1. OCTEO Fall Conference Insights from Ohio’s edTPA Field Test (2011-12) October 25, 2012 Donna Hanby, PhD

2. The Ohio edTPA Journey To Date 2011-2012 1652 Portfolios were submitted by Ohio’s Preservice Teachers for the 2012 Spring Field Test Ohio had 183 Scorers involved in the Spring Field Test (university/school faculty) 1800 Portfolios to be submitted 2012 fall term + 7000 during this academic year (all 51 IHEs) Field Test Data being analyzed at state & national levels

3. What was learned last year? Survey Monkey utilization for gathering insights Two Surveys: (1) faculty and (2) teacher candidates participating in the spring field test URLs sent via the TPA Contacts for each of the 51 IHEs

4. Collected Insights Faculty Teacher Candidates TPA Contacts ~ Annual Reports Survey Monkey

5. Faculty Feedback: 2011-12 Field Test (n-114) University Faculty ~ n-46 (39% State & 59% Private) University Supervisor ~ n-30 (53% State & 47% Private) Cooperating Teachers ~ n-38 (79% State & 16% Private) # of Candidates Assisted

6. Teacher Candidate Survey (n-220) 52% represented Private Institutions 46% from State Institutions 2% did not respond

7. edTPA Supported Areas (Faculty/T. Candidate Surveys)

8. Positives Noted re: edTPA? What aspects might the teacher candidates have noted as positives regarding the edTPA? What do you predict faculty (Univ. faculty/supervisors/cooperating teachers) may have indicated as positives?

9. Positive Insights Re: the edTPA (Faculty/T. Candidate Surveys) FacultyTeacher Candidates Noted Positives 32%22%Self-Reflection of the Teacher Candidate 6%30%Emphasis on Ind. Student Learning 22%29%Candidate Evaluation/Professional Development 7%12%Videotaping

10. Beneficial Supports for edTPA Faculty TPA Contacts TPA Materials Training OnLine Resources Teacher Candidates Faculty (Supvsr, CT & Seminar Leaders) TPA Materials Training/Seminars Technical Support Prior Experience

11. Satisfaction Level with edTPA Handbook & Templates (Faculty/TC Surveys) University Faculty = 70% University Supervisors = 60% Cooperating Teachers = 45% Teacher Candidates = 74% ______ (Unclear Directions/Poor Structure were noted areas of dissatisfaction)

12. Educational Process Perspective (Faculty/T. Candidates) FacultyTeacher Candidate Response 53%51%Yes (promotes teacher preparation, self-reflection) 16%28%No (time consuming, too many requirements) 31%21%No Response

13. Noted Challenges (T Candidates) Videotaping 29% Time Limitations14% Excessive Requirements10% Unclear/Vague Instructions 7% Redundancy of Task 7% __________ No Response 33%

14. Noted Challenges (Faculty) Univ. Faculty Univ. Supervisor Coop. Teacher Videotaping15%17%13% Lack of Training22%27%7% Missing/Vague Instructions 35%13%16% Limited Candidate Preparation 2%3%2%

15. Suggested Modifications for the edTPA (Faculty Surveys) Clearer Instructions/Examples of Completed Samples (7%) Additional Training (7%) More Time Needed to Complete (5%)

16. Anything Else to Share? edTPA is a Rigorous Assessment – “I was heavily involved with NBPTS for a long time as a NBCT, district support person, and a trainer for over 7 years. There are many aspects of the TPA process that mirrors what NBPTS candidates do as well.” edTPA promotes Professional Development – “While it seems to students to be a monumental task, and one they do not necessarily want to do, it gives them the framework of processes for what they will need to continue to do at all stages of their career in order to fully develop as a professional teacher – students eventually will see how TPA promotes their own professionalism and it will become a professional “way of life” for them.” More Training is Needed – “I would like to be able to go through the evaluation process so I can better understand how to help my candidates.”

17. Strengths of the edTPA (conveyed by the Ohio TPA Coordinators) “The TPA covers important needs of new teachers: it provides the needed emphasis on using data analysis to determine the extent of student learning, helps new teachers to reflect on their planning, implementation, flexibility to change plans during a lesson, communication and collaboration.” “The TPA has caused us to add academic language to our curriculum along with more systematic, in-depth inclusion of theory and research.” “It is a comprehensive and performance-based assessment. It is based on theory and requires candidates to really think critically and be intentional about their teaching practices.” “The possibility of the standardization of licensure across states was cited as a potential benefit of a national TPA structure.”

18. National Participation Update

19. Development 120+ Subject specific team members 200+ Content Validation reviewers 120 Benchmarkers and Trainers of Scorers 10 Bias Review Members Validation 2012 26 States 160+ Teacher Preparation Programs 7200 Portfolios of Teacher Candidates 500+ Scorers (IHE and K-12) National edTPA Participation

20. Pilot Test 2011 32 Teacher Preparation Programs Validation 2012 51 Teacher Preparation Programs 1652 Portfolios of teacher candidates (23% of total) 183 University/K-12 school scorers (37% of all scorers) 1800 Portfolios to be submitted 2012 fall term edTPA is included as a metric (Assurance measurement) Validation data being analyzed at state & national levels edTPA Participation: Ohio

21. Now What? Getting … Re: Data Results

22. Candidate Results During the Field Test, candidate results are only sent to their designated IHE. Therefore, distribution would need to be facilitated through the IHE to the candidate, if desired.

24. http://edTPA.AACTE.org (public site)http://edTPA.AACTE.org http://tpafieldtest.nesinc.com (Pearson fall 2012 OH field test site)http://tpafieldtest.nesinc.com edTPA.com (Pearson 2013 operational site)edTPA.com http://tpaconline.ning.com (SCALE online educator community)http://tpaconline.ning.com http://ohiotpa.org (Ohio site)http://ohiotpa.org edTPA Online Resources

25. Questions/Comments? Donna.Hanby@Pearson.com