Secondary Assessments Chet Laine Karen Haring November 10, 2010

Linda Darling-Hammond (2010) “For teacher education, this is perhaps the best of times and the worst of times.”  It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models...  It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts.

Successful transformation of university- based teacher education:  Strengthening coursework around: ◦ Student learning and development ◦ Assessment ◦ Subject matter pedagogy ◦ Teaching English language learners and special needs students ◦ Connecting coursework to practice

At the heart of the reform... connect theory to practice with well- designed clinical experiences. NCATE Blue Ribbon Panel...clinical preparation must be well integrated with content and pedagogy, and woven together throughout the program.

Three-year grant to create a national teacher performance assessment Based upon the Performance Assessment for Teacher Candidates (PACT) from California ( Co-PIs ~ Linda Darling-Hammond & Ray Pecheone

California New Jersey Colorado New York Illinois North Carolina Iowa Ohio Kentucky South Carolina Maryland Tennessee Massachusetts Virginia Michigan Washington Minnesota West Virginia Missouri Wisconsin

 AACTE  CCSSO  Stanford University  Lead IHE in Each State ( Wright State for Ohio )  IHEs in Each State ( University of Dayton, University of Cincinnati & The Ohio State University)  SEAs (ODE & OBR)

 A reliable and valid Teacher Performance Assessment utilized to improve the consistency and quality of teacher effectiveness  An outcome database used by school districts to track teacher performance across the continuum of teachers’ careers  Provide information states could use to inform teacher quality initiatives, issue initial teacher licenses, and make accreditation decisions  An evidence-based methodology for making systematic decisions about recruitment, professional development and continuation of employment

 A national technology platform for data management, analysis and reporting of teacher outcomes that are connected directly to student outcomes  An empirical foundation for developing a more coherent national agenda for teacher quality assessment  The foundation for using Teacher Performance Assessment as a professional development tool for in-service teachers

A Multiple Measures Assessment System Embedded Signature Assessments — examples — Embedded Signature Assessments — examples — Observation/Supervisory Evaluation & Feedback Child Case Studies Analyses of Student Learning Curriculum /Teaching Analyses The Capstone Teaching Event Teaching Event Demonstrates : ‣ Planning ‣ Instruction ‣ Assessing ‣ Reflecting ‣ Academic Language Teaching Event Demonstrates : ‣ Planning ‣ Instruction ‣ Assessing ‣ Reflecting ‣ Academic Language RP

11  Discipline Specific  Student Centered: Examines teaching practice in relationship to student learning  Analytic feedback and support  Maintains the complexity of teaching  Adaptable & Generalizable Design Principles

National Implementation Plan  First Year – Tryouts of tasks  Second Year – Pilot test of the prototypes  Third Year – Field test, with collection of data to document validity, reliability, and fairness of assessment

Testing Components of selected Prototypes: Elementary LiteracySecondary English/Lang Arts Elementary MathSecondary Math Secondary Science The Ohio IHEs chose to “smoke test” the planning and/or the assessment on student learning tasks.

55 candidates from 3 universities completed one of the suggested tasks: ◦ Planning Instruction and Assessment ◦ Assessment on Student Learning Content Areas: Literacy, Math, English, Science Grade Levels – elementary, middle, and secondary

 Pilot complete full assessment process ◦ Planning Instruction & Assessment ◦ Instructing Students & Supporting their Learning (video clip) ◦ Assessment on Student Learning New Content to be added: Early Childhood, Special Education/EC Special Education, and History/Social Sciences

 Assessor Training (second semester)  Roll out of revised “smoke test” tasks  Engaging Other IHEs ◦ Sampling of tasks/assessments ◦ TPA website development (FAQs, working docs, suggestions etc.)

 Ability to have a common expectations of preservice teacher performance assessments  Ability to compare proficiencies among Ohio’s Teacher Preparation Institutions through the use of metrics (House Bill 1)  Possible a follow up TPA assessment during the second/third year of the Teacher Residency Program

Handouts:  Sample overview of the TPAC Assessment  TPAC Design Framework  Overview of TPAC Secondary Assessment  Rubrics for Planning

Sandy Stroot (OSU) – Katie Kinnucan-Welsch (UD) - Chet Laine (UC) - Donna Hanby (WSU) -