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OCTEO Fall Conference Insights from Ohio’s edTPA Field Test (2011-12)

OCTEO Fall Conference Insights from Ohio’s edTPA Field Test (2011-12). October 25, 2012 Donna Hanby, PhD. The Ohio edTPA Journey To Date. 2011-2012 1652 Portfolios were submitted by Ohio’s Preservice Teachers for the 2012 Spring Field Test

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OCTEO Fall Conference Insights from Ohio’s edTPA Field Test (2011-12)

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  1. OCTEO Fall ConferenceInsights from Ohio’s edTPA Field Test (2011-12) October 25, 2012 Donna Hanby, PhD

  2. The Ohio edTPA Journey To Date • 2011-2012 • 1652 Portfolios were submitted by Ohio’s Preservice • Teachers for the 2012 Spring Field Test • Ohio had 183 Scorers involved in the Spring Field Test • (university/school faculty) • 1800 Portfolios to be submitted 2012 fall term + 7000 • during this academic year (all 51 IHEs) • Field Test Data being analyzed at state & national levels

  3. What was learned last year? • Survey Monkey utilization for gathering insights • Two Surveys: (1) faculty and (2) teacher candidates participating in the spring field test • URLs sent via the TPA Contacts for each of the 51 IHEs

  4. Collected Insights • Faculty • Teacher Candidates • TPA Contacts ~ Annual Reports Survey Monkey

  5. Faculty Feedback: 2011-12 Field Test (n-114) # of Candidates Assisted • University Faculty ~ n-46 (39% State & 59% Private) • University Supervisor ~ n-30 (53% State & 47% Private) • Cooperating Teachers ~ n-38 (79% State & 16% Private)

  6. Teacher Candidate Survey (n-220) • 52% represented Private Institutions • 46% from State Institutions • 2% did not respond

  7. edTPA Supported Areas (Faculty/T. Candidate Surveys)

  8. Positives Noted re: edTPA? • What aspects might the teacher candidates have noted as positives regarding the edTPA? • What do you predict faculty (Univ. faculty/supervisors/cooperating teachers) may have indicated as positives?

  9. Positive Insights Re: the edTPA(Faculty/T. Candidate Surveys)

  10. Faculty TPA Contacts TPA Materials Training OnLine Resources Teacher Candidates Faculty (Supvsr, CT & Seminar Leaders) TPA Materials Training/Seminars Technical Support Prior Experience Beneficial Supports for edTPA

  11. Satisfaction Level with edTPA Handbook & Templates(Faculty/TC Surveys) • University Faculty = 70% • University Supervisors = 60% • Cooperating Teachers = 45% • Teacher Candidates = 74% ______ (Unclear Directions/Poor Structure were noted areas of dissatisfaction)

  12. Educational Process Perspective (Faculty/T. Candidates)

  13. Noted Challenges (T Candidates) • Videotaping 29% • Time Limitations 14% • Excessive Requirements 10% • Unclear/Vague Instructions 7% • Redundancy of Task 7% __________ No Response 33%

  14. Noted Challenges (Faculty)

  15. Suggested Modifications for the edTPA(Faculty Surveys) • Clearer Instructions/Examples of Completed Samples (7%) • Additional Training (7%) • More Time Needed to Complete (5%)

  16. Anything Else to Share? • edTPA is a Rigorous Assessment – “I was heavily involved with NBPTS for a long time as a NBCT, district support person, and a trainer for over 7 years. There are many aspects of the TPA process that mirrors what NBPTS candidates do as well.” • edTPA promotes Professional Development – “While it seems to students to be a monumental task, and one they do not necessarily want to do, it gives them the framework of processes for what they will need to continue to do at all stages of their career in order to fully develop as a professional teacher – students eventually will see how TPA promotes their own professionalism and it will become a professional “way of life” for them.” • More Training is Needed – “I would like to be able to go through the evaluation process so I can better understand how to help my candidates.”

  17. Strengths of the edTPA(conveyed by the Ohio TPA Coordinators) • “The TPA covers important needs of new teachers: it provides the needed emphasis on using data analysis to determine the extent of student learning, helps new teachers to reflect on their planning, implementation, flexibility to change plans during a lesson, communication and collaboration.” • “The TPA has caused us to add academic language to our curriculum along with more systematic, in-depth inclusion of theory and research.” • “It is a comprehensive and performance-based assessment. It is based on theory and requires candidates to really think critically and be intentional about their teaching practices.” • “The possibility of the standardization of licensure across states was cited as a potential benefit of a national TPA structure.”

  18. National Participation Update

  19. National edTPA Participation Development • 120+ Subject specific team members • 200+ Content Validation reviewers • 120 Benchmarkers and Trainers of Scorers • 10 Bias Review Members Validation 2012 • 26 States • 160+ Teacher Preparation Programs • 7200 Portfolios of Teacher Candidates • 500+ Scorers (IHE and K-12)

  20. edTPA Participation: Ohio Pilot Test 2011 • 32 Teacher Preparation Programs Validation 2012 • 51 Teacher Preparation Programs • 1652 Portfolios of teacher candidates (23% of total) • 183 University/K-12 school scorers (37% of all scorers) • 1800 Portfolios to be submitted 2012 fall term • edTPA is included as a metric (Assurance measurement) • Validation data being analyzed at state & national levels

  21. Now What? • Getting … Re: Data Results

  22. Candidate Results • During the Field Test, candidate results are only sent to their designated IHE. • Therefore, distribution would need to be facilitated through the IHE to the candidate, if desired.

  23. edTPA Online Resources • http://edTPA.AACTE.org(public site) • http://tpafieldtest.nesinc.com(Pearson fall 2012 OH field test site) • edTPA.com(Pearson 2013 operational site) • http://tpaconline.ning.com(SCALE online educator community) • http://ohiotpa.org(Ohio site)

  24. Questions/Comments? Donna.Hanby@Pearson.com

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