Faculty Meeting

1. Faculty Meeting Wednesday, January 16, 2008 Lorelei Coddington CGU

2. Agenda • Welcome • TPA Task 3 Assessing Learning • TPA Task 3 Calibration • LUNCH • Small Group Discussion/Planning • Task 4 Culminating Teaching Experience

3. Review Task 3 Assessing Learning • Assemble into groups of four with at least one resident “expert” • Walk through exemplar (score level 4) benchmark task and identify steps/components of the Task • Using the Venn diagram compare/contrast the skills and knowledge needed from Task 2, Designing Instruction to Task 3 Assessing Learning.

4. Assessing Learning Task Step 1: Assessment Selection and Planning for the Whole Class A. Academic Content Selection B. Assessment Planning Step 2: Learning about Whole Class and Two Focus Students Student 1: An English Learner Student 2: A Student With an Identified Special Need Step 3: Assessment Adaptations for Two Focus Students A. Adaptation for Student 1 B. Adaptation for Student 2 Step 4: Giving the Assessment to the Whole Class, Including Two Focus Students Step 5: Analyzing Evidence of Student Academic Learning and the Assessment Step 6: Reflection on Assessment Implementation and Student Learning

5. Task 3 - Assessing Learning • Focus is on choosing an appropriate assessment to go with content selection and instruction • Adds TPE 3 “Interpretation and Use of Assessments” • FS 2 is a student with an identified special need (IEP, 504, GATE) • Must teach the lesson and collect and analyze student samples • Assessment artifacts must be submitted with permission slips

6. Task 3 - Assessing Learning • Multiple subject candidates are to choose a Social Studies or Science lesson • Single Subject candidates are to choose a different class and different topic from the Task 2 • Single Subject Spanish are to choose a student who represents a different instructional challenge in place of an English Learner • All are to choose different focus students than those in Task 2

7. Re-calibration • Assessors will be assigned a permanent number • Review rubric language • Look at the preponderance of evidence • ROE - typical places to find information • Numbering sections helps! • Final scoring statement • Factors known to promote bias

8. Factors Known to Prompt Bias • “Fatal Flaw” • Issues of Familiarity • Student Ability/Level of Class • Learning Environment • Personal Characteristics of the Teacher Candidate • Writing Prompts

9. Let’s Calibrate!

10. TPA Task 3 - Assessing Learning • Focus Question: • What do our interns need to KNOW in order to be successful in completing the Assessing Learning Task?

11. Task 4 - Culminating Teaching Experience

12. Culminating Teaching Experience Task Step 1: Learning about the Whole Class and Two Focus Students Student 1: An English Learner Student 2: A Student With a Different Instructional Challenge Step 2: Learning Environment and Academic Instructional Planning for the Whole Class Step 3: Lesson Adaptations for the Two Focus Students Step 4: Teaching and Video-recording the Lesson: Whole Class, including Two Focus Students Step 5: Analyzing the Lesson Step 6: Reflection after Instruction

13. Culminating Teaching Experience Aspects of Teaching on ROETPETask Steps GS 8, 9 2 LAS 8, 9 1 CE 10, 11 2, 4-video PFI 6, 7, 8, 9 2, 4-video MA 6, 7, 8, 9 3, 5, 4-video PS 1, 4, 5, 6, 7 2, 4-video AESL 2, 3 5, 6 R 13 6

14. Video Evidence • Evidence found in the video should connect with the evidence found in the written response • Evidence in the video should compliment, reinforce, and support the written evidence • Video evidence is an additional piece of evidence and should be weighted equally with other pieces of evidence found in the written response