Presentation on theme: "Comparison of School and KSU Assessment of Teachers"— Presentation transcript:
1Comparison of School and KSU Assessment of Teachers Joanne Arhar, Ed.D.Associate DeanEHHS
2Comparison of KSU Teacher Candidate Evaluation System with Ohio Teacher Evaluation System KSU Student Teacher Evaluation SystemOhio Teacher Evaluation System (OTES)Educator Teacher Performance Assessment (edTPA)Student Growth Measures (50%)Disposition AssessmentTeacher Performance (50%)Student Teaching Evaluation
3How Grade is Determined for Student Teaching Grading is S/U. To earn an S, the following criteria must be met:Score of 80% or higher on Summative Student Teaching Assessment with no items rated as “Unmet”.Any Professional Disposition Plans assigned for Needs Improvement on the Disposition Assessment are satisfactorily completed.
4edTPA and OTES: Teacher Performance Planning for content, student learning, assessmentContentInstruction (video clips)/Learning EnvironmentInstruction/ Learning EnvironmentAssessmentAnalysis of TeachingPre-Post Conference Meeting with SupervisorAcademic Language (video clips)Student Teaching Evaluationadditionally includes:Collaboration/CommunicationProfessional Responsibility/Growth
5Measuring Student Growth Ohio Board of Regents: Educator Performance ReportValue added scores of beginning teachers reported to KSU. Not an evaluation of a student teacher but an evaluation of a teacher preparation program.OTES: Student Growth Measures (50%)Value AddedApproved Vendor AssessmentsLocally Determined Measures: Student Learning Objectives
6Comparison of edTPA and RESA TaskWhat to submit (Artifacts)15 RubricsPlanningLesson Plans, Instructional Materials, Student Assignments, Assessments, Planning CommentaryPlanning for Content Understandings, Supporting Students’ Learning Needs, Planning Assessment to Monitor Student LearningInstructionUnedited Video Clips, Instruction CommentaryDemonstrating a Positive and Engaging Learning Environment, Engaging Students in Learning, Deepening Learning During Instruction, Subject-Specific PedagogyAssessmentSamples of Student Work, Summary of Student Learning, Assessment CommentaryAnalyzing Student Learning, Providing Feedback to Guide Learning, Supporting Students’ Use of FeedbackAnalysis of TeachingPlanning Commentary, Instruction Commentary, Assessment CommentaryUsing Knowledge of Students to Inform Planning, Analyzing Teaching, Using Assessment to Inform InstructionAcademic LanguageUnedited Video Clips and/ or Student Work Samples, Planning and Assessment CommentariesIdentifying and Supporting Language Demands, Evidence of Language Use to Support Content Understandings
7RESA Task What to submit (evidence) Rubrics Lesson Cycle #1 Plan and implement a lessonDescription of students, lesson overview, videotape, commentary, instructional evidence, analysis and self-reflection.Lesson plan and commentary, instructional outcomes, lesson segment and commentary, general lesson reflection.Formative and Summative AssessmentTeaching and learning, instructional cycle context, assessment plan, focal student selection rationale, focal student responses to formative assessment, formative and summative assessment samples, analysis of student progress, evidence of feedback.Selecting assessments to monitor student learning, designing assessments aligned to academically rigorous learning expectations, using formative assessments to modify instruction, analyzing student data to monitor achievement, providing quality feedback to students.Lesson Cycle #2Teaching and learning context, lesson overview and commentary, instructional evidence, instructional strategies overview.Lesson plan and commentary, lesson segment and commentary, general lesson reflection.Communication and Professional GrowthExamples of communication with parents/caregivers, example of communication and collaboration with colleagues, rationale for professional collaboration, professional development and growth.Communicating with families, collaborating with colleagues, growing and developing professionally.Reflection on teaching practice based on feedback from students and/or colleaguesTeaching and learning context, reflection on practice and feedback.Rubric not used; instead, it will be scored for responsiveness to the questions in the Reflection on Practice and Feedback Form.
8Comparison of edTPA and RESA Performance-based assessments that call for teachers to demonstrate their ability to design and implement instruction that is responsive to diverse needs of students, use formative and summative assessments to inform teaching practice, and reflect on their teaching.based on the Ohio Standards for the Teaching Professionrequire the use of portfoliosrequire the use of academic languageuse videotapinguse rubrics to assess the teacher’s submissionsuse trained, outside assessors