1. Assessing effective beginning teaching in technology education
edTPA
Assessing effective beginning teaching in technology education

2. Overview Development and intent Breakdown of the assessment
Pedagogy specific to technology education
Assessing candidate evidence
Educative promise

3. Building a Profession From the Grass Roots: edTPA by the Numbers
States = 29 Campuses = 430
Teacher Candidates = 12,000+
Scorers (IHE and K-12) = 800+
Subject Specific design/review team members
(incl. subject matter project representatives) = 120+
Content Validation reviewers = 100+
Benchmarkers & Scoring Trainers = 150+
Bias Review Members = 10
edTPA Online Community Members = 4000+

4. edTPA Development
Stanford University faculty and staff : 25 years in the development of performance-based assessments of teaching (National Board for Professional Teaching Standards, InTASC portfolio, and Performance Assessment for California Teachers)
Reflects substantive advice from teachers and teacher educators—built by the profession for the profession
Input from design and review team members comprised of university faculty, national subject matter organization representatives, and K-12 teachers 4

5. Shifting the definition of effective teaching
From To
Successfully delivering the curriculum
“We got through the material.”
Having a positive impact on student learning
“How have I affected student learning?”

6. Shifting the business of teacher preparation
From To
License as entitlement for completing a curriculum
“But I’ve always wanted to be a teacher.”
An obligation to demonstrate the proficiency the curriculum intends
“See, I can teach.”

7. Developing a professional performance standard
Intends to define and assess candidates’ ability to demonstrate proficiency with respect to the core of effective beginning teaching
© SCALE 2012

9. edTPA: Records of practice
Featuring a learning segment, 3-5 lessons/hours
Broken down into 3 tasks
Planning Instruction & Assessment
Instructing & Engaging Students in Learning
Assessing Student Learning
Attention to academic language and analyzing teaching throughout
Documented with evidence
Candidate commentaries
Instructional artifacts, including student work
1-2 unedited video clips of teacher-student interaction

10. E.g., defines the CEBT—planning instruction & assessment
Generic field
How do plans build conceptual understanding, fluency in skills/procedures, and reasoning/problem solving skills?
Plans are focused, coherent, aligned with standards
How does the candidate use knowledge of his/her students to target support for students with varied learning needs?
Plans are connected to what candidates know about the students they will teach, as well as the content
How do the informal and formal assessments provide evidence of student progress toward the standards/objectives?
The assessments correspond to each objective and will render evidence of students’ progress.
A single assessment, but with subject-specific emphasis.

11. Subject specific: variations on the CEBT theme
Secondary English Language Arts
How do the plans support students’ development of strategies for understanding, interpreting, and responding to complex features of a text (language arts stuff)?
Plans are focused, coherent, aligned with standards
How does the candidate use knowledge of his/her students to target support for students with varied learning needs?
Plans are connected to what candidates know about the students they will teach, as well as the content
How do the informal and formal assessments provide information to understand student progress toward the standards/objectives?
The assessments correspond to each objective and will render evidence of students’ progress.
In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.

12. Subject specific: variations on the CEBT theme
Educational Technology Specialist
How do the plans support students to make connections between the content, creativity, and problem-solving skills using digital tools and resources (technology stuff)?
Plans are focused, coherent, aligned with standards
How does the candidate use knowledge of his/her students to target support for students with varied learning needs?
Plans are connected to what candidates know about the students they will teach, as well as the content
How do the informal and formal assessments provide information to understand student progress toward the standards/objectives?
The assessments correspond to each objective and will render evidence of students’ progress.
In the following slides, notice how the red text varies with the subject context and how the black text remains the same across subjects.

13. Subject-specific pedagogy
Educational Technology Specialist
Using digital tools and resources
to help students
design and develop products
to demonstrate content learning

14. Subject-specific pedagogy

15. For Task 1, Candidates submit…
Context for Learning
Lesson Plans
Instructional Materials
Assessments
Planning Commentary

16. In Task 1, Candidates explain…
Planning to help students make connections between the content, creativity, and problem-solving skills using digital tools and resources to deepen their learning
Using knowledge of students to target support and justify instructional plans
Specific language demands associated with educational technology to support learning tasks
Informal and formal assessments selected to provide direct evidence of student performance as they make connections and deepen knowledge

17. For Task 2, Candidates submit…
2 Video Clips
Instruction Commentary

18. In Task 2, Candidates … Video themselves engaging students in learning
Analyze their teaching effectiveness based on what is seen in the video
Submit 2 video clips that show how they…
created a positive learning environment
supported students development of a product that demonstrates content knowledge, creativity, and problem-solving using digital tools and resources
1st clip: Content-alignment
2nd clip: Engaging students in product development

19. In Task 3, Candidates submit …
Student Work Samples
Assessment Commentary
Evaluation Criteria

20. In Task 3, Candidates …
Choose 1 assessment and analyze students’ ability to use digital tools and resources to demonstrate content knowledge, creativity, and problem-solving skills
Choose 3 focus students (at least one with specific learning needs) and submit evidence of the feedback provided to those children on the chosen assessment.
Explain how the focus students will use the feedback to further their learning
Analyze students’ use of academic language to develop content understandings
Identify next steps for instruction and explain how they are based on patterns seen in students’ learning.

21. How will edTPA portfolios be assessed?
edTPA will be assessed by a trained scorer who is a practitioner in the content area
Scoring is facilitated by Pearson
Each task is scored based on 5 rubrics, each of which looks at a different component of the task
Rubrics have 5 levels

22. edTPA Rubric Blueprint
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
Acceptable level to begin teaching
Solid foundation of knowledge and skills
Stellar candidate
Rubric Progressions: Early novice to expert 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

23. Rubric Progression 1 5 Teacher Focus Student Focus Whole Class
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
Indiscriminate

24. Assessment: Analysis of student learning rubric

25. Educative promise What will candidates learn?
How to think deeply about how their teaching practice impacts student learning
The thought processes required of professional educators
How to provide evidence of their professional practice
Build technology skills???
Prepare for interviews??? What you learn and do in the edTPA translates well into giving pointed responses in job interview questions

26. A framework for formative support
Fundamental experiences
Getting to know students
Developing justified lesson plans
Writing explicit and appropriate justification
Developing and applying appropriate assessment criteria
Reflecting with a focus on what students could and could not do as a result of instruction
Critiquing observations with a focus on engaging students in learning
Surfacing and supporting the discourse demands of the discipline
An overview of a framework for formative support. The following 21 slides are organized in 7 sets of 3. The first in each set portrays a fundamental experience, the second, a brief rationale to explain what nuances of the edTPA are highlighted, and the third, the associated edTPA rubrics.
Please consider this a “for example” approach that depicts specific attention to key considerations in the edTPA’s assessment of teaching. We have provided 7 fundamental experiences, but that is not meant to be prescriptive, exclusive, or exhaustive. It is merely one formulation of a suite of experiences that help support candidates’ understanding of the performance expectations. Whether these are “new” considerations of teaching performance will, of course, vary by program.

27. Educative Promise A summative assessment that:
Provides actionable evidence of teaching quality – readiness to teach
Supports teacher preparation program renewal
Informs programs & policy makers about qualities of teaching associated with student learning
Provides feedback to candidates to support ongoing professional learning

28. Aligning within the career continuum
Anchored in National Board’s Core propositions
Crosswalks include
edTPA
Danielson framework
IL Professional Teaching Standards (InTASC)
Common Core
Courtesy of Illinois State University’s National Board Resource Center

29. More information AACTE: http://edtpa.aacte.org/
Pearson Evaluation Systems:
IL State Board of Education:
IHE edTPA coordinators