1. Teacher Education at Purdue Gate C & Gate D Gate C & Gate D Teaching Performances Portfolio Assessments Program Conveners Council August 30, 2005

2. The Task at Hand Develop, Pilot and Implement Gate C and Gate D Portfolio Assessments Based on 2005 UAS Task Force Recommendations Cover Standards-Based Teaching Performances Cover Standards-Based Teaching Performances For Methods & Student Teaching Courses For Methods & Student Teaching Courses Using Indiana Teacher Induction Style Assessments Using Indiana Teacher Induction Style Assessments With a Common Core and Subject-Specific Options With a Common Core and Subject-Specific Options Measuring a Developmental Continuum of Expertise Measuring a Developmental Continuum of Expertise Managed via TaskStream Managed via TaskStream Piloted Fall 2005 and Spring 2006 Piloted Fall 2005 and Spring 2006 Implemented by Spring 2006 and Fall 2006 Implemented by Spring 2006 and Fall 2006

3. Guiding Principles All Candidate and Program Evaluations Should Be… Useful – Informs stakeholders and helps their workUseful – Informs stakeholders and helps their work Feasible – Can be implemented in the real worldFeasible – Can be implemented in the real world Proper – Adheres to professional, legal, regulatory, and contractual principlesProper – Adheres to professional, legal, regulatory, and contractual principles Accurate – Reliable and valid in its descriptions, inferences and conclusionsAccurate – Reliable and valid in its descriptions, inferences and conclusions – Joint Committee on Standards for Educational Evaluation

4. Gate D Assessment Overview Uses Indiana Teacher Induction-Style Assessments Based on Four Teaching Performances AreasUses Indiana Teacher Induction-Style Assessments Based on Four Teaching Performances Areas Contains a Set of 14 Required, Core CriteriaContains a Set of 14 Required, Core Criteria Allows for Optional, Subject-Specific CriteriaAllows for Optional, Subject-Specific Criteria Ratings Based on a 4-point Continuum of ExpertiseRatings Based on a 4-point Continuum of Expertise

5. Gate D Assessment Overview Each Criterion-Rating Includes Narrative DescriptorEach Criterion-Rating Includes Narrative Descriptor Performance Area Ratings are for Formative Feedback OnlyPerformance Area Ratings are for Formative Feedback Only Pass/Fail Decision is Based on a Final Holistic Summative Assessment of Overall PerformancePass/Fail Decision is Based on a Final Holistic Summative Assessment of Overall Performance

6. Everythings Related to Everything Else Gates C & D Portfolio Assessments Mapping Guide

7. Gate D Features

8. Four Teaching Performances Areas I. Planning InstructionI. Planning Instruction II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences III. Assessing LearnersIII. Assessing Learners IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching

9. Gate D Features 14 Core Formative Feedback Criteria I. Planning InstructionI. Planning Instruction Knowledge of Students Learning Needs & Interests Knowledge of Students Learning Needs & Interests Knowledge of Community, School, & Classroom Factors Knowledge of Community, School, & Classroom Factors Subject Matter Focus of the Unit/Lesson(s) Subject Matter Focus of the Unit/Lesson(s) Strategies & Resources, Including Technology, to Support Student Learning Strategies & Resources, Including Technology, to Support Student Learning Focus of Student Assessment Focus of Student Assessment

10. Gate D Features 14 Core Formative Feedback Criteria II. Teaching and Learning ExperiencesII. Teaching and Learning Experiences Sound Instructional Strategies, Including Use of Technology Sound Instructional Strategies, Including Use of Technology Inclusive Learning Environment Inclusive Learning Environment Student Communication Opportunities Student Communication Opportunities

11. Gate D Features 14 Core Formative Feedback Criteria III. Assessing LearnersIII. Assessing Learners Communicating Performance Expectations and Assessment Criteria Communicating Performance Expectations and Assessment Criteria Monitoring Students Daily Learning and Adjusting Instruction Monitoring Students Daily Learning and Adjusting Instruction Summative Assessment of Student Performance Summative Assessment of Student Performance Feedback to Students About the Quality of their Work Feedback to Students About the Quality of their Work

12. Gate D Features 14 Core Formative Feedback Criteria IV. Reflecting on Learning and TeachingIV. Reflecting on Learning and Teaching Teachers Analysis of Student Learning and Support for Conclusions Teachers Analysis of Student Learning and Support for Conclusions Teachers Reflection on Practice Teachers Reflection on Practice

13. Gate D Features Option for Discipline-Specific Formative Feedback Criteria Can be Related to Specific Course Assignments or TasksCan be Related to Specific Course Assignments or Tasks Will be Included as Separate Course Assignments in TaskStreamWill be Included as Separate Course Assignments in TaskStream Can Have Their Own RubricsCan Have Their Own Rubrics

14. Gate D Features A 4-Point Developmental Rating Scale Beginning – Little or No EvidenceBeginning – Little or No Evidence Developing – Limited EvidenceDeveloping – Limited Evidence Proficient – Sufficient EvidenceProficient – Sufficient Evidence Expert – Clear, Consistent, and Convincing EvidenceExpert – Clear, Consistent, and Convincing Evidence

15. Gate D Features Narrative Descriptors for Each Criterion-Rating Option

16. Gate D Features One Holistic Summative Assessment Overall Performance Criterion Rates the Overall Teaching Performance Based on the Evidence Provided in the Four Teaching AreasRates the Overall Teaching Performance Based on the Evidence Provided in the Four Teaching Areas One Level of Does Not Pass – BeginningOne Level of Does Not Pass – Beginning Three Levels of Passes Portfolio Assessment – Developing, Proficient, ExpertThree Levels of Passes Portfolio Assessment – Developing, Proficient, Expert

17. Gate C Assessment Overview Same Basic Structure as Gate D Assessment Except Uses Indiana Teacher Induction-Style Assessments Based on One Teaching Performances AreaSame Basic Structure as Gate D Assessment Except Uses Indiana Teacher Induction-Style Assessments Based on One Teaching Performances Area Planning Instruction Planning Instruction Five Main Criteria are Identical to Gate D CriteriaFive Main Criteria are Identical to Gate D Criteria Includes OPTIONAL Supporting Criteria for Each of the Main CriteriaIncludes OPTIONAL Supporting Criteria for Each of the Main Criteria

18. The Pilot Study Involves Faculty Teaching Methods and Student Teaching CoursesInvolves Faculty Teaching Methods and Student Teaching Courses Will Integrate Gate Assessments with Existing DesignsWill Integrate Gate Assessments with Existing Designs Includes Optional Templates for Course AssignmentsIncludes Optional Templates for Course Assignments Will Begin Collecting Candidate Work Samples for Developing Benchmarks and Assessment Training to Establish Reliability and Validity EvidenceWill Begin Collecting Candidate Work Samples for Developing Benchmarks and Assessment Training to Establish Reliability and Validity Evidence

19. Timetable for Implementation Fall 2005 – First Group of PilotsFall 2005 – First Group of Pilots Spring 2006 – Fall Pilots Implement, All Others PilotSpring 2006 – Fall Pilots Implement, All Others Pilot Fall 2006 – All Gate C and Gate D Portfolio Assessments Fully ImplementedFall 2006 – All Gate C and Gate D Portfolio Assessments Fully Implemented Contact: Richard Frisbie rfrisbie@purdue.eduContact: Richard Frisbie rfrisbie@purdue.edurfrisbie@purdue.edu TaskStream: Christian Mattix cmattix@purdue.eduTaskStream: Christian Mattix cmattix@purdue.edu cmattix@purdue.edu

20. Using TaskStream