edtpa assessing effective beginning teaching in technology education

edTPA

Assessing effective beginning teaching in technology education

Overview

• Development and intent• Breakdown of the assessment• Pedagogy specific to technology

education• Assessing candidate evidence• Educative promise

Building a Profession From the Grass Roots: edTPA by the Numbers

• States = 29 Campuses = 430• Teacher Candidates = 12,000+• Scorers (IHE and K-12) = 800+• Subject Specific design/review team members

(incl. subject matter project representatives) = 120+• Content Validation reviewers = 100+• Benchmarkers & Scoring Trainers = 150+• Bias Review Members = 10• edTPA Online Community Members =

4000+3

edTPA Development

• Stanford University faculty and staff : 25 years in the development of performance-based assessments of teaching (National Board for Professional Teaching Standards, InTASC portfolio, and Performance Assessment for California Teachers)

• Reflects substantive advice from teachers and teacher educators—built by the profession for the profession

• Input from design and review team members comprised of university faculty, national subject matter organization representatives, and K-12 teachers

Shifting the definition of effective teaching

From To

5

• Successfully delivering the curriculum

– “We got through the material.”

• Having a positive impact on student learning

– “How have I affected student learning?”

Shifting the business of teacher preparation

From To

6

• License as entitlement for completing a curriculum

– “But I’ve always wanted to be a teacher.”

• An obligation to demonstrate the proficiency the curriculum intends

– “See, I can teach.”

Developing a professional performance standard

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• Intends to define and assess candidates’ ability to demonstrate proficiency with respect to the core of effective beginning teaching

© SCALE 2012

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edTPA: Records of practice

Featuring a learning segment, 3-5 lessons/hours

Broken down into 3 tasks1. Planning Instruction & Assessment2. Instructing & Engaging Students in Learning3. Assessing Student Learning

– Attention to academic language and analyzing teaching throughout

Documented with evidence Candidate commentaries Instructional artifacts, including student work 1-2 unedited video clips of teacher-student interaction

E.g., defines the CEBT—planning instruction & assessment

Generic field How do plans build conceptual understanding, fluency in

skills/procedures, and reasoning/problem solving skills?

Plans are focused, coherent, aligned with standards

How does the candidate use knowledge of his/her students to target support for students with varied learning needs?

Plans are connected to what candidates know about the students they will teach, as well as the content

How do the informal and formal assessments provide evidence of student progress toward the standards/objectives?

The assessments correspond to each objective and will render evidence of students’ progress.

Subject specific:variations on the CEBT theme Secondary English Language Arts

How do the plans support students’ development of strategies for understanding, interpreting, and responding to complex features of a text (language arts stuff)? Plans are focused, coherent, aligned with standards

How does the candidate use knowledge of his/her students to target support for students with varied learning needs? Plans are connected to what candidates know about the students

they will teach, as well as the content

How do the informal and formal assessments provide information to understand student progress toward the standards/objectives?

The assessments correspond to each objective and will render evidence of students’ progress.

Subject specific:variations on the CEBT theme Educational Technology Specialist

How do the plans support students to make connections between the content, creativity, and problem-solving skills using digital tools and resources (technology stuff)? Plans are focused, coherent, aligned with standards

How does the candidate use knowledge of his/her students to target support for students with varied learning needs? Plans are connected to what candidates know about the students

they will teach, as well as the content

How do the informal and formal assessments provide information to understand student progress toward the standards/objectives?

The assessments correspond to each objective and will render evidence of students’ progress.

Subject-specific pedagogyEducational Technology Specialist

Using digital tools and resourcesto help students

design and develop productsto demonstrate content

learning

Subject-specific pedagogy

For Task 1, Candidates submit…• Context for Learning• Lesson Plans• Instructional Materials• Assessments• Planning Commentary

In Task 1, Candidates explain…

• Planning to help students make connections between the content, creativity, and problem-solving skills using digital tools and resources to deepen their learning

• Using knowledge of students to target support and justify instructional plans

• Specific language demands associated with educational technology to support learning tasks

• Informal and formal assessments selected to provide direct evidence of student performance as they make connections and deepen knowledge

For Task 2, Candidates submit…• 2 Video Clips• Instruction Commentary

In Task 2, Candidates …

• Video themselves engaging students in learning• Analyze their teaching effectiveness based on

what is seen in the video• Submit 2 video clips that show how they…

– created a positive learning environment– supported students development of a product that

demonstrates content knowledge, creativity, and problem-solving using digital tools and resources• 1st clip: Content-alignment• 2nd clip: Engaging students in product development

In Task 3, Candidates submit …• Student Work Samples• Assessment Commentary• Evaluation Criteria

In Task 3, Candidates …• Choose 1 assessment and analyze students’ ability to use

digital tools and resources to demonstrate content knowledge, creativity, and problem-solving skills

• Choose 3 focus students (at least one with specific learning needs) and submit evidence of the feedback provided to those children on the chosen assessment.

• Explain how the focus students will use the feedback to further their learning

• Analyze students’ use of academic language to develop content understandings

• Identify next steps for instruction and explain how they are based on patterns seen in students’ learning.

How will edTPA portfolios be assessed?

• edTPA will be assessed by a trained scorer who is a practitioner in the content area

• Scoring is facilitated by Pearson• Each task is scored based on 5

rubrics, each of which looks at a different component of the task

• Rubrics have 5 levels

edTPA Rubric Blueprint

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Task name: Rubric Title

Guiding Question

Level 1 Level 2 Level 3 Level 4 Level 5

Struggling candidate, not ready to teach

Some skill but needs more practice to be teacher-of-record

Acceptable level to begin teaching

Solid foundation of knowledge and skills

Stellar candidate

Rubric Progression

23

Not Ready Early Novice Highly AccomplishedBeginner

1 5

Teacher Focus

Student Focus

Whole Class

Individuals/ Flex. Groups

Intentional & Well Executed

Indiscriminate

Assessment: Analysis of student learning rubric

Educative promise

What will candidates learn?• How to think deeply about how their

teaching practice impacts student learning

• The thought processes required of professional educators

• How to provide evidence of their professional practice

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A framework for formative support

Fundamental experiencesGetting to know students

Developing justified lesson plans

Writing explicit and appropriate justification

Developing and applying appropriate assessment criteria

Reflecting with a focus on what students could and could not do as a result of instruction

Critiquing observations with a focus on engaging students in learning

Surfacing and supporting the discourse demands of the discipline

Educative Promise

A summative assessment that:

• Provides actionable evidence of teaching quality – readiness to teach

• Supports teacher preparation program renewal

• Informs programs & policy makers about qualities of teaching associated with student learning

• Provides feedback to candidates to support ongoing professional learning

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Aligning within the career continuum

Anchored in National Board’s Core propositions

Crosswalks includeo edTPAo Danielson frameworko IL Professional Teaching

Standards (InTASC)o Common Core

Courtesy of Illinois State University’s National Board Resource Centerhttp://nbrc.illinoisstate.edu/

More information

• AACTE: http://edtpa.aacte.org/• Pearson Evaluation Systems: http

://www.edtpa.com/• IL State Board of Education: http://

isbe.net/licensure/html/higher-education.htm#tpa

• IHE edTPA coordinators