Developed by the Profession for the Profession edTPA 101 The Basics Developed by the Profession for the Profession andrea

National leadership AACTE overall project management, communication with programs Stanford University assessment development and technical support

The TPA in Minnesota-Looking back to the early years

TPA in 2012-2013 Full participation in TPA by all teacher preparation programs. All candidates in programs with a TPA handbook, including fields that will use the generic handbook, should complete a full TPA during student teaching in 2012-13. Report participation data only for PERCA. Each teacher preparation program should report how many candidates completed a TPA as part of the 2012-2013 data reported for PERCA. Candidate scores will not be reported in 2012-13 and those scores will not be consequential for program continual approval. Assessment of candidates’ TPAs should be primarily campus-based with a minimum threshold submitted for official scoring.

Future Fall 2013 Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA.* All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination. Special Education programs will be provided vouchers for approximately 20% of candidates to submit materials for official scoring at no cost to the candidate or the program. The vouchers should be distributed across all Special Education licensure fields; if a Special Education licensure field has no teacher candidates in the fall, the vouchers may be carried into the spring semester. Elementary Education programs may locally determine which K-6 handbook candidates will use by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.   Spring 2014 Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA. * All candidates completing student teaching must submit to Pearson for official scoring. * Special Education programs are strongly encouraged to require all teacher candidates doing student teaching to complete the edTPA. All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination. Unused vouchers from the fall may be carried over into the spring semester for official scoring. * Elementary Education programs may locally determine which K-6 handbook candidates by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks. * Due to changes in other Board of Teaching requirements specific to Special Education fields as well as changes in the edTPA handbook for Special Education, the Board has offered flexibility for Special Education programs in achieving full participation.

A scalable* assessment that: Provides evidence of teaching quality – readiness to teach Supports teacher preparation program renewal Informs programs & policy makers about qualities of teaching associated with student learning *Minnesota is a multiple measure state that does not depend solely on the edTPA score for licensure College recommendation, MTLE scores and completion of the edTPA

Developing a national performance standard

What’s in it for Teacher Education? Rich feedback regarding program effectiveness Clear insight with what we all told ourselves was “infused throughout the curriculum” Independent, objective affirmation regarding the quality of our programs Breaking the habit of “giving them the benefit of the doubt”

What’s in it for our P-12 School Partners? Sharper focus on teacher effectiveness as a positive impact on student learning Candidates, as prospective hires, practicing to address more directly what administrators value Minimal to no new impact on cooperating teachers* Generating rich discussion of teacher effectiveness

Welcome to the Profession of Teaching 1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning teacher practice, 2) student engagement, and 3) student learning and achievement. STATE TEACHER MODEL_Implementation Handbook  

Voices from the field "The first year...how does this align to what I had to do in the edTPA?“ Nicole Barrick Renner about edTPA Debra Walden, 2012 “I found the process challenging, instructive, intimidating and overwhelming at times,” says Walden, looking back from the vantage point of being a first-year teacher now at the Crosswinds Arts and Science School outside St. Paul. “We still had to pass our standardized tests, but it was the edTPA that forced us to ask, ‘What is best for the students?’” Melissa Greene, Spring 2013 “I found edTPA to be a tool that emphasizes putting a focus on each student, while asking myself if they are really learning the material I am trying to teach,” Greene says. “As a special education teacher, that’s what I have to do from the start; I have to develop an individual learning plan for every one of my students, based on their strengths and weaknesses,” Greene continued. “So it’s very reaffirming for a special ed teacher to know that all new teachers will have to learn how to design their teaching to meet the needs of all students. I can see that the edTPA will push younger teacher candidates to adapt their teaching style to achieve focus, along with constantly asking themselves if their students are learning.”

Effective Teachers . . . Engage students in active learning Create intellectually ambitious tasks Use a variety of teaching strategies Assess student learning Continuously Adapt teaching to student needs Create effective scaffolds and supports Provide clear standards, constant feedback, and opportunities for revising work Develop and effectively manage a collaborative classroom in which all students have membership.

Scoring Dimensions Planning Instruction Assessment Analyzing Teaching Components of Teaching Practice 15 Rubrics Planning Instruction Assessment Analyzing Teaching Academic Language Effective practice translated into scoring

Rubrics 1-5 PLANNING FOR INSTRUCTION AND ASSESSMENT -Planning for understanding -Planning for support of varied learners -Using knowledge of students to inform teaching and learning -Planning assessments to monitor and support student learning

Rubrics 6-10 INSTRUCTION and ENGAGING STUDENTS IN LEARNING Learning environment Engaging students in learning Deepening student learning during instruction Subject specific pedagogy Analyzing teaching effectiveness 15

Rubrics 11-15 ASSESSMENT Analyzing student work Providing feedback to guide learning Supporting students’ use of feedback ANALYZING TEACHING Using knowledge of students to inform planning Analyzing students’ language use Using assessment to inform instruction 16

Welcome to the Profession of Teaching 1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning 1) teacher practice, 2) student engagement, and 3) student learning and achievement. STATE TEACHER MODEL_Implementation Handbook  

TPAC Artifacts of Practice edTPA “Records of Practice” TPAC Artifacts of Practice Planning Instruction Assessment Instructional and social context Lesson plans Instructional materials, student assignments Planning Commentary Video Clips Instruction Commentary Analysis of whole class assessment Analysis of learning and feedback to THREE students Assessment Commentary Analysis of Teaching Effectiveness Academic Language Development So, we have been looking at these things for a long time. What are some of the differences? What specifically are the rubrics looking at? Why are you doing what you are doing? The bridge from theory to practice

Commentaries Describe plans or provide descriptions or evidence of what teacher or students did Justify a rationale for plans in terms of knowledge of students & research/theory, Analyze what happened in terms of student learning or how teaching affected student learning Explain feedback to students and next instructional steps based on assessment results Stanford Center for Assessment, Learning and Equity 2011

Task name: Rubric Title What Do the Levels mean? Task name: Rubric Title Guiding Question Level 1 Level 2 Level 3 Level 4 Level 5 Struggling candidate, not ready to teach Some skill but needs more practice to be teacher-of-record Early novice teacher practices Solid foundation of knowledge and skills Exceptional beginning teacher practice Rubric Progressions: Early novice to expert beginning teacher Candidate demonstrates: Expanding repertoire of skills and strategies Deepening of rationale and reflection Shift from teacher focus to student focus Move from whole class to generic groups to individuals

Rubric progression 1 5 Expanding repertoire of skills & strategies Deepening of rationale and reflection Not Ready Early Novice Highly Accomplished Beginner 1 5 Teacher Focus Student Focus Whole Class Individuals/Flex. Groups INTENTIONALITY Sophistication of Practice Intentional & Well Executed Fragmented or Indiscriminate

Structure of Each Handbook Candidates compile a Portfolio that demonstrates effective teaching Featuring a learning segment of 3-5 lessons 3 tasks broken down into: What to Think About (Purpose) What Do I Need to Do? (Check list) What Do I Need to Write? (Commentary Prompts) How Will the Evidence of My Teaching Practice Be Assessed? (15 Rubrics, 5 levels) Documented with evidence Commentaries Instructional artifacts, including student work 1-2 unedited video clips of teacher-student interaction

Contents Structure of Handbook edTPA Tasks Overview, page 5 Three tasks throughout handbook Rubrics-pages 13,21 and 30 Professional Responsibilities, page 35 Context for Learning, page 36 Evidence Chart, pages 38-40 Glossary, page 42

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK-pages 5-7 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary PROMPTS Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Task 1 Choose one class and provide a context for learning Consecutive lessons (3-5) Central focus (subject specific) Identify one language function

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Tips for Task 2 Practice video taping BEFORE the teaching event week Video tape all 3-5 days Obtain written permission early in the experience Consider having faculty and/or university supervisors watch a video recording BEFORE the teaching event week Engagement, engagement, engagement Avoid http://youtu.be/LKfrg6oIjh0

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Task 3: Assessing Student Learning Did they get it? How do you know? Evaluation criteria Student work samples/performances Evidence of feedback (to students) Assessment commentary  Maximum of 8 pages in length Include the evaluation criteria and clarification of directions/prompts for the chosen assessment Teacher Performance Handbook

Assess the performance of the entire class Analyze the student work samples and look for patterns This could be represented in a chart as long as you have some explanations about what the chart shows Confidentiality is a priority-Make sure you have blacked out all identifying information on the three work samples Teacher Performance Handbook

Identify three focus students from the whole group One of the students must be a student with identified learning needs, e.g., an English Language Learner, a student with an IEP, or a student identified as gifted If you do not have any students with identified needs, select a student who is challenged by academic English, who usually struggles with the content OR who usually needs a greater challenge. (RARE)

Rubrics 11-Alignment, right/wrong – patterns 12-Feedback-Beyond good/bad 13-Focus students-how will you use their strengths and help them with their weakness? 14-Language demands? 15-Next steps in planning

BREAKING DOWN THE HANDBOOK-page 21 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK-page 35 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary F & You Tube Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson. Retrieved with permission from elioguevara.blogspot.com 

Permission slips can lead to discussion on Professionalism Obtain required permissions for video recording from parents/guardians for your focus learner(s) (or, if appropriate, each focus learner) and other adults appearing in the video. Opportunities for discussion on data privacy in the age of visual literacy Slips are available in Hmong, Somali, Spanish and English

BREAKING DOWN THE HANDBOOK-page 35 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary The Context for Learning should be done early in the experience. Students with special needs that have I.E.P. goals or goals (RTI) are disclosed. Confidentiality discussion with cooperating teacher

BREAKING DOWN THE HANDBOOK pages 38 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Candidates asking questions? The evidence charts provide quick answers Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

BREAKING DOWN THE HANDBOOK-page 40-43 Contents Structure of Handbook edTPA Tasks Overview Tasks Rubric Prof. Responsibilities Context for Learning Evidence Chart Glossary Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Creating common understanding Pages 44-49 With colleagues and candidates: Review of specific terms Compare your usage with the definitions in the glossary Consider that as novices, teacher candidates will not automatically make the connections on their own What does “on task” look like? When talking with candidates and pointing out differences, use the time as a teachable moment about how the same terms can have different meanings. Glossary

History/SS Evaluation Rubric 1

History/SS Evaluation Rubric 5-Page 17 ***Do we need the local eval slides?? Show a 5 level rubric

History/SS Evaluation Rubric 15-Page 34

Deficit Emerging Adequate ++ Competent Proficient Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Deep Dive into Rubric Progression Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Embedding Read through the rubrics and highlight those words which you use: During instruction In assignments When giving feedback about fieldwork/clinical observations Consider the scope and sequence of your program and ask: Which rubric(s) fit well in the courses already? What courses “touch” on the rubric content and how can we make our emphasis more deliberate? Are there any rubrics that do not fit in our program anywhere?

Upcoming opportunities Scorer training around October 1 Specific times to be determined as well as location Each MACTE Institution has a designated edTPA Coordinator. This coordinator has access to many resources and can guide you as you consider how to embed some of the rubric content into courses. http://www.edtpaminnesota.org/ Interested in becoming a scorer? IF YOU KNOW SOMEONE OR ARE INTERESTED IN OFFICIAL SCORING TRAINING PLEASE SEND GO TO:  https://vovici.com/wsb.dll/s/6bf3g51c1b  Contact Leslie Obourn at Pearson O: (415) 664-4125 E: leslie.obournbrown@pearson.com

Scoring Training (20+ hours) Synchronous – Subject Specific Practice Portfolio and Interactive session with Trainer Qualifying portfolios (2) Validity papers to monitor scoring accuracy

Who Scores? 50% IHE faculty and 50% P-12 Educators who: Are subject matter experts Have taught in that subject in the past 3 years (or taught methods or supervised student teachers in that field) Have experience mentoring or supervising beginning teachers No blood donor scorers! Qualifications: http://www.scoreedtpa.pearson.com University Faculty, Field Supervisors, and other University Educators Supervised teacher candidates in the edTPA field. Taught teacher candidates or teachers on content specific curriculum, instruction and/or assessment in the field. providing instruction/professional development to teacher candidates or teachers in a content-specific area or assessment within the last three years in the edTPA field  

Scoring Training (20+ hours) Asynchronous Online Modules Getting Started Preventing Bias Introduction to edTPA Academic Language Portfolio system Technical Support WA Student Voice

Scoring Training (20+ hours) Asynchronous Online Modules Subject Specific Task 1 -Planning Task 2 - Instruction Task 3 - Assessment Rubric progressions and level distinctions Exercises using artifacts and commentaries from one subject specific edTPA portfolio