Presentation on theme: "Dr. Deborah Gober and Dr. Anna Wan Columbus State University"— Presentation transcript:
1 Dr. Deborah Gober and Dr. Anna Wan Columbus State University Preparing UTeach Columbus Students for Success on edTPA: Lessons Learned from Initial ImplementationDr. Deborah Gober and Dr. Anna WanColumbus State University
2 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; andGuide 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.
3 BenefitsProvide 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.
4 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.”
5 Overview of the Planning Task ArtifactsRubricsInstructional and learning contextLesson plans and Instructional materials, student assessmentPlanning CommentaryPlanning to Build Student UnderstandingPlanning to Support Varied Student Learning NeedsUsing Knowledge of Students to Inform Teaching and LearningIdentifying and Supporting Academic Language DemandsPlanning Assessments to Monitor and Support Student Learning
6 Overview of the Instruction Task ArtifactsRubricsVideo ClipsInstruction CommentaryLearning EnvironmentEngaging Students in LearningDeepening Student LearningSubject Specific PedagogyAnalyzing Teaching Effectiveness
7 Overview of the Assessment Task ArtifactsRubricsAnalysis of whole class assessmentAnalysis of learning and feedback to THREE studentsAssessment CommentaryAnalysis of Student LearningUsing Feedback to Guide Further LearningStudent Use of FeedbackAnalyzing Students’ Language UseUsing Assessment to Inform Instruction
8 Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection Not ReadyProficient NoviceHighly AccomplishedBeginner15Teacher FocusStudent FocusWhole ClassIndividuals/ Flex. GroupsIntegrated, Intentional & Well ExecutedFragmented, Indiscriminate
10 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 rubricsAreas of strength (at least one candidate rated above proficient):Planning for subject-specific understandingsPlanning to support varied student learning needsUsing knowledge of students to inform teachingPlanning assessments to monitor student learningDeepening student learning
11 Results of External Evaluation for UTeach (n=2) Spring 2014 Areas for improvement (Task 3 Assessment)Analysis of student learningStudent use of feedback*Analyzing students’ language useUsing assessment to inform instruction*Area with lowest average rating overall and for UTeach
12 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?
13 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
14 Integration of edTPA Project-Based Instruction All tasksEdTPA aligned template for the lessons taught from the unitSketches for remaining lesson plans for the unitUploaded for evaluation similar to submission during student teachingRubricsProvided prior to tasksPeer evaluation using rubrics
15 Next StepsDesign learning experiences that provide opportunities for candidates to get to know the students they are teaching in CI and PBIObservation Assignment – Getting to Know Your StudentsAdditional classroom observations?Create assignments for CI and PBI to give candidates experience in analyzing student learning and giving feedbackAnalyzing sample student artifacts as a class and writing feedback; discuss student use of feedback and supports candidates may provideAnalyzing use of academic language
16 A Teacher Candidate’s Perspective Important takeaways from completing edTPAChallenges of edTPAAdvice for others completing the assessment