edTPA World Languages NYSAFLT Rochester Regional

1. edTPA World LanguagesNYSAFLT Rochester Regional March 8, 2014 Dr. Nancy Barnett Empire State College MAT Program Nancy.Barnett@esc.edu

2. What is edTPA? • A performance-based assessment to determine a novice teacher’s readiness to begin teaching • edTeacher Performance Assessment • All content areas • Eachtailored to key understandings/skills applicable to the discipline.

3. Who should know about edTPA? • Teachers in training • Master/experienced teachers for work with future student teachers • Department supervisors and administrators • College level faculty of teacher training/methods/supervision • Host teachers for student teachers • Educators wanting to stay current in the field

4. Development of edTPA • 25 years in development and field testing • Involvement of more than 1,000 educators in 29 states • Led by SCALE (Stanford Center for Assessment, Learning and Equity) • Extensive input from national content areas (e.g. ACTFL), AACTE (American Association of Colleges for Teacher Education), many others.

5. Current national status of edTPA • 34+ states participating • Phasing in or pilot phase in several other states • 7+ states currently using edTPA for certification • In New York State, it now is consequential in that it is required for initial teaching certification (after April, 2014).

6. Features of edTPA • An electronic portfolio that contains a specific set of sequenced evidence of a novice teacher’s skills • Three categories ofPlanning, Instruction, and Assessment • Teacher’s commentary with rationale for choices and analysis of his/her performance in each of these areas. • Focus on teacher becoming reflective in practice.

7. Handbook Resource • Handbook for each content area • World Language (42 pages) - printing it out is recommended (all or key parts) • Read thoroughly – best starting point • Guidelines included for all parts, format expectations, technical requirements, etc. • Glossary of terms

8. edTPA World Languages • Aligned with New York State LOTE Standards • Aligned with National LOTE Standards (5 Cs – Communication, Cultures, Connections, Comparisons, Communities) • Integration of educational initiatives ; e.g. Common Core Standards, extending higher order levels of thinking, literacy development.

9. Communicative proficiency Central focus – developing communicative proficiency in the target language in meaningful cultural context. 3 modes of communication: Interpretive Interpersonal Presentational Recommended: Begin to articulate all LOTE instruction as it promotes communicative proficiency, with all learning tasks linked to the mode(s) of communication addressed.

10. Components of WL edTPA Portfolio • A learning segment of 3- 5 lessons • Context for learning (description of school, program, learners, IEPs, etc.) • Detailed plans for 3 lessons • Unedited video clips (15 minutes in one or two samples) of teacher/student interaction • Assessments for the learning segment • Commentary for each component

11. Planning considerations • See rubrics 1,2,3,4 • Assure that plans are well sequenced, build on each other, align with standards, develop communicative proficiency in meaningful cultural context • Evidence of plans for use of target language • Instructional materials • Commentary

12. Instruction considerations • See rubrics 5,6,7,8,9 • Video clips (15 minutes in one or two segments - unedited) • Use of target language • Permission required • Commentary analysis (self-assessment) and next steps • Recommended: begin to practice taping

13. Assessment considerations • See rubrics 10,11,12,13 • Whole class plus three focus students in detail • Commentary critical • Evidence of analysis: what learned from assessment and how it informs next steps in instruction.

14. Scoring considerations • National scorers – Content specialists experienced in both LOTE teaching and working with novice teachers • Required training and qualification testing • Monitored for inter-rater reliability and accuracy in scoring • Approximately 2.0 – 3.0 hours to score portfolio • In depth review of all artifacts as they relate to rubrics • Extensive use of rubrics, highlighting of evidence, scores must link scores to evidence in artifacts

15. General rubric levels 1 Struggling, not yet ready to teach 2 Developing skills, but not ready to teach 3 Has skills to begin teaching 4 Well prepared to begin teaching 5 Highly accomplished beginner

16. Additional information and resources • Academic language component and rubrics (in other content areas, not World Languages) • Input from faculty can be general (e.g. review of rubrics), but not specific • Cut scores • Timeline of reasonable deadlines • Lesson plan templates – many available (LOTE specific) • Video presentations (e.g. Linda Darling-Hammond)

17. Steps to begin edTPA portfolio • Recommended: print Handbook, extra copy of 13 rubrics and glossary of terms. • Use an edTPA LOTE lesson template for planning • Be reflective in teaching. College faculty: engage students in frequent reflection and linking of instruction to theory. Inform host teachers of edTPA. • Justify all instruction in terms of how it promotes communicative proficiency. IdentifyInterpretive, Interpersonal, Presentational communication.

18. Final suggestion • Don’t panic! • See edTPA as an opportunity to demonstrate what you have learned and how you apply learning to the LOTE classroom.