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Teacher Performance Assessment (TPA)

Teacher Performance Assessment (TPA). The University of Toledo Faculty Senate October 9, 2012. Why now?. How has Ohio responded to the national pressure?. Ohio House Bill 1 (passed in 2009, established a new licensure structure for Ohio educators, effective in 2011).

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Teacher Performance Assessment (TPA)

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  1. Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012

  2. Why now?

  3. How has Ohio responded to the national pressure? • Ohio House Bill 1 (passed in 2009, established a new licensure structure for Ohio educators, effective in 2011). • HB 1 transfers responsibility for approving teacher preparation program from the State Board to the Chancellor of the Board of Regents. • Directs the Chancellor, jointly with the State Superintendent, to: • Establish metrics and educator preparation programs for the preparation of educators and other school personnel (Ohio Educator Preparation Metrics), and (2) provide for inspection of the institutions (accreditation process). • Through HB 1, Ohio is the first in the nation to require a four-year induction program (Resident Educator).

  4. Ohio Teacher Career Continuum Continuum of Support and Assessment for Teachers

  5. Teacher Career Ladder Teacher Performance Assessment Model

  6. Why a teacher performance assessment for pre-service teachers? • The Ohio Educator Preparation Metricsinclude a “statewide teacher performance assessment.” • Prior to HB 1 Ohio required Praxis III, a performance based assessment used during the induction year of teaching. • Praxis III was line item budgeted. • The new performance assessment requirement is an unfunded mandate.

  7. Teacher Performance Assessment (TPA) Background • Three-year grant to create a National Teacher Performance Assessment • Co-PIs ~ Linda Darling-Hammond & Ray Pecheone (Stanford University) • Based upon the Performance Assessment for Teacher Candidates (PACT) from California

  8. What is the Teacher Performance Assessment (TPA)? • The Teacher Performance Assessment (TPA) is a student-centered, multiple measure assessment of teaching. • It is designed to be educative and predictive of effective teaching and student learning.

  9. Project Partners • AACTE (American Association of Colleges for Teacher Education) • CCSSO (Council of Chief State School Officers) • Stanford University • Lead IHE in Each State (Wright State, for Ohio) • IHEs in Each State (All 51 teacher preparation programs in Ohio are participating in the pilot) • State Education Agencies (ODE & OBR)

  10. National Progress/Participation • States = 25 • Campuses = 180+ • Teacher Candidates = 8,000 • Scorers (IHE and K-12) = 900 • Subject Specific design/review team members (including national subject matter project representatives) = 120+ • Content Validation Reviewers = 200+ • Benchmarkers and Scoring Trainers = 120 • Bias Review Members = 10

  11. Partnering States

  12. TPA Targeted Competencies • PLANNING (Task 1) • Planning for content understandings • Using knowledge of students to inform teaching • Planning assessments to monitor and support student learning • INSTUCTION (Task 2) • Engaging students in learning • Deepening student learning during instruction • ASSESSMENT (Task 3) • Analyzing student work • Using feedback to guide learning • Using assessment to inform instruction • ANALYZING TEACHING (Task 4) • Reflecting/analyzing teaching effectiveness • ACADEMIC LANGUAGE • Identifying Language Demands • Supporting students’ academic language development • Evidence of language use

  13. Records of Practice/Evidence Planning Lesson Plans Handouts, overheads, student work Lesson Commentary Instruction Video clip(s) Teaching Commentary Instructional and Social Context 3-5 Days Assessment Analysis of Whole Class Assessment Analysis of learning of two students Analysis of Teaching Daily Reflection Notes Reflective Commentary Evidence of Academic Language

  14. 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 group  individuals

  15. Rubric Blueprint

  16. Pearson’s Role in the TPA • Pearson has been selected as Stanford’s operational partner. • Pearson will provide assessment services to deliver the TPA nationally. • Pearson’s involvement will result in sustainability of the product. • Pearson will train and certify scorers, provide a scoring platform and report results for the operational TPA.

  17. Ohio’s Next Steps • As soon as possible Ohio’s teacher performance assessment requirement must be identified (i.e., candidate licensure requirement vs. program requirement). • In December 2012 Ohio Teacher Preparation Programs Report Cards are scheduled to be released. If adopted, TPA data will be included as part of the report card. • In 2013 the Ohio Teacher Evaluation System Model begins for all K-12 schools. This system focuses on teacher performance and student growth and results will appear on the Report Card. This system is aligned with TPA.

  18. Questions

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