The Teaching Performance Assessment Consortium (TPAC)

1. The Teaching Performance Assessment Consortium (TPAC) Andrea Whittaker, Ph.D. Stanford University September 2011

2. Agenda and Goals • Update on National Project • Ohio policies and timeline Stanford Center for Assessment, Learning and Equity 2011

3. Why Now? Blue Ribbon Panel – 10 Principles • PARCC and • Smarter Balance • Assessments

4. Where TPAC fits in TPAC is working to develop and implement at scale a way of assessing teaching that… • Provides evidence of teaching effectiveness, • Supports teacher preparation program improvement • Informs policy makers about qualities of teaching associated with student learning. TPAC is ONE example of an assessment system that is designed to leverage the alignment of policies and support program renewal. Stanford Center for Assessment, Learning and Equity 2011

5. Accountability reframed How can we gather and use evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners – to improve teaching and teacher preparation? Stanford Center for Assessment, Learning and Equity 2011

6. National Leadership AACTE • overall project management, communication with programs Stanford University • assessment development and technical support Council of Chief State School Officers • policy development and support, communication with state education agencies (prior to March 2011) Stanford Center for Assessment, Learning and Equity

7. Highlights of Pearson’s Rolein the TPA • Pearson has been selected as Stanford’s operational partner. • Support Stanford and AACTE with assessment development and technical review. • Train and certify scorers, provide a scoring platform and report results for the operational TPA. Stanford Center for Assessment, Learning and Equity 2011

8. Pearson’s Role in the Field Test • Development Support for Field Testing • Handbook and template publication • Recruitment and training of scorers, scoring and scorer compensation • Benchmarking • Reporting results • Providing an electronic platform to manage TPA submissions.

9. Pearson’s Role in Operational Use • Pearson will provide Assessment Services to deliver the TPA Nationally and Sustainably. • Web-based services that allow candidate registration, assembly of artifacts, faculty/supervisor feedback, final submission for official TPA scoring and a score report. • Scoring services such as the recruitment, training and certification of all scorers, scoring for all submitted TPA responses • Reporting services such as the generation of all official score reports to candidates and institutions of record.

10. Partnering States

11. Standards and tPAC • Common Core alignment • InTASC alignment • NCATE/CAEP endorsement • SPA endorsement Stanford Center for Assessment, Learning and Equity 2011

12. TPAC Lineage • National Board for Professional Teaching Standards (NBPTS) portfolio assessments – accomplished teachers • Connecticut BEST assessment system – teachers at end of induction • Performance Assessment for California Teachers (PACT) – pre-service teachers Stanford Center for Assessment, Learning and Equity 2011

13. Role of K-12 Partners • NEA and AACTE affiliate state meetings • Roles for cooperating teachers and school site principals • Call for collaboration with IHEs Stanford Center for Assessment, Learning and Equity 2011

14. State Policy issues Emerging recognition of state role and responsibility for educator effectiveness – states are revisiting policies and practices TPAC is coming at this through: • Program improvement and accountability • The psychometric challenge – is the instrument usable? • Informs policy development in critical levels of program approval (measure of effectiveness), as well as initial licensure (candidate readiness) Stanford Center for Assessment, Learning and Equity 2011

15. STATE POLICY ISSUES States are realizing that valid, reliable and predictive measures are critical to the success of any change, especially when student performance is the end objective. Early implementers: Washington, Minnesota, Tennessee, Illinois, Wisconsin, Ohio Stanford Center for Assessment, Learning and Equity 2011

16. House Bill 1 • Transfers responsibility for approving teacher preparation programs from the State Board to the Chancellor of the Board of Regents • Directs the Chancellor, jointly with the State Superintendent, to: (1) establish metrics and educator preparation programs for the preparation of educators and other school personnel, and (2) provide for inspection of the institutions. • Through HB1, Ohio is first in the nation to require a four-year induction program (Resident Educator)

18. Ohio Comprehensive System of Educator Accountability Metrics Performance Outcome More coursework or enter different area of study Pre-Service Not Effective • Content Knowledge: Praxis II • Performance Assessment: TPA Effective Recommended for resident educator license Employment terminated Not Effective Teacher Residency PAR Program Not Effective • Formative assessment coupled with goal setting and coaching • Annual summative assessment based on multiple measures of educator effectiveness including student growth Effective Effective Continue with Residency Recommended for Five Year Professional License Employment terminated Not Effective Annual Teacher Evaluation Not Effective PAR Program • Formative assessments that inform PD and coaching support • Annual summative assessment based on multiple measures of educator effectiveness including student growth Effective Informs decisions: retention, dismissal, tenure, promotion, compensation Effective Continue as Teacher

19. Ohio alignment • TPA has also been aligned to the Ohio Teacher Standards. • Karen Herrington is working to align TPA with the alignment instrument with state/national standards Ohio IHEs compiled in 2005-06

20. Ohio’s LIneage • Praxis III Assessment in Entry Year Teaching • Focus of Planning, Environment, Teaching for Learning and Professionalism • Pathwise Training for Mentors assisting entry year teachers and incorporation • Transition of PIII to Resident Educator Program

21. TPA Architecture Stanford Center for Assessment, Learning and Equity 2011

22. Design Principles forEducative Assessment • Discipline specific and embedded in curriculum • Student Centered: Examines teaching practice in relationship to student learning • Analytic: Provides feedback and support along targeted dimensions. • Integrative: maintains the complexity of teaching • Affords complex view of teaching based on multiple measures Stanford Center for Assessment, Learning and Equity 2011

23. TPA Architecture • A summative assessment of teaching practice • Collection of artifacts and commentaries • “Learning Segment” of 3-5 days Stanford Center for Assessment, Learning and Equity 2011

24. TPAC Artifacts of Practice Stanford Center for Assessment, Learning and Equity 2011

25. Conceptual Framework of Assessment • What? – candidate describes plans or provides descriptions or evidence of what candidate or students did • So what? – rationale for plans in terms of knowledge of students & research/theory, explanation of what happened in terms of student learning or how teaching affected student learning • Now what? – what candidate would do differently if could do over, next instructional steps based on assessment, feedback to students Stanford Center for Assessment, Learning and Equity 2011

26. Multiple Measures Assessment System TPAC Capstone Assessment Embedded Signature Assessments • Integration of: • Planning • Instruction • Assessment • Analysis of Teaching • with attention to Academic Language Child Case Studies Analyses of Student Learning Curriculum/Teaching Analyses Observation/Supervisory Evaluation & Feedback Stanford Center for Assessment, Learning and Equity 2011

27. Targeted Competencies PLANNING • Planning for content understandings • Using knowledge of students to inform teaching • Planning assessments to monitor and support student learning INSTRUCTION • Engaging students in learning • Deepening student learning during instruction ASSESSMENT Analyzing student work Using feedback to guide further learning Using assessment to inform instruction REFLECTION Analyzing Teaching Effectiveness ACADEMIC LANGUAGE Identifying Language Demands Supporting students’ academic language development Evidence of language use Stanford Center for Assessment, Learning and Equity 2011

28. Rubric progression • Early novice  highly accomplished beginner • Rubrics are additive and analytic • Candidates demonstrate: • Expanding repertoire of skills and strategies • Deepening of rationale and reflection • Teacher focus  student focus • Whole class  generic groups  individuals Stanford Center for Assessment, Learning and Equity 2011

29. Rubric blueprint

30. Rubric Sample

31. Academic Language • Academic language is different from everyday language. Some students are not exposed to this language outside of school. • Much of academic language is discipline-specific. • Unless we make academic language explicit for learning, some students will be excluded from classroom discourse and future opportunities that depend on having acquired this language. Stanford Center for Assessment, Learning and Equity

32. Academic Language • Academic language is the oral and written language used in school necessary for learning content. • This includes the “language of the discipline” (vocabulary and forms/functions of language associated with learning outcomes) and the “instructional language” used to engage students’ in learning content. Stanford Center for Assessment, Learning and Equity

33. Academic LanguageCompetencies Measured • Understanding students’ language development and identifying language demands • Supporting language demands (form and function) to deepen content learning • Identifying evidence that students understand and use targeted academic language in ways that support their language development and content learning. Stanford Center for Assessment, Learning and Equity 2011

34. Development Timeline • 2009-10 Small-scale tryout tasks & feedback from users. • 2010-11 Development of six pilot prototypes based on feedback. Piloted in 20 states. User feedback gathered to guide revisions. • 2011-12 National field test of 13 prototypes, producing a technical report with reliability and validity studies, and a bias and sensitivity review. National standard setting. • 2012-13 Adoption of validated assessment Stanford Center for Assessment, Learning and Equity 2011

35. Pilot Data Analysis • Scores (descriptive stats) • Scoring process • Inter-rater reliability and agreement rates • Examinee and faculty feedback • Benchmark identification Stanford Center for Assessment, Learning and Equity 2011

36. Handbook Changes • Deep focus on student learning • Five level rubric • Clear organization, prompts and alignment with rubrics • Academic language reframing • Analyzing teaching • Subject specific glossaries • Professional look and interactive features Stanford Center for Assessment, Learning and Equity 2011

37. Ohio Spring Pilot 2011 • Three IHEs completed 150 portfolios in six content areas • 91 were scored by 35 calibrated faculty (univ./school) scorers representing 9 institutions • Results were returned to the three IHEs from a commonly used server • Feedback sent to T Candidates with scored portfolios in late summer

38. Program/Unit Discussions • Results shared with program representatives • Discussions about strengths and challenges noted from data results • Sharing of next steps based upon the results for the coming academic year

39. Framing Reliability and Validity Research • Current policies in play • Evidence needed to support TPA use for accreditation and licensure decision-making • Potential role for VAM and other predictive validity measures Stanford Center for Assessment, Learning and Equity 2011

40. Field Test Design • Design is driven by overall goals: • Data to enhance validity evidence • Reports to describe technical aspects and the set of validity and reliability studies • Effectiveness and efficiency of scorer training materials and process • Refinements to the assessment • Reporting design and distribution • Support systems: • portfolio management system and • scoring management system • Participation/Sampling plan – location (state-based or national population) and discipline-specific Stanford Center for Assessment, Learning and Equity 2011

41. Field Test Analyses • Field Test data analysis and research areas: • Content Validity • CV meetings held in July 2011 • Bias Review scheduled for November 2011 • Construct Validity • defining the construct of the TPA, factor analysis • Consequential Validity • candidates & programs • Predictive Validity • reliability between performance on the TPA and other measures (e.g., TPA scores and state teacher certification test scores) Stanford Center for Assessment, Learning and Equity 2011

42. FieldTestParticipation • Subject Areas to be field tested • Elementary Literacy , Elementary Mathematics, English/Language Arts, History/Social Science, Secondary Mathematics, Science • Special Education, Early Childhood Development, Middle Grades (Science, ELA, Math, and History Social Science), Art, Performing Arts (Music, Dance, Theater), Physical Education, and World Language • Other low-incidence draft handbooks will be available for trying out Stanford Center for Assessment, Learning and Equity 2011

43. Field Test Participation • Pearson will support scoring training and scoring stipends for a national sample of 18,000 candidates • Scoring training and certification online (some synchronous events) • Scorers to include IHE faculty, field supervisors, cooperating teaching, principals, NBCTs and others with pedagogical content knowledge and experience with beginning teacher development. • Local, state and national scoring Stanford Center for Assessment, Learning and Equity 2011

44. Ohio’s Projections for 2011-2012 • 72% of Ohio’s IHEs are current TPA participants • Additional IHEs have pending MOUs being completed • Over 2100 portfolios, 13 of the14 content areas, are projected for completion

45. Timeline of Activities • Release of revised handbooks • September 2011 • Commitment/registrations to participate in Field Test • Summer/Fall 2011 • Pearson systems ready for registration, submissions, and scoring • Spring 2012 – scorer management system ready • TBD 2012 – candidate registration and TPA submission system ready Stanford Center for Assessment, Learning and Equity 2011

46. Timeline of Activities • Release of revised handbooks • September 2011 • Commitment/registrations to participate in Field Test • Summer/Fall 2011 • Pearson systems ready for registration, submissions, and scoring • Spring 2012 – scorer management system ready • TBD 2012 – candidate registration and TPA submission system ready Stanford Center for Assessment, Learning and Equity 2011

47. Next Steps • Join TPAC Online (Ning) • Field test commitments • Technical assistance • AACTE affiliate meetings • Ongoing webinars and Ning discussions • PACT/TPAC Implementation Conference – October 20-21 in San Diego • AACTE Annual Meeting – February 17-19, 2012 Stanford Center for Assessment, Learning and Equity 2011

48. Ohio’s Next Steps NE RegionSW Region Host: Hiram College /University of Akron Host: University of Cincinnati Contact: Jennifer Miller/Lynn Kline Contact: Chet Laine Date: October 28 or Nov 4 (TBA) Date: February 24 SE Region NE Region Host: Franciscan University Host: Bowling Green State University Contact: Mary Kathryn McVey Contact: Mary Murray Date: November 16 Date: March (TBA) Central Region Host: Ohio Dominican University Contact: Bonnie Beach Date: January 6

49. Ohio’s Next Steps NE RegionSW Region Host: University of Akron Host: University of Cincinnati Contact: Lynn Kline Contact: Chet Laine Date: Nov. 9 Date: February 24 SE Region NE Region Host: Franciscan University Host: Bowling Green State University Contact: Mary Kathryn McVey Contact: Mary Murray Date: November 16 Date: March 14 Central Region Host: Ohio Dominican University Contact: Bonnie Beach Date: January 6

50. Other TPAc presentations • Breakouts today • Supporting Students • Engaging faculty • Lessons learned from Scoring • Pilot year insights • Academic language • TPAC 101 on Thursday • Thursday Keynote – Program renewal Stanford Center for Assessment, Learning and Equity 2011