performance assessment for school leaders (pasl) · allows test takers to show what they know and...

Confidential and Proprietary. Copyright © 2014 by Educational Testing Service. All rights reserved.

August 2017

Performance Assessment for School Leaders (PASL)

PresentersJaymie KosaShelia Morse

Steve Schreiner

Webinar ModeratorWilliam Scott

https://www.ets.org/ppa/test-takers/school-leaders/about

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WebEx Information

Thank you for registering for the ETS® Performance Assessment for School Leaders (PASL) Webinar:

When: Tuesday, August 1, 2017, 9:30 a.m. CT (10:30 a.m. ET)

Below are the login and audio requirements needed to participate in the webinar.

STEP 1: View the Webinar1. Go to the WebEx link you were emailed to join the webinar. 2. Next, enter your name and email address in the boxes provided.3. If a password is required, type in: P@sswor5

STEP 2: Audio1. Audio will be computer enabled using the “Video Conference” button; therefore, you will need to use a headset, earphones, or speakers if your computer does not have built-in speakers to hear the presentation.

Questions can be submitted during the presentation using the chat function under the participant list. Please send your questions to “William Scott” in the drop-down box. At the end of the presentation, the presenter will open the forum for questions as well. If you have a microphone on your headset or computer, you may ask questions at the end of the presentation by virtually raising your hand.

For Further Assistance:1. Go to https://eval.webex.com/eval/mc2. On the top navigation bar, click “Support Center”3. Or, send an email to [email protected]

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How to Mute/Unmute Your Line

• You may mute/unmute your line by clicking the mute icon next to your name.

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How to Raise Your Hand

• If you have a question, you may virtually raise your hand by clicking “Raise Hand” under the participants list.

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How to Chat

• If you have a question, you may also use the chat function to privately send a message.

• Click on Chat and type your question in the chat box.

• Select @ William Scott from the drop-down box and hit send to deliver your message.

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How to Use Full Screen Mode

• To enlarge the presentation to full screen, select View and click on “Full Screen.”

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Using Functions in Full Screen Mode

• Hover over the blue tab at the top of your screen to use the available functions

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Topics for Today’s Webinar

• PASL Overview• Structure of PASL Tasks

• The Rubric

• The Submission and Scoring Process

• Resources for Candidates and EPPs

• Support Strategies for University Supervisors & Mentors

• Questions

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How PASL Helps Develop School Leaders

• PASL is a part of the certification process for Texas principals

• PASL allows test takers to show what they know and are able to do, and to assess their capability as a school leader, by engaging in authentic tasks, focused on instructional leadership in schools.

• PASL tasks were developed by educational leaders for educational leaders.

• PASL tasks help identify areas of strength and areas needing improvement to guide educational leaders’ professional practice

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Overview of the Tasks

• Each of the three tasks

• Requires written commentary created by candidates in response to a series of guiding prompts

• Requires descriptive, analytic, and reflective writing

• Is divided into steps and a series of guiding prompts to provide focus for the candidate

• Requires artifacts including one fifteen-minute video in Task 3

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Components of All PASL Tasks

• Data collection

• Use of research

• Facilitation

• Communication with colleagues

• Evidence to measure results

• A connection to improved instruction and student learning

• Reflection and feedback on effectiveness and the process

• Rationales and examples in written responses

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PASL Alignment to TX Principal Certification Standards

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https://www.ets.org/s/ppa/pdf/texas-principal-certificate-standards-alignment.pdf

https://www.ets.org/s/ppa/pdf/texas-principal-certificate-standards-alignment.pdf


Structure of PASL Tasks

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The Steps in Task 1

Step 1: Identifying a Problem/Challenge

Step 2: Researching and Developing a Plan

Step 3: Implementing the Plan

Step 4: Reflecting on the Plan and the Resolution

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Overview of the Structure of Task 1

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Written Commentary Types of Writing Required in a Task

Descriptive Writing Analytic Writing Reflective Writing

Retells what happened,sets the scene and gives a basic sense of the situation- Accurately explain- Ensure people, events,

and concepts are clearly described

Provides reasons, motives, interpretation supported by evidenceReveals thought processes used to arrive at conclusionsProvides significance of the evidence submitted

Provides thought processes after completing an activity- Making sense of an

experience- Giving perspective/clarity- Showing deeper

understanding- Drawing conclusions that

inform future practice

Overlap

Task 1: Problem Solving in the Field

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Task 1 Artifacts• Longitudinal data• Research materials/resources used• The plan (ETS template available)

• The timeline• Communication with stakeholders• Document that reflects adjustments and/or results• Student work

Task 1, Step 1Identifying a Problem/Challenge

• Describe the impact that the significant problem/challenge has on instructional practice and student learning;

• Use and explain how longitudinal data supports your choice of the problem/challenge; and

• Describe the expected result if the problem/challenge is addressed and how the change will affect instructional practice and student learning.

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Task 1, Step 2Researching and Developing a Plan

• Identify research, school/district resources, and community/ cultural influences to support the development of a plan;

• Include specific goals and a timeline with specific steps that delineate critical colleagues’ involvement in the development of the plan;

• Describe communication strategies to reach various audiences; and

• Identify a method to measure the plan’s effect on instructional practice and student learning.

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Task 1, Step 3Implementing the Plan

• Describe the actions taken to support the plan, the colleagues, and the communication strategies used to implement the plan;

• Explain the monitoring process used to assess the implementation of the plan including any adjustments made to the plan; and

• Illustrate how the implementation of the plan addressed the problem/challenge and how it specifically improved instructional practice and student learning.

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Task 1, Step 4Reflecting on the Plan and the Resolution

• Describe any changes you would make to the plan itself;

• Explain how this process influenced your approach to future problem-solving situations; and

• Identify how the resolution could influence future problem-solving tasks.

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Step 1: Designing Building-level Professional Development

Step 2: Implementing Building-level Professional Development

Step 3: Analyzing Three Participants’ Responses

Step 4: Reflecting on Building-level Professional Development

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Task 2 Artifacts

• A prioritized list of professional development needs aligned to school, district and/or state goals

• Professional development plan (ETS template available)

• A page of research

• An assignment given to teachers and/or students

• Walkthrough observation form (ETS template available)

• Student work sample

• Feedback survey (ETS template available)

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Task 2, Step 1Designing Building-Level Professional Development

• Develop a prioritized list of the professional development needs of your building-level teachers that are aligned to building or district goals; and

• Design a research-based professional development plan that addresses the most significant need(s) of your building-level teachers.

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Task 2, Step 2Implementing Building-Level Professional

Development

• Facilitate building-level professional development that will improve teacher effectiveness and student learning

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Task 2, Step 3Analyzing Three Teachers’ Responses

• Conduct classroom visits, complete walkthrough observation forms;

• Conduct follow-up sessions with three participants with different levels of experience to determine the effect of the professional development; and

• Have each participant to bring to the follow-up session a student work sample to facilitate a discussion about student learning.

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Task 2, Step 4Reflecting on Building-Level Professional

Development

• Develop and conduct a follow-up survey for all teacher participants to provide feedback on the effectiveness of the professional development and its long-term influence on the school culture.

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Step 1: Identifying the Collaborative Team

Step 2: Developing a Plan to Improve Instruction, Student Learning, and the School Culture

Step 3: Implementing the Plan to Improve Instruction, Student Learning, and the School Culture

Step 4: Reflecting on the Collaborative Team and the School Culture

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Task 3 Artifacts

• Document showing the characteristics of team members

• Data-collecting tool

• Plan (ETS template available)

• Feedback from targeted audience

• Document that reflects student learning

• 15-minute video (5 minutes on planning/implementing & 10 minutes on self-reflection/feedback)

Task 3, Step 1Identifying the Collaborative Team

• Identify three to five colleagues with different levels and kinds of experience who will be integral in helping build a collaborative team for the purpose of improving student achievement in the building;

• Develop a spreadsheet, table, or chart that describes/lists the certification, experiences, and qualifications of each of the colleagues;

• Establish steps to encourage colleagues’ involvement; and

• Develop a structure that will support and sustain the collaborative team.

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Task 3, Step 2Developing a Plan

• Identify an area of research-based instructional practice that is in need of improvement within the school;

• Meet with your team to develop the plan;

• Identify colleagues to be the focus of the team’s plan;

• Identify impact of the collaborative team on improvement of the school culture; and

• Identify strategies to use with team members to involve them in the planning.

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Task 3, Step 3Implementing the Plan

• Analyze your role as facilitator during the implementation of the plan for improving instructional practice;

• Provide encouragement to the team members;

• Elicit feedback as a team from the targeted audience;

• Determine what evidence you will collect to reflect student learning as a result of the implementation of the plan; and

• Take steps to address any challenges.

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Task 3, Step 4Reflecting on the Collaborative Team

• Meet with at least one collaborative team member and create a ten-minute video of a conversation that promotes self-reflection on the part of the team member(s); and

• Reflect on how the creation of the collaborative team serves as a vehicle for change in the school culture in the future.

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The Rubric

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Holistic Portion of the Rubric

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Analytic Portion of the Rubric

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The Submission and

Scoring Process

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Online Submission System

• Available 24/7

• Allows candidates to create their responses to the guiding prompts and attach artifacts

• Displays character count (T1- 25,500 and T2 & T3- 28,500)

• Allows candidates to complete responses in any order and submit their responses at any time prior to the deadline (scoring will occur only through a specified window)

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Permission Forms

Permission forms are required for:

• Student or colleague work samples, photographs, observations, letters, emails

• Anyone appearing or speaking in the video

• Candidates must use the ETS-supplied permission forms

• Remember to collect permission forms when completing the task, especially if done earlier as part of a university class assignment

• The system will not allow candidates to submit their Tasks if appropriate permission forms are not uploaded.

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Rater Training and Scoring

• Raters are educational leadership experts (practitioners or university instructors) in the field

• Raters receive approximately 17 hours of training

• Prospective raters must pass a certification test to score

• Training includes benchmarks and training responses

• Raters calibrate throughout each scoring session

• Scoring leaders backread the raters and monitor accuracy every day during the scoring session

• A rater will not score more than one task of a candidate and not score a task for candidates in the same zip code

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Sample Score Report

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Detailed Feedback on Scores

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Sample score report for another school leader performance assessment:http://mega.ets.org/s/pdf/moslpa-sample-score-report.pdf

http://mega.ets.org/s/pdf/moslpa-sample-score-report.pdf

Resubmission

• The candidate may resubmit one, two, or three task responses (cost is per task resubmitted)

• The higher task score will always be the final score

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Resources for Candidates and EPPs

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Three Critical Resources for Candidates

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The PASL Handbook https://www.ets.org/s/ppa/pdf/pasl-candidate-educator-handbook.pdf

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• The Three Types of Writing: descriptive, analytic, reflective• Collaboration: What Is Appropriate?• Following Directions and Making Good Choices• The Importance of Planning• What Is Evidence?• Using the Rubric• The Purpose and Use of Artifacts• The Video (Task 3)• Permission Forms

https://www.ets.org/s/ppa/pdf/pasl-candidate-educator-handbook.pdf

Library of Exampleshttps://www.ets.org/ppa/test-takers/school-leaders/build-submit/library-examples/

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2 Examples for each textbox- Met Standards

-Did not Meet/Partially met Standards

https://www.ets.org/ppa/test-takers/school-leaders/build-submit/library-examples

Website for Texas EPPshttp://www.texes.ets.org/epp/principal-and-pasl-assessments/

More information about PASL may be found athttps://www.ets.org/ppa/test-takers/school-leaders/about.

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http://www.texes-ets.org/epp/principal-and-pasl-assessments/


PASL Website with General Information

For EPPs and Candidates

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PASL Website Information

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Support Strategies for University Supervisors & Mentors

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General Support and Strategies for EPPs

• Provide classroom experiences that teach the underlying concepts of each task.

• Engage in discussions with candidates about the tasks, the rubric, the PASL website, the library of examples, and the handbook.

• Discuss and brainstorm with candidates the fit between the tasks and potential topics. Consider: Will the potential topic allow for quality responses to all guiding prompts and requested artifacts?

• Help candidates see the importance of these key steps:• Developing a timeline for completing the assessment• Addressing all parts of all the guiding prompts• Linking all the artifacts within the correct textboxes in each step• Having candidates review their written commentary and artifacts against the rubric• Encouraging candidates to keep a copy of all commentary and artifacts submitted• Having candidates obtain and submit required permission forms

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Support & Ethics

What should instructors and mentors avoid as they provide support for candidates?

They should avoid engaging in the following:

• Making choices for the candidates

• Correcting a task

• Assigning a score to a task or in any other way evaluating responses

• Giving an assignment that asks candidates to respond to a task’s guiding prompts

• Using the task rubrics to score an assignment

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Support & Ethics

To what extent can educator preparation program (EPP) curriculum and assignments reflect the actual PASL tasks?

EPPs should provide instructional activities that support candidates in obtaining the knowledge and skills needed to successfully complete the PASL tasks. EPP guidelines include the following:

• EPP instructors can assess and provide feedback using the instructor’s or university’s expectations and rubrics on assignments that students MAY select to use as part of their submission for a PASL task.

• Assignments should not include the actual PASL guiding prompts and should not be graded using the PASL rubrics. Instead, assignments should be graded using criteria determined by the EPP program.

• Assignments can include artifacts that candidates may use as a part of their PASL tasks.

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Support & Ethics

To what extent can educator preparation program (EPP) curriculum and assignments reflect the actual PASL tasks?

EPPs should provide instructional activities that support candidates in obtaining the knowledge and skills needed to successfully complete the PASL tasks. EPP guidelines include the following:

• Instructional assignments can be similar to parts of the PASL tasks and can even ask candidates to select topics, include written responses, and request one or more artifacts that could be used or adapted by candidates when submitting their PASL task responses.

• Instructional activities and assignments should allow candidates to have multiple experiences to draw from when creating their PASL task submissions. Various shorter instructional assignments can provide multiple opportunities for candidates to grow as educational leaders in the areas assessed by the PASL.

• Some universities require performance-based assignments and student portfolios as a part of their program. The process of creating these collections of graded assignments can provide valuable experiences and artifacts that students may choose to drawn from when submitting their PASL tasks. EPP instructors should refrain from coaching students when selecting assignments to use and adapt for their PASL submission.

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Remaining PASL Webinar Series

PASL Webinar #2: A Deep Dive into Task 1

November 2017


February 2018


May 2018

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Discussion

What are some adjustments you think your EPP program may want to consider

when preparing candidates for PASL?

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Questions

http://www.texes.ets.org/epp/principal-and-pasl-assessments/

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