Presentation on theme: "Assessing effective beginning teaching in technology education"— Presentation transcript:
1Assessing effective beginning teaching in technology education edTPAAssessing effective beginning teaching in technology education
2Overview Development and intent Breakdown of the assessment Pedagogy specific to technology educationAssessing candidate evidenceEducative promise
3Building a Profession From the Grass Roots: edTPA by the Numbers States = 29 Campuses = 430Teacher Candidates = 12,000+Scorers (IHE and K-12) = 800+Subject Specific design/review team members(incl. subject matter project representatives) = 120+Content Validation reviewers = 100+Benchmarkers & Scoring Trainers = 150+Bias Review Members = 10edTPA Online Community Members = 4000+
4edTPA DevelopmentStanford University faculty and staff : 25 years in the development of performance-based assessments of teaching (National Board for Professional Teaching Standards, InTASC portfolio, and Performance Assessment for California Teachers)Reflects substantive advice from teachers and teacher educators—built by the profession for the professionInput from design and review team members comprised of university faculty, national subject matter organization representatives, and K-12 teachers4
5Shifting the definition of effective teaching FromToSuccessfully delivering the curriculum“We got through the material.”Having a positive impact on student learning“How have I affected student learning?”
6Shifting the business of teacher preparation FromToLicense as entitlement for completing a curriculum“But I’ve always wanted to be a teacher.”An obligation to demonstrate the proficiency the curriculum intends“See, I can teach.”
9edTPA: Records of practice Featuring a learning segment, 3-5 lessons/hoursBroken down into 3 tasksPlanning Instruction & AssessmentInstructing & Engaging Students in LearningAssessing Student LearningAttention to academic language and analyzing teaching throughoutDocumented with evidenceCandidate commentariesInstructional artifacts, including student work1-2 unedited video clips of teacher-student interaction
10E.g., defines the CEBT—planning instruction & assessment Generic fieldHow do plans build conceptual understanding, fluency in skills/procedures, and reasoning/problem solving skills?Plans are focused, coherent, aligned with standardsHow does the candidate use knowledge of his/her students to target support for students with varied learning needs?Plans are connected to what candidates know about the students they will teach, as well as the contentHow do the informal and formal assessments provide evidence of student progress toward the standards/objectives?The assessments correspond to each objective and will render evidence of students’ progress.A single assessment, but with subject-specific emphasis.
11Subject specific: variations on the CEBT theme Secondary English Language ArtsHow do the plans support students’ development of strategies for understanding, interpreting, and responding to complex features of a text (language arts stuff)?Plans are focused, coherent, aligned with standardsHow does the candidate use knowledge of his/her students to target support for students with varied learning needs?Plans are connected to what candidates know about the students they will teach, as well as the contentHow do the informal and formal assessments provide information to understand student progress toward the standards/objectives?The assessments correspond to each objective and will render evidence of students’ progress.In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.
12Subject specific: variations on the CEBT theme Educational Technology SpecialistHow do the plans support students to make connections between the content, creativity, and problem-solving skills using digital tools and resources (technology stuff)?Plans are focused, coherent, aligned with standardsHow does the candidate use knowledge of his/her students to target support for students with varied learning needs?Plans are connected to what candidates know about the students they will teach, as well as the contentHow do the informal and formal assessments provide information to understand student progress toward the standards/objectives?The assessments correspond to each objective and will render evidence of students’ progress.In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.
13Subject-specific pedagogy Educational Technology SpecialistUsing digital tools and resourcesto help studentsdesign and develop productsto demonstrate content learning
16In Task 1, Candidates explain… Planning to help students make connections between the content, creativity, and problem-solving skills using digital tools and resources to deepen their learningUsing knowledge of students to target support and justify instructional plansSpecific language demands associated with educational technology to support learning tasksInformal and formal assessments selected to provide direct evidence of student performance as they make connections and deepen knowledge
17For Task 2, Candidates submit… 2 Video ClipsInstruction Commentary
18In Task 2, Candidates … Video themselves engaging students in learning Analyze their teaching effectiveness based on what is seen in the videoSubmit 2 video clips that show how they…created a positive learning environmentsupported students development of a product that demonstrates content knowledge, creativity, and problem-solving using digital tools and resources1st clip: Content-alignment2nd clip: Engaging students in product development
20In Task 3, Candidates …Choose 1 assessment and analyze students’ ability to use digital tools and resources to demonstrate content knowledge, creativity, and problem-solving skillsChoose 3 focus students (at least one with specific learning needs) and submit evidence of the feedback provided to those children on the chosen assessment.Explain how the focus students will use the feedback to further their learningAnalyze students’ use of academic language to develop content understandingsIdentify next steps for instruction and explain how they are based on patterns seen in students’ learning.
21How will edTPA portfolios be assessed? edTPA will be assessed by a trained scorer who is a practitioner in the content areaScoring is facilitated by PearsonEach task is scored based on 5 rubrics, each of which looks at a different component of the taskRubrics have 5 levels
22edTPA Rubric Blueprint Task name: Rubric TitleGuiding QuestionLevel 1Level 2Level 3Level 4Level 5Struggling candidate, not ready to teachSome skill but needs more practice to be teacher-of-recordAcceptable level to begin teachingSolid foundation of knowledge and skillsStellar candidateRubric Progressions: Early novice to expert teacherCandidate demonstrates:Expanding repertoire of skills and strategiesDeepening of rationale and reflectionShift from teacher focus to student focusMove from whole class to generic groups to individuals
23Rubric Progression 1 5 Teacher Focus Student Focus Whole Class Not ReadyEarly NoviceHighly AccomplishedBeginner15Teacher FocusStudent FocusWhole ClassIndividuals/ Flex. GroupsINTENTIONALITYSophistication of PracticeIntentional & Well ExecutedIndiscriminate
25Educative promise What will candidates learn? How to think deeply about how their teaching practice impacts student learningThe thought processes required of professional educatorsHow to provide evidence of their professional practiceBuild technology skills???Prepare for interviews??? What you learn and do in the edTPA translates well into giving pointed responses in job interview questions
26A framework for formative support Fundamental experiencesGetting to know studentsDeveloping justified lesson plansWriting explicit and appropriate justificationDeveloping and applying appropriate assessment criteriaReflecting with a focus on what students could and could not do as a result of instructionCritiquing observations with a focus on engaging students in learningSurfacing and supporting the discourse demands of the disciplineAn overview of a framework for formative support. The following 21 slides are organized in 7 sets of 3. The first in each set portrays a fundamental experience, the second, a brief rationale to explain what nuances of the edTPA are highlighted, and the third, the associated edTPA rubrics.Please consider this a “for example” approach that depicts specific attention to key considerations in the edTPA’s assessment of teaching. We have provided 7 fundamental experiences, but that is not meant to be prescriptive, exclusive, or exhaustive. It is merely one formulation of a suite of experiences that help support candidates’ understanding of the performance expectations. Whether these are “new” considerations of teaching performance will, of course, vary by program.
27Educative Promise A summative assessment that: Provides actionable evidence of teaching quality – readiness to teachSupports teacher preparation program renewalInforms programs & policy makers about qualities of teaching associated with student learningProvides feedback to candidates to support ongoing professional learning
28Aligning within the career continuum Anchored in National Board’s Core propositionsCrosswalks includeedTPADanielson frameworkIL Professional Teaching Standards (InTASC)Common CoreCourtesy of Illinois State University’s National Board Resource Center
29More information AACTE: http://edtpa.aacte.org/ Pearson Evaluation Systems:IL State Board of Education:IHE edTPA coordinators