of K-12 students —where are they now?  Identifying and supporting language demands —this was brand new for us.

10.  Revised the lesson plan format to more closely align with the TPA:  Academic language demands (vocabulary, form, function)  Assessment strategies (formal, informal)  Type of feedback to learner  Instructional strategies (teacher)  Learning tasks (K-12 students)  Analysis of learning (reflection)  HPE Lesson Plan Directions Master Template.doc HPE Lesson Plan Directions Master Template.doc  Lesson Plan Template_YSU.doc Lesson Plan Template_YSU.doc  Lesson Plan Template Directions_YSU.doc Lesson Plan Template Directions_YSU.doc

11.  Placed a stronger focus on the formal planning process including more attention to:  Context  Varied needs of learners  Planning for assessment  Planning how to provide feedback  Placed a “new” focus on academic language :  Vocabulary or forms  Related functions

12.  The learning environment.  Engaging K-12 students in learning.  Deepening K-12 student learning.  Subject-specific pedagogy.

13.  Students being “active” vs. “actively engaged”  Interactions: Teacher-student interactions and student-student interactions  Facilitation: Discussion in methods classes on how to facilitate this  Active Engagement: Deepening student learning through higher-order, critical thinking type questions and continued discussion with students.  New Prompt/Rubric: Subject-specific pedagogy

14.  Video Recording: More video recording looking for examples of active engagement  Pedagogy: More focus on questioning strategies and the use of them during the instructional process  Lesson progressions: Links to prior learning  Feedback and Follow Up: Providing feedback and following-up with the K-12 student  Academic Language: Think about how to get K-12 students using the academic language

15.  Effective Teaching: Analyzing teaching effectiveness.  K-12 Student Learning: Analyzing K-12 student learning.  Feedback Type: Providing feedback to guide learning.  Feedback Usefulness: K-12 Student use of feedback.  Academic Language Application: Analyzing K-12 students’ language use and content area learning.  Purposeful Assessment: Using assessment to inform instruction.

16.  Collecting, analyzing, and representing data  The reflection process  Are there opportunities for K-12 students to use feedback to improve performance (easier for our content because generally verbal/immediate)  Are K-12 STUDENTS using academic language?  Analyzing Best Practice Pedagogy: How does the teacher candidate use this information to improve instruction?

17.  Data Implications: Placed an emphasis on visual representation of data in our assessment course.  Self Evaluations/Reflections: Had teacher candidates analyze their own performance before receiving feedback from the CT or US.  What Next? One step beyond what worked, what didn’t, specifically what he/she would do differently if teaching the same lesson to the same class again.

18.  Ohio is an accelerated state.  YSU is one of the 4 pilot programs.  Initial pilot: spring 2010 (15 students pre- selected across content areas and grade bands)  Second semester: fall 2010 (18 elementary education majors)  Third semester: spring 2011 (20 special education)  Fourth semester: current (AYA and MULTI)

19.  Minnesota is an accelerated state.  MSU is one year behind YSU.  2012-13 scoring is done within the University with remediation for teacher candidates.  2013-14 is considered “high stakes”  MSU is now looking at creating a uniform Lesson Plan Template across the COE to create success for their teacher candidates.

20.  Varied by program/content area  Physical education:  Lesson planning  Instructional alignment  Assessment  Subject-specific pedagogy  Feedback to learners

21.  Again, varied by program/content area  Physical education:  Academic language—identifying needs  Academic language—identifying demands  Prior learning  Deepening student learning—questioning strategies

22.  Positives:  Uniform lesson plan format  Forces the notion of instructional alignment  Reinforces what effective teachers do  Showed program weaknesses that led to changes  Enhances the end product: A future professional  Prepared teacher candidates for the Resident Educator Licensure process in Ohio where they will be required to complete a similar, more extensive student learning project during year 4

23.  Negatives (faculty perspective):  Backing it into the program so quickly was stressful for faculty and students.  Teacher candidates who had finished methods but delayed student teaching were affected the most.  Negatives (teacher candidate perspective)  They viewed the TPA as just something to get over with so they could focus on student teaching vs. a documentation of good teaching taking place.  As with any pilot, a lot of questions. Wanted to see a finished product.

24. http://www.edtpa.com/

26.  Unknown. (2011). Photographs. Retrieved on March 17, 2011 from WORTH1000 website: http://www.worth1000.com/