Preparing UTeach Columbus Students for Success on edTPA:

Lessons Learned from Initial Implementation

Dr. Deborah Gober and Dr. Anna Wan

Columbus State University

Goals of edTPA

“The primary goal is to design, field-test, and offer at scale the first nationally accessible pre-service teacher assessment process designed by educators to:”– Improve student outcomes;– Be used in combination with other measures as a

requirement for licensure; and– Guide professional development for teachers across the

career continuum. – Help candidates develop the confidence and skills they

need to be successful in urban, suburban, and rural schools.

Benefits

– Provide a uniform and evidence-based process that can be used across states to confirm that aspiring teachers demonstrate their readiness for the classroom.

– Measure candidates’ ability to differentiate instruction for diverse learners, including English language learners and special education students.

– Create a body of evidence about teacher performance that will ultimately establish a national standard for relevant and rigorous practice that advances student learning.

– Allow states, school districts, and teacher preparation programs to share a common framework for defining and measuring teaching performance.

The Shift(SCALE/edTPA: http://edtpa.aacte.org/)

• Shifting the definition of effective teaching:– From- Successfully delivering the curriculum, “I got through

everything I wanted to cover.” – To- Having a positive impact on student learning, “How have

I affected student learning?”

• Shifting the business of teacher preparation:– From- License as entitlement of completing a curriculum,

“But I’ve always wanted to be a teacher.”– To- An obligation to demonstrate the proficiency the

curriculum intends, “See, I can teach.”

Overview of the Planning Task

Artifacts Rubrics

• Instructional and learning

context

• Lesson plans and

Instructional materials,

student assessment

• Planning Commentary

1. Planning to Build Student Understanding

2. Planning to Support Varied Student Learning Needs

3. Using Knowledge of Students to Inform Teaching and Learning

4. Identifying and Supporting Academic Language Demands

5. Planning Assessments to Monitor and Support Student Learning

Overview of the Instruction Task

Artifacts Rubrics

• Video Clips

• Instruction Commentary

6. Learning Environment

7. Engaging Students in Learning

8. Deepening Student Learning

9. Subject Specific Pedagogy

10. Analyzing Teaching Effectiveness

Overview of the Assessment Task

Artifacts Rubrics

• Analysis of whole class assessment

• Analysis of learning and feedback to THREE students

• Assessment Commentary

11. Analysis of Student Learning

12. Using Feedback to Guide Further Learning

13. Student Use of Feedback

14. Analyzing Students’ Language Use

15. Using Assessment to Inform Instruction

Rubric progression Expanding repertoire of skills & strategies

Deepening of rationale and reflection

Not Ready Proficient Novice Highly AccomplishedBeginner

1 5

Teacher Focus

Student Focus

Whole Class

Individuals/ Flex. Groups

Integrated, Intentional & Well Executed

Fragmented, Indiscriminate

Results of External Evaluation (n=19)Spring 2014

Planning Rubric 1 Avg

Rubric 2 Avg

Rubric 3 Avg

Rubric 4 Avg

Rubric 5 Avg

2.95 2.55 2.55 2.63 2.73

Instruction Rubric 6 Avg

Rubric 7 Avg

Rubric 8 Avg

Rubric 9 Avg

Rubric 10 Avg

2.89 2.89 2.82 2.79 2.37

Assessment

Rubric 11 Avg

Rubric 12 Avg

Rubric 13 Avg

Rubric 14 Avg

Rubric 15 Avg

2.26 2.55 1.97 2.39 2.29

Results of External Evaluation for UTeach (n=2)Spring 2014

• “3” = proficient (ready to teach)• Both UTeach candidates scored above the average

for the college on all rubrics• Areas of strength (at least one candidate rated above

proficient):– Planning for subject-specific understandings– Planning to support varied student learning needs– Using knowledge of students to inform teaching– Planning assessments to monitor student learning– Deepening student learning

Results of External Evaluation for UTeach (n=2)Spring 2014

• Areas for improvement (Task 3 Assessment)– Analysis of student learning– Student use of feedback*– Analyzing students’ language use– Using assessment to inform instruction

*Area with lowest average rating overall and for UTeach

Sample Candidate Response

• Read the sample teacher candidate response provided and examine the student work. Discuss how you would rate (emerging, proficient, or advanced) this candidate on “Student Use of Feedback.”– Discuss the quality of the feedback given to the three focus

students?– How well did the candidate explain how the focus students

would use the feedback to improve their work?– Did the candidate discuss how he/she would support student

use of feedback to deepen their understanding?

Integration of edTPA Classroom Interactions

• Lesson Plan Commentary for Teach 1 (edTPA Task 1)

• Video analysis for Teach 2 (edTPA Task 2)

• Analysis of teaching and student artifacts for Teach 2 (edTPA Task 3)

• Peer review of Teach 2 Analysis using edTPA rubrics

Integration of edTPAProject-Based Instruction

• All tasks– EdTPA aligned template for the lessons taught

from the unit– Sketches for remaining lesson plans for the unit– Uploaded for evaluation similar to submission

during student teaching

• Rubrics– Provided prior to tasks– Peer evaluation using rubrics

Next Steps

• Design learning experiences that provide opportunities for candidates to get to know the students they are teaching in CI and PBI– Observation Assignment – Getting to Know Your Students– Additional classroom observations?

• Create assignments for CI and PBI to give candidates experience in analyzing student learning and giving feedback– Analyzing sample student artifacts as a class and writing

feedback; discuss student use of feedback and supports candidates may provide

– Analyzing use of academic language

A Teacher Candidate’s Perspective

• Important takeaways from completing edTPA

• Challenges of edTPA

• Advice for others completing the assessment

Sharing Best Practices