Teacher Performance Assessment

1. Teacher Performance Assessment Secondary Assessments Chet Laine Karen Haring November 10, 2010

2. Climate of Education Reform Linda Darling-Hammond (2010) “For teacher education, this is perhaps the best of times and the worst of times.” • It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models . . . • It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts.

3. National Context for Teacher Education Successful transformation of university-based teacher education: • Strengthening coursework around: • Student learning and development • Assessment • Subject matter pedagogy • Teaching English language learners and special needs students • Connecting coursework to practice

4. National Context for Teacher Education At the heart of the reform . . . connect theory to practice with well-designed clinical experiences. NCATE Blue Ribbon Panel ...clinical preparation must be well integrated with content and pedagogy, and woven together throughout the program.

5. TPA Background • Three-year grant to create a national teacher performance assessment • Based upon the Performance Assessment for Teacher Candidates (PACT) from California (http://www.pacttpa.org) • Co-PIs ~ Linda Darling-Hammond & Ray Pecheone

6. The 20 Partner States California New Jersey Colorado New York Illinois North Carolina Iowa Ohio Kentucky South Carolina Maryland Tennessee Massachusetts Virginia Michigan Washington Minnesota West Virginia Missouri Wisconsin

7. Project Partners • AACTE • CCSSO • Stanford University • Lead IHE in Each State (Wright State for Ohio) • IHEs in Each State (University of Dayton, University of Cincinnati & The Ohio State University) • SEAs (ODE & OBR)

8. Projected Outcomes • A reliable and valid Teacher Performance Assessment utilized to improve the consistency and quality of teacher effectiveness • An outcome database used by school districts to track teacher performance across the continuum of teachers’ careers • Provide information states could use to inform teacher quality initiatives, issue initial teacher licenses, and make accreditation decisions • An evidence-based methodology for making systematic decisions about recruitment, professional development and continuation of employment

9. OUTCOMES • A national technology platform for data management, analysis and reporting of teacher outcomes that are connected directly to student outcomes • An empirical foundation for developing a more coherent national agenda for teacher quality assessment • The foundation for using Teacher Performance Assessment as a professional development tool for in-service teachers

10. A Multiple Measures Assessment System The Capstone Teaching Event Embedded Signature Assessments — examples — • Teaching Event • Demonstrates : • Planning • Instruction • Assessing • Reflecting • Academic Language Child Case Studies Analyses of Student Learning Curriculum /Teaching Analyses Observation/Supervisory Evaluation & Feedback RP 10 10

11. Discipline Specific Student Centered: Examines teaching practice in relationship to student learning Analytic feedback and support Maintains the complexity of teaching Adaptable & Generalizable Design Principles 11

12. National Implementation Plan First Year – Tryouts of tasks Second Year – Pilot test of the prototypes Third Year – Field test, with collection of data to document validity, reliability, and fairness of assessment

13. Spring Tryouts (March-June 2010) Testing Components of selected Prototypes: Elementary Literacy Secondary English/Lang Arts Elementary Math Secondary Math Secondary Science The Ohio IHEs chose to “smoke test” the planning and/or the assessment on student learning tasks.

14. Spring Pilot Summary 55 candidates from 3 universities completed one of the suggested tasks: • Planning Instruction and Assessment • Assessment on Student Learning Content Areas: Literacy, Math, English, Science Grade Levels – elementary, middle, and secondary

15. 2010-2011 Academic Year • Pilot complete full assessment process • Planning Instruction & Assessment • Instructing Students & Supporting their Learning (video clip) • Assessment on Student Learning New Content to be added: Early Childhood, Special Education/EC Special Education, and History/Social Sciences

16. 2010-2011 Plans… • Assessor Training (second semester) • Roll out of revised “smoke test” tasks • Engaging Other IHEs • Sampling of tasks/assessments • TPA website development (FAQs, working docs, suggestions etc.)

17. Implications for PreK-12 • Ability to have a common expectations of preservice teacher performance assessments • Ability to compare proficiencies among Ohio’s Teacher Preparation Institutions through the use of metrics (House Bill 1) • Possible a follow up TPA assessment during the second/third year of the Teacher Residency Program

18. Secondary Assessments Handouts: • Sample overview of the TPAC Assessment • TPAC Design Framework • Overview of TPAC Secondary Assessment • Rubrics for Planning

19. Questions/Comments

20. Follow up info from today’s presentation… Sandy Stroot (OSU) – stroot.1@osu.edu Katie Kinnucan-Welsch (UD) - katie.kinnucan-welsch@notes.udayton.edu Chet Laine (UC) - Chet.Laine@uc.edu Donna Hanby (WSU) - donna.hanby@wright.edu