1. Opportunities for Demonstrations of Equity-Centered Pedagogy in edTPAs Maria E. Hyler, PhD., Laura S. Yee, Saroja R. Barnes, PhD., Roderick L. Carey University of Maryland, College Park 1Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

2. Welcome! Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 2

3. Agenda  Share study and findings  Analyze candidates’ work  Extend to work within teacher preparation programs  Q & A Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 3

4. What we hope to achieve:  Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements  Provide an opportunity for you to apply this framework to analyzing candidate responses  Provide an opportunity for you to think about how this may inform your teacher preparation programs Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 4

5. Background  Increasing need for equity-centered teachers  Need for assessment of teachers’ ability to teach students with diverse backgrounds and experiences  Many frameworks available for thinking about working with diverse student populations  Culturally Relevant Pedagogy (Ladson- Billings, 1995) Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 5

6. Research Questions  To what extent does the TPA handbook text provide opportunities for teacher candidates to reveal aspects related to elements of CRP in their commentary?  To what extent does the TPA handbook text prompt teacher candidates to reveal aspects related to elements of CRP in their commentary? Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 6

7. “Opportunity” vs. “Prompt”  An opportunity… … is present when the handbook text provides space for the candidate response to reveal teaching aspects related to elements of CRP.  A prompt… … is present when the text specifically directs candidates to reveal teaching aspects related to elements of CRP. Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 7

8. Study Design  Mixed Methods  Concurrent nested mixed methods design (Creswell, Plano Clark, Gutmann & Hanson, 2003)  Qualitative conceptual drive, quantitative data used for corroboration of findings  Qualitative data, transformed quantitative data  Data integration during analysis stage (Creswell, Plano Clark, Gutmann, & Hanson, 2002) Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 8

9. Qualitative Data & Analysis  Secondary Mathematics Field Test Handbook  Text – “What do I need to write?”  Protocol Development (a priori codes)  CRP elements (Ladson-Billings, 1995)  EC  EL  “O” “P” “NOP”  Inter-rater reliability (86%) Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 9

10. Ladson-Billings (1995)  Conceptions of Self and Others  Social Relations  Conceptions of Knowledge Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 10

11. Coding Protocol Elements Conceptions of Self and Others (CS) CS1. Belief that all students are capable of academic success CS2. Pedagogy is seen as art (unpredictable and in the process of “becoming”) CS3. See themselves as members of the community CS4. See teaching as giving back to the community CS5. Ascribe to Freirean belief of “teaching as mining” Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 11

12. Coding Protocol Elements Social Relations (SR) SR1. Maintain fluid student-teacher relationships SR2. Demonstrate a connectedness with all of the students SR3. Develop a community of learners SR4. Encourage students to learn collaboratively and be responsible for one another Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 12

13. Coding Protocol Elements Conceptions of Knowledge (CK) CK1. Knowledge is not static; it is shared, recycled, and constructed CK2. Knowledge must be viewed critically CK3. Teachers must be passionate about knowledge and learning CK4. Teachers must scaffold, or build bridges to facilitate learning CK5. Assessment must be multifaceted, incorporating multiple forms of excellence Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 13

14. Coding Protocol Elements English Language Learners (EL) Teachers consider the range of language skills and ability for students for whom English is a second language Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 14 Students with Exceptionalities (EC) Teachers consider individual needs of students to design appropriately challenging learning environments and instructional tasks

15. Quantitative Data and Analysis  Transformed qualitative data (frequency counts of codes) (Onwuegbuzie & Teddlie, 2003)  Three types of analyses:  Graphic representations (histograms)  Chi-square tests  Independent T-tests Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 15

16. Findings: Overall Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 16 OsPsNo Os or PsTOTAL Frequency Count 39391204688 Percent57.122113.226729.6512 100

17. Findings: Overall Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 17

18. Findings: By Task Frequency Counts OpportunitiesPromptsNo Os or Ps TOTAL POSSIBLE Task One1644579288 Task Two841810112 Task Three11625115256 Task Four293032 Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 18

19. Findings: By Task Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 19

20. Findings by Task Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 20

21. Findings: By Domain Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 21

22. Nature of Findings  Embedded assessment parallels need for embedded preparation  Assessment for candidates’ learning and teaching in all contexts  Assessment can’t do it all!  Our responsibility as teacher educators to look for aspects of teaching that are important to us and our program Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 22

23. What we hope to achieve:  Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements  Provide an opportunity for you to apply this framework to analyzing candidate responses  Provide an opportunity for you to think about how this may inform your teacher preparation programs Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 23

24. Secondary Mathematics: Task 1/Prompt 3A “Explain how your understanding of your students’ prior learning, experiences, and development guided your choice or adaptation of learning tasks and materials to develop students’ conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills.” Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 24

25. Secondary Mathematics Candidate Response “Because the majority of the students are not very disciplined thinkers and lack the desire to persist, I chose to make this lesson highly physical and visual. I have selected the use of geoboards (with rubber bands), so that students can manually create and visually see the geometric figures. I am going to give them ample time to “explore” the many possible figures that can be created on the geoboards. In fact, this gives each of them some flexibility in creating the geometric figure that is in their “mind’s eye.” For instance, Student #1 may create a square that is 2 x 2. The next student may create a square that is 4 x 4. With the very standardized layout of the geoboard, the students can manually determine perimeter and area (by counting).” Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 25

26. Secondary Mathematics Candidate Response “Because the students in the math class have some exposure to much of the content discussed in the unit (indeed due to a spiraling k-12 curriculum they have exposure to all of the content), they tend to lead with their instinct and disengage from direct instruction. With this attitude in mind, learning is enhanced by providing students with minimal prompting and allowing them to practice and make mistakes from which they can learn. Therefore, for this unit, I condensed the content. Instead of teaching students how to find each measure of central tendency, and then how to construct each graph/plot, I began with central tendency as a baseline, but let students recall, discuss, and critique how to make each of the graphs independently. Students were given data to use and they had to identify which information is best for the data display assigned to them. By integrating the latter lessons earlier, students are left with more time to really practice the harder problems longer instead of just 2 days before the unit exam….” Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 26

27. Thinking Programmatically  How does edTPA provide opportunities for candidates to demonstrate equity-centered pedagogical thinking?  How do today’s conversations compare with the thinking and conversations you are having at your institutions?  In what ways might today’s conversations inform your work with teacher candidates? Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 27

28. Questions? Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 28

29. Thank you! For further inquiries contact: Maria E. Hyler mhyler@umd.edu Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey 29