mindy schreiner scirri, ph.d. susan krickovich,...
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Mindy Schreiner Scirri, Ph.D. Susan Krickovich, Ed.D. Assistant Professor Education Department Chair, edTPA Coordinator Daemen College Daemen College
NYSATE/NYACTE
October 16, 2015
Dr. Mindy Scirri Dr. Susan Krickovich
Assistant Professor
edTPA scoring trainee
edTPA seminar instructor
Education Department Chair
Associate Professor
edTPA “Diva”/Coordinator
Our Charges:
Examine the content and structure of the tests
Compare this to infrastructure and program plans, including curriculum alignment
Design a support structure to get us through while we did the real work of changing/modifying our course offerings
Basically…. Running with scissors and building the car as we were driving it!
Childhood Elementary/ Special Education Dual Certification: 100% pass rate on the Elementary Education edTPA across a variety of initial student ability levels (three cohorts)
1. Professional development and teamwork
2. Emergency seminars and boot camp
3. Insertion of parallel task assignments into coursework
4. Revision of the capstone seminar course, (serendipitously) titled Teaching to the Standards
Pilot—Dr. K “voluntold” to participate
Support from cIcu (conferences and internal PD)
Webinars
Conference representation with “Report Outs”
Department retreats
Local evaluation
Program assessment
Juniors were freaking out!
Designed seminar and boot camp around significant components and anticipated gaps/challenges based on coursework ◦ Textbook analysis of foundational courses
◦ Assignment inventory
◦ Incoming data (pre- and post-assessment of boot camp & initial edTPA results)
Engaged in tight-loose types of discussions
Foundational Courses—Freshmen Level ◦ Introduction of unit design and formative lesson plan
Reading Course Sequence—Sophomore Level ◦ Informal analysis of common misconceptions and developmental
approximations ◦ Creation of parallel tasks and rubrics
Content Area and Math Courses—Junior Level ◦ Social studies ◦ Math (focus on Task 4)
Special Education Courses—Junior and Senior Level ◦ Increased challenges of differentiation, scaffolding, and multiple learning
targets/goals ◦ Movement from formative to capstone lesson plan model
Peer Lessons Throughout!
Adoption/Adaptation of Debbie Layzell formative lesson plan
25 books collection using F&P levels, edTPA Elementary Education glossary vocabulary
Two learning segments: composition and reading
Lower Division ◦ Disability types and vocabulary
Upper Division ◦ Formative lesson plan for students with mod/severe disabilities (within
the context of a learning segment)
Methods Practicum Course
◦ Formative lesson plan for peers—one student nonverbal
◦ Practicum journal—context for learning (the positives!)
◦ Learning segment using capstone lesson plan plus commentary
◦ Assessment project
◦ Re-engagement project
Additional skills gained from Special Education courses that help with the Elementary Education edTPA ◦ Focus on multiple learning targets/goals—The big picture! ◦ Targeting of communication skills ◦ Instruction on how to use task analysis ◦ Emphasis on scaffolding, differentiation, and prompting ◦ Practice implementing IEP goal-related skills practice ◦ Exploration of alternative assessment/progress monitoring methods ◦ Integration of an ELA/math strategy within social studies/science ◦ Exercise of re-engagement of non-math instruction ◦ Consideration of varied cognitive levels: whole-group versus small-
group/individual; use of age-appropriate materials ◦ Challenge of (observed) instruction in a self-contained classroom
“Teaching to the Standards” already in place ◦ Learning experiences—TLQP; Dr. Jeff Arnold
Provision of SWIVL technology Technology (videotaping, editing, scanning) support Peer review based on same tenets as faculty culture of peer
review already present (NYSATL) edTPA timeline Mini-lessons related to the former seminar topics (gaps) Bridge week Submission technology support Seminar discussions/reflections
Distributive practice model over time
Scaffolding of parallel tasks through general education and special education curriculum
Resultant spiraling of instruction and Gradual Release of Responsibility for edTPA preparation across the program
Phasing out of “emergency” seminars
Continuous improvement cycle based on data
Work in progress
Daemen College TLQP Learning Experiences:
http://my.daemen.edu/offices/tlqp/learning_experiences.php
Highly effective questioning: Challenging
the culture of disengagement in the K-12 classroom (Hannel, 2005)
NYSATL Peer Review:
http://my.daemen.edu/offices/tlqp/nysatl_resources.php
http://my.daemen.edu/offices/tlqp/nysatl_resources/nysatl_peer_review_protocol.pdf