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Teacher Performance Assessment
UpdateOCTEO Pre-Conference
October 13, 2010
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Setting the ContextSetting the Context
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Climate of Education ReformClimate 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.
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National Context for National Context for Teacher EducationTeacher 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 . . .
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National Context for Teacher EducationNational 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
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National Context for Teacher EducationNational 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.
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National Context for Teacher EducationNational 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).
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National Context for Teacher EducationNational 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.
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State: Career LadderState: Career Ladder
Continuum of Support and Assessment for Teachers
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Career LadderCareer Ladder
Teacher Performance Assessment Model
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TPA BackgroundTPA 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
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National Progress to Date 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.
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The 20 Partner StatesThe 20 Partner StatesCalifornia New Jersey
Colorado New York
Illinois North Carolina
Iowa Ohio
Kentucky South Carolina
Maryland Tennessee
Massachusetts Virginia
Michigan Washington
Minnesota West Virginia
Missouri Wisconsin
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Project PartnersProject 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)
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151515151515
Embedded Signature Assessments Embedded Signature Assessments — — examples —examples —
Embedded Signature Assessments Embedded Signature Assessments — — examples —examples —
Observation/Supervisory Evaluation & Observation/Supervisory Evaluation & FeedbackFeedback
Observation/Supervisory Evaluation & Observation/Supervisory Evaluation & FeedbackFeedback
Child Child Case Case StudiesStudies
Child Child Case Case StudiesStudies
Analyses Analyses of Student of Student LearningLearning
Analyses Analyses of Student of Student LearningLearning
Curriculum Curriculum /Teaching /Teaching AnalysesAnalyses
Curriculum Curriculum /Teaching /Teaching AnalysesAnalyses
The Capstone The Capstone Teaching EventTeaching EventThe Capstone The Capstone
Teaching EventTeaching Event
Teaching EventTeaching EventDemonstrates :Demonstrates :
‣PlanningPlanning
‣InstructionInstruction
‣AssessingAssessing
‣ReflectingReflecting‣Academic Academic LanguageLanguage
Teaching EventTeaching EventDemonstrates :Demonstrates :
‣PlanningPlanning
‣InstructionInstruction
‣AssessingAssessing
‣ReflectingReflecting‣Academic Academic LanguageLanguage
RP
A MULTIPLE MEASUREMENT ASSESSMENT
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1616
Discipline Specific Student Centered: Examines teaching
practice in relationship to student learning Analytic feedback and support Maintains the complexity of teaching Adaptable & Generalizable
Design PrinciplesDesign Principles
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A NAA 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
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Local Context:Local Context: Spring Pilot Spring Pilot SummarySummary
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
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Local “Smoke Test” Local “Smoke Test” Insights…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.
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Insights…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).
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TPA Design TPA Design FrameworkFramework
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?
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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.
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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
Evidence provided:
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Task #3: Assessing Student LearningTask #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.
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Assessment Task EvidenceAssessment Task Evidence
Context for Learning form
Context for Learning commentary
3 student work samples from the assessment
Assessment commentary
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National Plan:National Plan:2010-2011 Academic Year2010-2011 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
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State Pilot: Initiate Task 2 ~State Pilot: Initiate Task 2 ~
Instruction 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
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State: 2010-2011 PlanState: 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)
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Possible TPA Possible TPA Implications . . .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
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Pilot IHE Contact Pilot IHE Contact FacultyFaculty
Sandy Stroot (OSU) – [email protected]
Katie Kinnucan-Welsch (UD) - [email protected]
Chet Laine (UC) - [email protected]
Donna Hanby (WSU) - [email protected]