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An Overview of edTPA

An Overview of edTPA. Adapted from Lisa Barron’s Presentation to TTU Faculty. Guiding Questions. edTPA – How does it fit? What is the purpose of edTPA? How will it be submitted ? How will it be scored?. Blue Ribbon Panel 10 Principles. PARCC & Smarter Balance. Partnering States.

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An Overview of edTPA

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  1. An Overview of edTPA Adapted from Lisa Barron’s Presentation to TTU Faculty

  2. Guiding Questions edTPA – How does it fit? What is the purpose of edTPA? How will it be submitted? How will it be scored?

  3. Blue Ribbon Panel 10 Principles PARCC & Smarter Balance

  4. Partnering States

  5. TBR Policy

  6. Goals of edTPA • Create a body of evidence of teacher performance (pre-service) • Contribute evidence for licensure decisions • Measure a candidate’s readiness for licensure • Provide a consistent measure across teacher preparation programs • Support candidate learning • Improve information base for accreditation

  7. Successful Teachers • develop knowledge of subject matter, content standards, and subject-specific pedagogy • develop and apply knowledge of varied students’ needs • consider research and theory about how students learn • reflect on and analyze evidence of the effects of instruction on student learning

  8. Evaluation Criteria • Planning • Instruction • Assessment • Analyzing Teaching • Academic Language

  9. Subject Specific Handbooks • Special Education • Early Childhood Development • Middle Grades (Science, ELA, Math, and History Social Science) • Visual Art • Performing Arts (Music, Dance, Theater) • Physical Education • World Language • Elementary Literacy • Elementary Mathematics • English/Language Arts • History/Social Science • Science • Secondary Mathematics • A generic handbook is also available for use in low incidence areas during the field test (no scoring training provided).

  10. edTPA Revised 2012

  11. Rubrics Revised 2012 PLANNING (1-5) Planning for content understandings Knowledge of students Justification for plans Language demands and supports Planning for assessment INSTRUCTION (6-9) Learning environment Engaging students Deepening student learning Subject specific pedagogy ASSESSMENT (9-15) Analyzing teaching Analyzing of student learning Feedback Student use of feedback Language use Using assessment results

  12. Rubric Progression • Early novice  expert teacher • 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 groups  individuals

  13. Overview of Tasks • Task 1: Planning Instruction and Assessment • Task 2: Instructing and Engaging Students in Learning • Task 3: Assessing Student Learning *will be partially introduced in Residency 1

  14. Task 1 – What to Do • Instructional context • Select learning segment • Select central focus • Choose one language function • Identify a task and identify language students will be expected to use • Create instruction and assessment plan • Respond to commentary prompts

  15. Task 1 – What to Submit • A. Context for learning • B. Lesson plans • instructional materials • assessment tools/procedures and criteria • C. Planning Commentary

  16. Task 1 Rubrics 1-5 • GQ1: How do the candidate’s plans build understanding and skills? • GQ2: How does the candidate use knowledge of students to target support for students? • GQ3: How does the candidate use knowledge of students to justify instructional plans? • GQ4: How does the candidate identify and support language demands associated with a key literacy learning task? • GQ5: How are the informal and formal assessments selected to provide evidence of student learning?

  17. Task 1 examples Content Focus (Elem Lit) The learning segment that I have planned is in the subject of English Arts and will include Literacy through writing. The focus will be on persuasive writings, business letters, and addressing envelopes. The lessons that I have planned will focus on the following TN state standards: ……

  18. Task 1 examples Content Focus (Elem Lit) ….I will be using a variety of teaching methods through Howard Gardner’s Multiple Levels of Intelligences, in order to accommodate the differing learning styles among the students. Linguistic, interpersonal, intrapersonal, and bodily kinesthetic intelligences will be used during this learning segment.

  19. Task 1 examples Knowledge of Students to Inform Teaching: While they have prior experience with creating entertaining writing, personal narratives, research papers, and friendly letters, they have never written a formal/persuasive business letter.

  20. Task 1 examples Knowledge of Students to Inform Teaching: (Academic Language Development) Many times when reading a writing sample, the class as a whole will usually point out that a certain line in the writing is an onamonapia, simile, or some other type of writing without being probed to do so.

  21. Task 1 examples Knowledge of Students to Inform Teaching: (Social and Emotional Development) Out of the five fifth grade classes, this class demonstrates the best ability to work together, and interact socially, and collaborate as a team to contribute in a productive learning environment. I have rarely observed any conflicts among the students of this class.

  22. Task 2 – What to Do • Collect permission forms for video-recording • Review lessons where students are engaged • Submit 1-2 video clips • Respond to commentary prompts

  23. Task 2 – What to Submit • Video Clip • Instruction Commentary • 2 Promoting a positive environment • 3 Engaging students in learning • 4 Deepening student learning during instruction • 5 Analyzing teaching

  24. Task 2 Rubrics 6-10 • GQ6: How does the candidate demonstrate a positive literacy learning environment that supports student engagement? • GQ7: How does the candidate actively engage students in developing understanding of concepts? • GQ8: How does the candidate elicit and monitor students’ responses to deepen their understanding of concepts? • GQ9: How does the candidate support students to apply the essential literacy strategy? • GQ10: How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied needs?

  25. Task 2 examples Engaging Students in Learning (ELA) Clip 1 is taken from group presentations of the text that students were assigned to read prior to this class. As the students are presenting, I am questioning them about the information they pulled from the text, what events they deemed important and why. In questioning them as they explain the interpretations, they are required to think and analyze what was said, thought, or done to make them come to the conclusions they have reached.

  26. Task 2 examples Deepening Student Learning during Instruction (ELA) Students had to hypothesize and predict what could have happened in order for the man to consider it his duty and destiny to chase someone. Before they wrote a summary, major event, or prediction about their assigned text, they had to give a written reference for where they found the information that led them to that conclusion.

  27. Task 3 examples Analyzing Student Learning (Elem Math) It was evident through this assessment that the children were proficient with naming solid figures and attributes and even finding surface area and volume, which I anticipated that the students would struggle with. The biggest downfall on the assessment was the understanding of squared and cubic units.

  28. Task 3 – What to Do • Select assessment, define, and submit evaluation criteria • Collect class work and analyze performance • Identify 3 student work samples that illustrate student understanding • Select and analyze the learning of 3focus students • Document feedback and next steps • Respond to commentary prompts

  29. Task 3 – What to Submit • Student work samples • Evidence of feedback • Assessment commentary

  30. Task 3 Rubrics 11-15 • GQ11: How does the candidate analyze evidence of student learning? • GQ12: What type of feedback does the candidate provide to focus students? • GQ13: How does the candidate provide opportunities for focus students to use the feedback to guide further learning? • GQ14: How does the candidate analyze students’ use of language to develop content understanding? • GQ15: How does the candidate use the analysis of what students know and are able to do to plan the next steps in instruction?

  31. Task 3 examples Feedback to Guide Further Learning The feedback provided each student with exactly what they needed to address in their work. Because Student #2 mastered the objectives of this assignment, I congratulated her on using the correct formula and wording. Student #1’s feedback, however, was related to her misunderstandings. Even though I feel that her misunderstanding is directly related to her lack of knowledge of English, it is important to realize the steps to fix the problem.

  32. Task 3 examples Using Assessment to Inform Instruction Student #1’s work shows that she can correctly compute the surface area using the formula; she just needs extra practice with vocabulary. Because this seems to be a need for several other students as well, like Student #3 for example, this shows me that extra assistance is needed to establish correct academic language.

  33. Task 3 examples Analyzing Teaching (Elem Lit) After watching the videos of the lessons which I taught, I noticed that for some students, the amount of time I spent giving direct instruction surpassed the amount of time many were able to remain engaged. Had I been more concise in my instruction and incorporated more student involvement, I believe that many of the students who struggled to stay focused would have been more attentive.

  34. Academic Language • Evidence is gathered across tasks • Task 1, Part C: Planning Commentary • Task 2, Part B: Instruction Commentary (Prompt 4) AND/OR • Task 3, Part C: Assessment Commentary

  35. How to Submit • Upload all documents and video into LiveText File Manager • All documents must be saved as .doc; .docx; .odt; pdf • All documents must be saved in specific file names and must not exceed page limit • Videos cannot exceed 500 mb.

  36. How Scores are Returned • Scoring windows are 3 weeks long – there are 3 windows each semester • Scores are returned to campus via email within 2-3 weeks • Explanation of scores (rationalization) is not included • Not given a holistic score

  37. Remediation • Benchmark for field tested contents will be established late summer 2012 • Remediation is done by campus decision until national norms are established • May remediate portions (within the semester) or repeat student teaching placement (following semester)

  38. Questions?

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