Teacher Performance Assessment

1. Teacher Performance Assessment Update OCTEO Pre-Conference October 13, 2010

2. Setting the Context

3. 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.

4. National Context for Teacher Education Non-regulated, alternative pathways to teaching: • The American Board for Certification of Teacher Excellence (ABCTE) . . . to complete the program, the participant must hold at least a bachelor's degree and then pass a background check, and a professional teaching exam . . .

5. 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

6. 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.

7. National Context for Teacher Education • On April 30, 2010, the National Research Council released findings from a study of teacher preparation in the United States commissioned by the U.S. Department of Education. • One of the major goals of this study was to determine if there were differences among candidates who pursue different routes to teaching.

8. National Context for Teacher Education • Researchers found so many differences among and between programs, that “. . . the distinctions among pathways and programs are not clear-cut, and there is more variation within categories such as ‘traditional’ and ‘alternative’ – and even within the category of masters degree programs -- than there is between categories” (National Academies Press, 2010, p. 174).

9. State: Career Ladder Continuum of Support and Assessment for Teachers

10. Career Ladder Teacher Performance Assessment Model

11. 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

12. National Progress to Date • Commitments from 20 participating pilot states, including SEAs and IHEs • Field-based state and IHE review of the PACT assessment methodology, upon which this initiative is based • Conducted an alignment study with INTASC teaching standards, as well as state developed teaching standards • Developed initial policy context analyses for participating states • Convened design team of leading measurement experts and researchers to inform the development of the TPA.

13. 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

14. 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 (University of Dayton, University of Cincinnati & The Ohio State University) • SEAs (ODE & OBR)

15. A MULTIPLE MEASUREMENT ASSESSMENT 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 15 15

16. 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 16

17. A NA First Year – Tryouts of tasks (2009-10) Second Year – Pilot test of the prototypes (2010-11) Third Year – Field test, with collection of data to document validity, reliability, and fairness of assessment (2011-12) THE NATIONAL ASSESSMENT TIMELINE

18. Local Context: 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

19. Local “Smoke Test” Insights… • Candidates noted the suggested writing amounts were a bit lofty (5-8 pgs). • Insights gained from the candidates were positive and extensive from the tasks. • Rubric improvements noted by some faculty.

20. Insights… • Suggestion – include Gifted as well as ELL as special learners to target with assessment task. • MCE candidates used elementary tasks for grades 4-6 and secondary tasks for 7-9. • Programs will need content methods faculty engaged in the preparation process for this assessment (vs. Praxis III not content specific).

21. TPA Design Framework • Who are the students and what learning supports do they need? • What are the students learning in the content area? • How is academic language supported?

22. TPA TASK # 1: Planning Instruction and Assessment • Describe school and classroom context.  • Describe students’ academic development, language abilities, social and emotional development, and family and community assets. • Describe modifications planned for students with specific learning needs. • Identify what will be taught in the content area. • Describe plans to teach content in ways to support student learning.  • Describe how student learning will be monitored while teaching.  • Identify the language needed to process and express the content.

23. Evidence provided: • Context for Learning form • Context for Learning commentary • Lesson plans • Copies of handouts, assessments, and other materials needed to understand the learning and assessment tasks • Planning commentary

24. Task #3: Assessing Student Learning • Describe the variation in student learning based on whole class and individual student performance. • Describe how your feedback specifically addressed your students’ learning needs. • Analyze what students learned based on an assessment that is aligned with the content learning goals.

25. Assessment Task Evidence • Context for Learning form • Context for Learning commentary • 3 student work samples from the assessment • Assessment commentary

26. National Plan: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

27. State Pilot: Initiate Task 2 ~ Instruction Engaging Students and Supporting Learning * New task for 4 pilot IHEs this year * Involves a 20 minute unedited video clip * Audio priority for candidate reflection

28. State: 2010-2011 Plan • Engaging Other IHEs • Piloting Planning or Assessing tasks (smoke test) • November 10 state TPAC conference • Videotape Preparations (policy/implementation) • TPA website development (ORC) • Assessor Training (second semester)

29. Possible TPA Implications . . . • 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 follow up TPA assessment during the second/third year of the Teacher Residency Program

30. Pilot IHE Contact Faculty 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