national conference of state · pdf filesummative assessment of teaching practice ......

National Conference of State Legislators

New Approaches to Teacher

Licensure and Certification

Linda McKeeSenior Director for

Performance Measurement and Assessment Policy, AACTE

American Association of Colleges for Teacher Education

New Approaches to Teacher Licensure and Certification: edTPA

• What is edTPA?

• Brief History of edTPA development

• Momentum is Building – Updates

• Policy Discussion – edTPA as a Support

System


What is edTPA?

The Teacher Performance Assessment (edTPA) is a student centered, subject specific, multiple measure

assessment of teaching.

It is designed to be educative and predictive of effective

teaching and student learning


Summative assessment of teaching practice

• Common Architecture across 27 fields

• Subject Specific “Learning Segment” of 3-5 days

• Plans based on context and knowledge about

what students bring…

o Academic, social emotional, and language development

o Prior academic learning, lived experiences, family, community

and cultural assets

• Collection of artifacts and commentaries


edTPA Development Process

• Developed by the profession for the profession

• Followed both technical standards

(AERA,APA, NCME, 1999) standards and

industry standards for validating an high

stakes assessment

• Early try outs of tasks 2009-10

• Pilot year with large participation 2010-11


edTPA Development Process

• Large field test to inform revision of tasks, rubrics, scoring training, scoring, reportingsystems – 2011-12

• Second field test of revised systems to establish reliability and validity for the assessment – 2012-13

• Hold system in place for operational year –2013-14


edTPA Development

• 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


Where edTPA fits in

A scalable assessment that:

Provides evidence of teaching quality – readiness to teach

• Used for teacher licensure

Supports program accreditation

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

Guides program improvement and renewal

• Supports teacher preparation program approval


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

States = 35

Institutions = 618 Content Validation reviewers = 100+

Total portfolios scored = 30,000+ Benchmarkers & Scoring Trainers = 150+

Scorers hired (IHE 50% and K-12 50%) = 6200+

Bias Review Members = 10

Subject Specific design/review team members = 160+

edTPA Online Community Members = 7000+


States Adopting edTPA Policy


State Policies at a Glance

http://edtpa.aacte.org/state-policy

Interactive map with informational links.

http://edtpa.aacte.org/state-policy


edTPA Support

• Handbooks Access

• Program Support website at edTPA.aacte.org– Resource Library– Online Community

• Candidate Registration at edtpa.com

• Summary Report athttps://scale.stanford.edu/teaching/edtpa

http://www.edtpa.com/

https://scale.stanford.edu/teaching/edtpa


SCALE/AACTE Resources

Resources

Orienting Program LeadersWebinar

Guidelines for AcceptableSupport

Formative Candidate Support Retake Guidelines

Getting Ready for edTPAWebinar series

edTPA and TeacherEducation Curriculum

Academic Language Overview Mythbusters

Local Evaluation Protocols Review of Low ScoringPortfolios for Retakes

Making Good Choices Understanding Rubric LevelProgressions

Video Tips and Guidelines

New Approaches to Teacher Licensure

and Certification: PPAT and NOTE

NOTENational ObservationalTeaching Exam


PPAT and NOTE Topics

• Placing PPAT and NOTE on the licensure continuum

• What is PPAT?

• Overview of PPAT

• What is NOTE?

• Overview of NOTE

E D U C A T O R P R E P A R A T I O N

P R O G R A M

STUDENTTEACHING

NOTEInitial licensure

Program completion

PPAT

Content knowledge for teaching (CKT) tests taken on computer

Performance assessments: on the spot demonstration of high leverage teaching practices performed in a secure testing center

A portfolio-based performance assessment with tasks embedded in the work of student teaching

Placing the assessments


What is PPAT?

A portfolio performance assessment completed in tandem with a teacher candidate’s clinical experience

--based upon the process of planning instruction, executing the plan, analyzing the outcome, and reflecting upon the whole experience (for rationale and lit review of undergirding structure, see Gary Sykes: Research Basis of Overall PPAT Architecture)

--composed of four tasks, each consisting of task prompts and requiring the submission of artifacts, and a professional growth plan

--task prompts are organized into steps that reflect the paradigm of planning, executing, analyzing, and reflecting

--reflects InTASC Standards and Indicators

--developed using and Evidence-Centered Design approach with committee of 26 educators (EPP faculty and cooperating teachers) from 17 states


What is PPAT?

• Passing score signals successful completion of clinical experience, typically a requirement for program completion and, often, licensure

• Supports and helps organize the clinical experience (the tasks are completed sequentially throughout student teaching rather than all at the end of student teaching)

• Although PPAT provides a summative score, the tasks are meant to connect to formative activities, including coursework, observations, and professional interactions with university faculty and cooperating teachers


Overview of PPAT: the Tasks

• Task 1: Knowledge of Students and the Learning Environment. Formative task, locally evaluated; does not contribute to final score

• Task 2: Assessment and Data Collection to Measure Student Learning. Centrally scored; 5 artifacts required

• Task 3: Designing Instruction for Student Learning. Centrally scored; 6 artifacts required

• Task 4: Implementing and Analyzing Instruction to Promote Student Learning. Culminating task. Centrally scored; 4 artifacts, one of which is a 15-minute, unedited video of the candidate teaching a lesson.


Overview of PPAT: Professional Growth Plan (PGP)

• Inaugurates process of professional development and integrates that process with reflection

• Completed by candidate with his/her mentor professor after scores for all tasks and the final score on the test have been received

• PGP template invites candidate to:

– Choose tasks steps where he/she and the faculty mentor feel improvement is desirable

– Correlate the tasks steps chosen with InTASC standards/indicators and frameworks used for in-service evaluation of teachers

– Specify improvement goals

– Devise schedule of milestones and metrics for measuring progress

• PGP is not scored. It is recommended that EPPs require it because it is a natural outgrowth of the reflective practice encouraged by PPAT and functions as a bridge between pre-service and in-service professional development. PPAT handbooks provide detailed guidance on its use


Overview of PPAT: Development

• Tasks, rubrics, and ancillaries developed in 2013 (Development Committee met in May and October)

• First pilot: spring semester, 2014; pilot evaluation in August of 2014

• Tasks, rubrics, ancillaries finalized during fall of 2014

• Pilot of final form: fall, 2014 and winter, 2015; pilot evaluation in April of 2015; rater training exemplars chosen

• Standard-setting study: June of 2015

• Operational launch: fall semester, 2015


Overview of PPAT: Scoring

• Trained raters who meet criteria for selection (EPP faculty; cooperating teachers, recently retired faculty or teachers.)

• Content-specific scoring/grade-span specific scoring

• Scoring at each step of each task (planning, executing, analyzing, reflecting)

• Each task is scored by two different raters

• Candidates get feedback within two weeks of submitting a task

• Ongoing calibration to ensure inter-rater reliability


Overview of PPAT: Piloting Opportunities

• Mass piloting with centralized, face-to-face training, scoring, and evaluation is over

• Once operational, piloting is still available for interested states and EPPs

– Pilot submissions will be processed and scored with operational submissions

– Debrief and data review with piloting institutions and state departments/boards can be arranged


What is NOTE?

An innovative series of assessments designed to evaluate prospective teachers’ ability to translate their knowledge of content and teaching into effective practice

– Grounded in research on K-12 teaching combined with advances in assessment technology

– Created in a collaboration between Educational Testing Service and TeachingWorks at the University of Michigan

Assessments will include• performance assessments: tests of critical teaching skills based on video

recorded candidate performances and

• content knowledge for teaching (CKT) assessments: tests of the special ways teachers need to know content in the core subject areas


What is NOTE: What is TeachingWorks?

– A national organization housed at the University of Michigan School of Education

– Focused on ensuring that every child gets skillful teaching every year by building strong professional infrastructure for the training, development, and assessment of teaching practice

– Based on work done at the University of Michigan in their own programs and also in partnership with other programs and organizations

http://www.teachingworks.org

http://www.teachingworks.org


What is NOTE? Focus of the Assessment

• The focus of NOTE is on

– High Leverage Practices• practices that are useful across a broad range of subject areas, grade

levels and teaching contexts.

• managing differences among pupils, that will increase effectiveness of teaching

– High-Leverage Content• Content topics where the difference between effective teaching and

ineffective teaching is believed to be most likely to affect student learning

• Ideas and skills that are foundational to content, that are fundamental to student learning, and are sources of student difficulties when not well taught.

Overview of NOTE: Assessments in Development

Performance tests assessing

1. Modeling and explaining content

2. Leading a classroom content discussion

3. Eliciting and interpreting individual students’ thinking

4. Communicating about a student with a guardian

E

─ Science

─ Social Studies

─ Mathematics

─ English Language Arts

Computer-

delivered

innovative

assessments

Content tests assessing

Content Knowledge for Teaching

Overview of NOTE: Assessments in development


1. Modeling and explaining content: Candidate is alone in front of a white

board




F

─ Science

─ Social Studies

─ Mathematics




Overview of NOTE: Assessments in development


1. Modeling and explaining content




F

─ Science

─ Social Studies

─ Mathematics




Three interactive performance assessments using avatars

Use of virtual avatar classrooms

allows for assessment of interactive

practices while

respecting student privacy and

learning time

providing candidates a level playing

field.

The behavior, participation patterns,

language, etc. of avatars will be

produced by trained, calibrated

human “interactors” using

standardized protocols.

31E

Overview of NOTE: Avatars


Overview of NOTE: Where is it in Development?

CKT assessment content is being developed by ETS and TeachingWorks with review from external content experts.

Prototyping of interactive performance tasks.

Piloting with students in preparation programs of “whiteboard performance” tasks assessing Modeling and explaining content.


Overview of NOTE: Opportunities for Collaboration

– Teacher educators will be on NOTE development teams reviewing tests and assessment tasks

– Prototyping and piloting is being done in collaboration with educator preparation programs, with EPP students as pilot participants

www.aacte.org

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