Presentation on theme: "Teacher Performance Assessment The Winthrop University Experience"— Presentation transcript:
1Teacher Performance Assessment The Winthrop University Experience Stevie Chepko
2Winthrop ExperiencePresentation is based on the my experience completing the TPA process in the spring and fall semesters (N=16).Suggestions and tips are based on what I learned during the process.Not officially speaking for TPA or SCALE.Sharing the things I learned while guiding teacher candidates through the process during a seminar that was concurrent with internship.
3Outline of the Presentation Review the three required tasksBrief overview of the electronic processFocus onLesson plansAssessmentsInteractive sessionAsk questions or request clarification at anytime during the presentation
4Things I Didn’t Need To Worry About Electronic ProcessSystem is simple to useCandidates had no problems using the systemVideo clipsNeed to have access to an editing process (i.e. Microsoft MovieMaker)Enough space on the drive to store clips for editingCandidates and students must be heard on the tape since Task 2 rubrics are directly linked to video clipsEquipment used for clipsAny video camera will probably work for filming within a classroomBoom microphone should sufficient sound in the classroomMust be able to hear both the candidate and students
5Handbook There are three task with 15 rubrics Rubrics have common components across all disciplinesOne new rubric on “Student Use of Feedback” has been added across disciplinesSome exceptions for specific disciplines on the number of rubrics (Elementary Education has four task)
6Website Address TPAC online htttpaconline.ning.com/main/authorization/signIn?target=http%3A%2F%2Ftpaconline.ning.com%2Fp://Site has useful information for candidates and teachersCandidates registrar through this site
7General Rules Candidates selects one class Lesson plans, assessments, and videoclips are with that one classFocus students are in the one classCandidates must provide 1 or 2 videoclips from the classCombined clips cannot exceed 15 to 20 minutesSome exceptions for time of clips (variations among content areas)Clips cannot be edited once it startsRules about submissions are different for special education (one or two students, etc.)
8General Methods of Submission Used Blackboard to post each of the tasks for candidates/LiveText/TaskStreamCan use the site directlyCandidates can submit drafts and you do have the opportunity to provide limited feedback (more on how much feedback you can give later)Should backward map key components of EDtpa into earlier courseworkLesson planningAssessmentInterpreting and applying data to educational decision making
9Task 1: ContextCandidates provide information on the context in which they are teachingLevelSpecial featuresFacilitiesAny specific mentor, schoolor district requirementsThere are minor variationsacross disciplines aboutthe class
10Task 1: Context Secondary History/Social Studies Elementary Time devoted each day to language & literacy instructionAbility grouping or tracking in literacy – describe affect on classIdentify any textbook or instructional program(full citing)List other resourcesStudent information & chart the sameName & length of courseClass schedule (minutes/days per wk)Ability grouping/tracking specific to history/social studiesIdentify textbook (full citing)Other resourcesStudent information & chart the same
11Using Blackboard for Assignments Posted the Context page as an attachment on Blackboard for candidates to complete.Reproduce the chart as a tableHave candidates provide the required information as an assignmentSemester of submission – candidates submit through the system and you have the opportunity to provide feedbackRules on how much feedback is allowed will be discussed later in the presentation.
14Task 1 Early Childhood One class as focus Select a learning segment Elementary – LiteracyEarly ChildhoodOne class as focusSelect a learning segment3-5 lessons (must submit each lesson in the segment)3 to 5 hours of connected instructionIdentify central focusStrategy for comprehending or composing text & requisite skillOne class as focusSelect a learning segment3-5 learning experiencesIdentify central focusShould support children’s language & literacy developmentInterdisciplinary contextActive & multimodal learning experiences
15Task I (cont.) Early Childhood Elementary – Literacy Submit a lesson plan for each lesson in the learning segmentSubmit key instructional materials (artifacts)Response to commentary prompts prior to teachingChoose one language function – identify a learning task where students use the language function.Submit copies or directions for all planned assessments for learning segmentSubmit a lesson plan for each learning experience in learning segmentSubmit key instructional materialsResponse to commentary prompts prior to teachingChoose a learning experience to analyze children’s vocabulary use. Identify language that children are expected to use to engage in learning experience.Submit copies or directions for all planned assessments for learning segment.
16Task 1 Physical Education History/Social Studies One class Learning segment3 to 5 lessons or 3-5 hours of connected instructionCentral focusLearn & use fact, concepts, & interpretations or analyses to build argumentsSubmit lessons plans for each lessonSubmit key instructional materialsOne classSame students everyday = 3-5 lessonsOnce a week = 3-4 lessonsBlock – 3-5 hoursCentral focusAnalyze language demandsSubmit 3 to 5 lesson plansSubmit key instructional materialsSubmit copies of all written assessments
17Lesson Plans Elementary Early Childhood State-adopted student academic content and/or Common CoreMust include the number and text of the content standardLearning objectives for content standardsFormal & informal assessments (includes types of assessment & what is being assessed)Instructional strategies & learning tasksWhat you & students will be doingDiverse student needsInstructional resourcesState-adopted student academic content and/or NAEYC Standards and NBPTS Generalist StandardsMust include the number and text of the content standardLearning objectivesFormal & informal assessments (includes types of assessment & what is being assessed)Instructional strategies & learning tasksWhat you & students will be doingDiverse student needsInstructional resources
18Lesson Plans Physical Education History/Social Studies State-adopted student academic content and/or Common CoreMust include the number and text of the content standardLearning objectives for content standardsFormal & informal assessments (includes types of assessment & what is being assessed)Instructional strategies & learning tasksWhat you & students will be doingDiverse student needsInstructional resourcesState-adopted student academic standards and/or AAHPERD/NASPE StandardsMust include the number and text of the content standardLearning objectives for content standards across all domainsFormal & informal assessments (includes types of assessment & what is being assessed along with evaluative criteria)Instructional strategies & learning tasksWhat you & students will be doingDiverse student needsInstructional resources
19Advice on Lesson Plans Requirements On your lesson plan format/template place space for all the key requirements for lesson plansContent Standards and/or Common CoreLearning objectivesAcademic language objectivesInstructional Strategies & Learning TaskStructured Practice & ApplicationClosureDifferentiation/Planned SupportAssessmentsResourcesRubrics 1 & 2 are linked to lesson plans
20Lesson Plans PromptsMay want to include on lesson plan templates information requested in prompts that candidates must response to in commentary section –Prompts vary slightly from subject area to subject areaThere are 5 major prompts in commentary section under Planning with sub-questions listed under each promptNo more than 9 single-spaced pages including prompts
21Advice on Lesson Plan Prompts Might want to include these areas on your lesson plan template based on prompts –Differentiation/Planned supportswhole class, group of students with similar needs, individual students, students with IEP’s or 504 plans, strategies for common errors and misunderstandingsAcademic language objective(s)Modifications/accommodations
24Task 1 Along with lesson plans submit – All assessments(pre/post assessments, checklist,rubrics, etc.)All artifact used as part of instruction (peer assessments, exit slips, task cards, homework, etc.)All learning tasks, assessments, and artifacts must be aligned with lesson objectives
25Five Planning Prompts Prompt 1 – Central Focus Early ChildhoodElementaryCentral focus & purpose of contentStandards & learning objectives addressEssential literacy strategyRequisite skillsReading/writing connectionsHow do plans build on each other to make connections or compose text (p. 14)Central focusStandards & learning objectivesActive, multimodal nature of learningLanguage & literacy development (interdisciplinary)How plans build on each other between active & multimodal nature of language & literacy developmentConstruct learning environment to support active & multimodal nature of language & literacy development (p.9)
26Five Planning Prompts (cont.) Prompt 1 – Central Focus Performance ArtsHistory/Social StudiesCentral focus & purposeStandards and objectivesArtistic skillsKnowledge (e.g., tools, technical proficiencies, processes, elements, organizational principles)Contextual understandingExplain how your plans build on each other to help students in creating, performing, or responding to music/dance/theater and make connections to artistic skills, knowledge, and contextual understanding (p.10)Central focus & purpose of contentStandards & objectivesFacts & conceptsInterpretation & analysis skillsBuilding & supporting argumentsHow plans build on each other to make connections between facts, concepts and interpretations or analyses to support arguments, etc. (p. 10)
27Prompt 2 – Knowledge of Students to Inform Teaching Elementary/PE/HistoryEarly ChildhoodDescribe what you know about your students in your classPrior academic learning, experiences, & prerequisite skills related to central focusPersonal/cultural/community assets related to central focusDescribe what you know about the students in your classChildren’s development related to central focusSocial & emotional developmentCognitive & physical developmentLanguage development for communicationPrior learning & prerequisite skills related to language & literacy developmentPersonal/cultural/community assets
28Prompt 2 – Knowledge of Students to Inform Teaching Middle Childhood ScienceSpecial EducationFor each focus learner, identify 2 learning targetsDescribe each focus learner’s exceptionalityList goals/benchmarks in IEP for each focus learnerList any special accommodations or modifications in learning environment, instruction, or assessments based on IEPDescribe behavior management planPrior academic learning, prerequisite skills, and understanding of the nature of science – What do young adolescents know, what can they do, and what are they learning to do?Personal/cultural/community assets related to central focus – What do you know about your students’ everyday experiences, cultural backgrounds and practices and interests?Developmental assets related to central focus – What do you know about your students’ cognitive, physical, and social and emotional development?
29Strategies for Prompt 2a & b Strategies Related to Prompt 2Where is the information located?What can candidates cite to support their answers?How can they gather information and use it to answer the prompts?Must teach candidates to answer promptsIf it has an “and” all components must be addressed in promptPrior learning and prerequisite skills are keyRubric 3 is used for Prompt 2
30Supporting Children/Students Prompt 3 Early Childhood – Use principles from research/devel. theoryElementary – Literacy LearningUse principles from research/devel. theoryExplain how your understanding of children’s development, prior learning, & community assets guide your choice or adaptations of learning tasks & materialsDescribe and justify why your instructional strategies & planned supports are appropriate for whole class and students with similar needs.Describe common developmental approximations or misunderstandings and how you plan to address them.Explain how your understanding of students’ prior learning & community assets guided your choice or adaptation of learning tasks & materialsDescribe & justify why your instructional strategies & planned supports are appropriate for whole class and students with similar needs.Describe common developmental approximations or common misconceptions in literacy and how you will address them.
31Task 1: Planning Commentary Prompt 3 Supporting Students’ Learninga. How would your information from Prompt 2 determine teaching strategies used in the unit of instruction?How does your understanding of prior learning, experiences, and community/cultural assets guide your choice or adaptation of learning tasks and materials/ equipment?
32Task 1: Planning Commentary Prompt 3 Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar needs –Good place for research andtheory to be appliedMust match what is found on lesson plansDifferentiation of instruction or accommodations from lesson plans
33Task 1: Prompt 3C – Planning Commentary Describe common student errors or misunderstandings within your central focus and how you address them.This is specific to their central focusCould be based on pre-assessment(s)Knowledge of age groupRubric 3
34Prompt 4 - Elementary Supporting Literacy Development through Language Identify one language function essential for students to learn the literacy strategy within the central focus.key words related to function – analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarizeIdentify key learning tasks that provide students opportunities to practice using the language.Additional language demandsvocabulary or key phrasesPlus on e of the following: Syntax or DiscourseLanguage SupportsDescribe instructional supports (from lesson plans) that help students understand and use the language function and the additional language support.
35Prompt 4 – History/Social Studies through Language Language DemandIdentify one language function essential for students to learn content (analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify, locate, etc.)Identify key learning tasks (lesson day/number) that provide students with the opportunity to use the language function.Additional Language Demand (written or oral)Vocabulary or key phrasesSyntax or discourse (at least one of the two)Language Supports – Describe the instructional supports (from lesson plans) help students understand and use the language function and additional language demands.
36Language DemandsBoth form and function must be included in lesson plans with learning experiences tied to language demandsUse the chart provided in handbook to define objectives with learning experiences – if summarize is in the objective – learning task and assessment should require students to summarizeRubric 4
37Prompt 5 – Monitoring Student Learning ElementaryEarly ChildhoodReference assessments in this sectionDescribe how your planned formal and informal assessments will provide direct evidence that students can use the literacy strategy and requisite skills to comprehend or compose text.Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.Reference assessments in this section –Describe how your planned formal and informal assessments will provide direct evidence of the active, multimodal nature of young children learning of language and literacy.Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
38Prompt 5Secondary English – Language ArtsVisual ArtsDescribe how your planned formal and informal assessments will provide direct evidence of how students’ abilities to comprehend, construct meaning from, interpret, and/or respond to complex text throughout the learning segment.Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.Describe how your planned formal and informal assessments will provide direct evidence of students’ abilities to create and respond to visual arts concepts incorporating form and structure, production, art context, and personal perspective throughout the learning segment.Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
39Assessments All assessments should be attached to lesson plans Informal, formal, formative, pre/post assessmentsShould generate data that can support conclusions reached in Task 3Provide documentation of students knowledge and use of academic language specific to content areaInclude any assessment adaptations that need to be made based on the chart completed under contextRubric 5 is specific to Prompt 5
40Task 1 – Finished!Candidates have 9 pages including the prompts for Task 1This is the most essential part of the processProvides the groundwork for completion of Tasks 2 and 3Provides evidence for Task 2 and 3Takes the longest to complete, candidates need the most guidance on this task, and these are the tasks that must be backward mapped into the program
41ACADEMIC LANUGAGEDefinition of academic language – glossary has a definition of academic language along with discourse, language demands, language function, syntax, and vocabulary.Must address both form and functionof language in content areaLanguage function is directly relatedto the active verb in the academic language objective(s).
42References Specific to Academic Language Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. Jossey-Bass: San Francisco, CA.O’Hara, S., Pritchard, R., & Zwiers, J. (2012). Identifying academic language demands in support of the common core standards. ASCD Express, 7(17). Retrieved from:
43ACADEMIC LANGUAGEVerbs that dictate the function are such words that define behaviors such as analyze, contrast, describe, create, interpret, sequence, evaluates, or signals.Verbs that do not usual determine language function are such words as shows, list, identify, recall, knows, labels, or selects.Candidates must document the learning task(s) specific to academic language in their lesson plan.
44Verbs for Academic Language Each content area has a list of verbs to be used in the subject area in a chartObjective for academic language should have the verb along with a learning tasks specific to the verb in the objective
45What is not a “3” in Academic Language Simply reviewing vocabulary wordsCandidates use the words during instructionCandidates checks for understanding throughout the class where individual students provide answersCandidates have all students “show” the meaning of the wordCandidates have “words of the week”or a “vocabulary” wall
46Functions of Academic Language Three large functionsDescribe complexity: Use language to describe or explain complex ideasHigher-order thinking: from knowledge to comprehension to application to analysis to synthesis to evaluation.Abstractions: language to describe abstract concepts.
47What Worked for Winthrop Candidates Word CollageCandidate had students at the end of each class posted a word or phrase they used during class related to the content area. Some days this involved posting synonyms for vocabulary words taught in class or antonyms. Students demonstrate they understood the terms and could use the terms in multiple ways. One day he had them use the term outside of the use in physical education.
48Task 2: Instructing & Engaging Students in Learning History/Social StudiesPhysical EducationChallenging learning tasks which candidates and learners are actively engaged.Two video clips (no more than 10 minutes) eachClip 1 = illustrate what candidate did to help students critically evaluate, interpretations, defend arguments, etc.Clip 2 = how the candidate supported as they form interpretations or analyzes and used evidence.Can be whole class or targeted group within classOption – evidence for language use can be provided by clip.Including instruction & students implementing instruction1 or 2 clips (not to exceed 20 minutes)Active monitoringAt least one transitionThree focus studentsOption – evidence for language use can be provided by clip.
49Task 2: Instructing & Engaging Students in Learning ElementaryEarly ChildhoodEvidence for these prompts are on the video clips or in commentary that is supported by video clipsCandidate submits one or two clips (total not to exceed 15 minutes)Video clip(s)cannot be edited once begunCan feature whole class or targeted group of studentsOptional – language use can be either video clips or student work sampleDemonstrate how students are engaged in developmentally appropriate practicesWhole child in interdisciplinary language & literacyActive, multimodal nature2 clips (total not to exceed 15 minutes)Clip 1 = whole-group interactionClip 2 = small-group or individual interactionOptional – language use can be either video clips or student work sample
50Task 2: Instructing & Engaging Students PromptsIdentify lesson plan(s) by number used in video clipsPromoting a positive learning environmentRespect and rapport with studentsResponsiveness to children with varied needsEasiest to scoreUse Rubric 6 to evaluate the next clip
51Task 2: Instructing & Engaging Students ElementarySpecial EducationPrompt 3 – Engaging students in learningRefer to specific examples from the clipsExplain how your instruction engaged students in literacy strategy and requisite skillsDescribe how your instruction linked prior academic learning & community assets.Rubrics 7 & 8Prompt 4 – Engaging & Motivating the Focus Learner)s)Refer to specific examples from the clipsExplain how your strategies engaged and motivated each focus learner to develop and apply the targeted knowledge and skills.Describe how your instruction linked each focus learner’s prior learning and personal, family, cultural, and/or community assets with new learning.Rubric 7
52Task 2: Instructing & Engaging Students Elementary LiteracyMiddle School MathematicsPrompt 4 – Deepening LearningHow you elicited responses to promote thinking & applying literacy strategies using requisite skills to comprehend or compose textHow you supported students to apply the literacy strategy in a meaning-based context.Rubrics 7 & 8Prompt 4 – Deepening LearningExplain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solvingExplain how you used representations to support adolescents’ understanding and use of mathematical concepts and procedures
53Clip of Elementary Literacy Lesson Take out Rubrics 7, 8, & 9 for Elementary LiteracyWatch the clip and score the clip based on the criteria on the rubricClip is 9 minutes long
54Task 2: Instructing & Engaging Students Prompt 5 – Analyzing TeachingHow did your instruction support learning for whole class and students who need greater support?What changes would you make to your instruction?Why do you think these changes would improve student learning?Rubrics 9 & 10
55Task 3 Assessment 3 – What I need to do? Early ChildhoodElementaryAssessment(s) submitted during planning taskUsed with entire classMust provide evidence for individual studentsEssential literacy strategyRequisite skillsDefine & Submit evaluation criteriaAnalyze work (quantitative & qualitative)Select 3 work samples that represent a pattern of learning ( at least one with an IEP, ELL, etc.)Assessment(s) submitted during planning taskUsed with entire classMust provide evidence for individual studentsLanguage & literacyActive nature of learningDefine & Submit evaluation criteriaAnalyze work (quantitative & qualitative)Two focus students (at least one with an IEP, ELL, etc.)
56Task 3 – What I need to do? Cont. ElementaryEarly ChildhoodDocument feedback on three focus students (clips or work sample)Submit selected assessment with directions/prompts (attach with 2 page limit)Evidence of students’ understanding of academic language (video clips or here)Three sources of evidenceVideo or audio clips (7 minute limit – provide time stamps)Observation notes (no more than 2 pages per focus child)Work sample per focus childDocument feedback (focus students) on common assessmentSubmit selected assessment with directions/prompts (attach with 2 page limit)Evidence of students’ understanding of academic language (video clips or here)
57Task 3: Assessment Commentary 1. Analyzing Student Learninga. Identify specific language/literacy standards/objectives (EC – varies across subject area)b. Provide directions/prompts for assessment and evaluative criteria you are using to analyze student learningc. Provide graphic or narrative summary of student learning based on evaluation criteria and documented student dataEC – Use summary above and 3 sources of evidence for the 2 focus students relative to language and literacy developmentd. Analyze patterns of learning for whole class or differences for groups or individual learnerse. Use documented student data for 3 focus student work samples.
58Task 3: Assessment Commentary 2. Feedback to Guide Further Learninga. In what form did you submit your feedback for the focus studentsRubrics with written feedbackText of verbal feedback givenSamples of written feedback to parentsOther formsb. Explain how feedback provided to focus students addresses their individual strengths and needs relative to standards/objectivesc. How will you support students to apply feedback to guide improvement?
59Task 3: Assessment Commentary 3. Evidence of Language Understanding: You may provide evidence through video clip(s) or work samplesExplain to the extent to which students were able to use language (selected function, vocabulary, and additional identified demands) to develop content understanding.
60Task 3: Assessment Commentary 4. Using Assessment to Inform Instructiona. Based on your analysis of student learning presented in prompts 1c-e, describe next steps for instructionWhole classFocus studentsb. Explain how next steps follow your analysis of students’ learning. Support your explanation with principles from research and/or theory.9 pages single space with prompts for assessment section.
64Lessons LearnedMust backward map tasks to be included in TPA before student teaching semesterHave them complete a TPA in a methods course for one class so extensive feedback can be given on the various tasksKey tasks (lesson planning, assessment development, and academic language) must be taught early in the program and reinforced throughout the program
65Is it worth it?I saw a tremendous improvement in how my candidates reflected on their teaching and planned for their teaching.This process impacted their teaching more effectively then completing the Internship Work Sample previously required.Candidates were completely engaged in the process and had terrific discussions about teaching, assessing, and student engagement.