1. + A performance assessment for teacher candidates

2. + Overview  Why edTPA for Wisconsin?  Where does edTPA come from?  What does edTPA look like?  What does edTPA mean for our schools and classrooms?  What does edTPA mean for us?

3. + edTPA Was created by Stanford University with input from teachers and teacher educators Supports candidate learning and preparation, program growth and renewal Is a measure of readiness to teach Is based on NBPT Standards Informs program completion and licensure decisions Is supported by AACTE

4. + Wisconsin DPI Introduction to edTPA State Superintendent Tony Evers http://www.youtube.com/watch?v=lD 4KuGIHwo4 http://www.youtube.com/watch?v=lD 4KuGIHwo4

5. + edTPA Is grounded in demonstrating practices and focuses on student learning Aligns with INTASC Standards Aligns with the Framework for Teaching Prepares candidates for expectations of Educator Effectiveness Complementary to the PDP process

6. + Architecture of the edTPA

7. + Task #1: Planning for Instruction & Assessment  Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary Planning for Learning Planning to Support Varied Student Learning Needs Using Knowledge of Students to Inform Teaching & Learning Identifying & Supporting Language Demands Planning Assessments to Monitor & Support Student Learning

8. + Task #2: Instructing & Engaging Students in Learning  Artifacts Include: Video Clip(s), Commentary  Learning Environments  Engaging Students in Learning  Deepening Student Learning  Subject-Specific Pedagogy  Analyzing Teaching Effectiveness

9. + Task #3: Assessing Student Learning  Artifacts include: Student Work Samples, Evidence of Feedback, Evaluation Criteria Commentary  Analysis of Student Learning  Providing Feedback to Guide Further Learning  Student Use of Feedback  Analyzing Students’ Language Use and Literacy  Using Assessment to Inform instruction

10. + Mechanics  Chalk & Wire will be the platform used at UWSP to store, edit, complete, and submit your edTPA Portfolio  Evaluation, scoring, and delivery of results to candidates and programs is conducted by Pearson

11. + Timeline  Fall 2014-2015  UWSP Pilot edTPA to Pearson (20 students)  Spring 2014-2015  All UWSP teacher candidates pilot edTPA with Local Evaluation, pilot sample to Pearson  2015-2016  All teacher candidates statewide complete edTPA and submit to Pearson  Wisconsin standard setting year  2016-2017  Passing score required for teaching certification and licensure

12. + Resources for Assistance with edTPA UWSP School of Education-edTPA http://www.uwsp.edu/education/Pages/e dtpa.aspx http://www.uwsp.edu/education/Pages/e dtpa.aspx Wisconsin Department of Public Instruction http://tepdl.dpi.wi.gov/epp/edtpa Chalk & Wire www.chalkandwire.com

13. + Campus Contacts for Support with edTPA Cathleen Olds edTPA Coordinator, UWSP colds@uwsp.edu Leslie McClain Professor, School of Education, UWSP lmcclain@uwsp.edu

14. + Task #1: Planning for Instruction & Assessment Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary Let’s begin with the Professional Ed Program Lesson Plan Framework (see handout)

15. + UWSP Professional Education Program Lesson Plan Framework Please use this framework to design your plans for effective instruction. The embedded shaded guidelines and questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner independent practice.

16. + First: General Information

17. + Then: Contextual Information Type of school List any special features of your school or classroom setting Describe any district, school, or cooperating teacher expectations that might affect your planning or delivery of instruction

18. + Contextual Information cont… Also address the following points related to learners: The children in the class Explain required or needed supports, accommodations or modifications for your learners that will affect your instruction in this learning segment. Include the variety of learners in your classroom

19. + Next: The Lesson Central Focus Essential Questions Connections with Academic of Common Core Standards Objectives Consider assessments (formative) Academic Language Prior Knowledge

20. + Lesson Procedure Note: Be sure to work with the guiding questions in the Lesson Plan Framework which will help in describing your procedures

21. + Lesson Plan Commentary This section will describe your rationale for your lesson – what you are thinking about and basing your decisions on. Feel free to integrate background and theoretical foundations you have learned from your course of study – including your Foundations and Methods courses. Work with the guiding questions on the Lesson Plan Framework to help you develop your commentary.

22. + Now… Let’s take a look In groups of two or three take some time now to look through your edTPA Handbook section for Task 1. “Task 1: Planning for Literacy Instruction and Assessment” Notice the guidelines for writing the plan and for writing the commentary.

23. + What did you notice?

24. + Next Study the rubrics for Task 1 What do you notice?

25. + An Example Just to show you a sample of a lesson plan and commentary designed for an elementary lesson….

26. + In Conclusion and In General edTPA has three tasks: planning, instruction and assessment Guidelines for these tasks are designed specifically for each program area and will vary across areas Become familiar with the guidelines for your specific handbook

27. + Support Sessions Task 2 Friday, March 6, 2015 1:00-3:30, rm. 209 CPS Task 3 Friday, April 10, 2015 1:00-3:30, rm. 209 CPS

28. +