1. Dr. Deborah Gober and Dr. Anna Wan Columbus State University
Preparing UTeach Columbus Students for Success on edTPA: Lessons Learned from Initial Implementation
Dr. Deborah Gober and Dr. Anna Wan
Columbus State University

2. Goals of edTPA
“The primary goal is to design, field-test, and offer at scale the first nationally accessible pre-service teacher assessment process designed by educators to:”
Improve student outcomes;
Be used in combination with other measures as a requirement for licensure; and
Guide professional development for teachers across the career continuum.
Help candidates develop the confidence and skills they need to be successful in urban, suburban, and rural schools.

3. Benefits
Provide a uniform and evidence-based process that can be used across states to confirm that aspiring teachers demonstrate their readiness for the classroom.
Measure candidates’ ability to differentiate instruction for diverse learners, including English language learners and special education students.
Create a body of evidence about teacher performance that will ultimately establish a national standard for relevant and rigorous practice that advances student learning.
Allow states, school districts, and teacher preparation programs to share a common framework for defining and measuring teaching performance.

4. The Shift (SCALE/edTPA: http://edtpa.aacte.org/)
Shifting the definition of effective teaching:
From- Successfully delivering the curriculum, “I got through everything I wanted to cover.”
To- Having a positive impact on student learning, “How have I affected student learning?”
Shifting the business of teacher preparation:
From- License as entitlement of completing a curriculum, “But I’ve always wanted to be a teacher.”
To- An obligation to demonstrate the proficiency the curriculum intends, “See, I can teach.”

5. Overview of the Planning Task
Artifacts
Rubrics
Instructional and learning context
Lesson plans and Instructional materials, student assessment
Planning Commentary
Planning to Build Student Understanding
Planning to Support Varied Student Learning Needs
Using Knowledge of Students to Inform Teaching and Learning
Identifying and Supporting Academic Language Demands
Planning Assessments to Monitor and Support Student Learning

6. Overview of the Instruction Task
Artifacts
Rubrics
Video Clips
Instruction Commentary
Learning Environment
Engaging Students in Learning
Deepening Student Learning
Subject Specific Pedagogy
Analyzing Teaching Effectiveness

7. Overview of the Assessment Task
Artifacts
Rubrics
Analysis of whole class assessment
Analysis of learning and feedback to THREE students
Assessment Commentary
Analysis of Student Learning
Using Feedback to Guide Further Learning
Student Use of Feedback
Analyzing Students’ Language Use
Using Assessment to Inform Instruction

8. Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection
Not Ready
Proficient Novice
Highly Accomplished
Beginner 1 5
Teacher Focus
Student Focus
Whole Class
Individuals/ Flex. Groups
Integrated, Intentional & Well Executed
Fragmented, Indiscriminate

9. Results of External Evaluation (n=19) Spring 2014
Planning
Rubric 1 Avg
Rubric 2 Avg
Rubric 3 Avg
Rubric 4 Avg
Rubric 5 Avg
2.95
2.55
2.63
2.73
Instruction
Rubric 6 Avg
Rubric 7 Avg
Rubric 8 Avg
Rubric 9 Avg
Rubric 10 Avg
2.89
2.82
2.79
2.37
Assessment
Rubric 11 Avg
Rubric 12 Avg
Rubric 13 Avg
Rubric 14 Avg
Rubric 15 Avg
2.26
1.97
2.39
2.29

10. Results of External Evaluation for UTeach (n=2) Spring 2014
“3” = proficient (ready to teach)
Both UTeach candidates scored above the average for the college on all rubrics
Areas of strength (at least one candidate rated above proficient):
Planning for subject-specific understandings
Planning to support varied student learning needs
Using knowledge of students to inform teaching
Planning assessments to monitor student learning
Deepening student learning

11. Results of External Evaluation for UTeach (n=2) Spring 2014
Areas for improvement (Task 3 Assessment)
Analysis of student learning
Student use of feedback*
Analyzing students’ language use
Using assessment to inform instruction
*Area with lowest average rating overall and for UTeach

12. Sample Candidate Response
Read the sample teacher candidate response provided and examine the student work. Discuss how you would rate (emerging, proficient, or advanced) this candidate on “Student Use of Feedback.”
Discuss the quality of the feedback given to the three focus students?
How well did the candidate explain how the focus students would use the feedback to improve their work?
Did the candidate discuss how he/she would support student use of feedback to deepen their understanding?

13. Integration of edTPA Classroom Interactions
Lesson Plan Commentary for Teach 1 (edTPA Task 1)
Video analysis for Teach 2 (edTPA Task 2)
Analysis of teaching and student artifacts for Teach 2 (edTPA Task 3)
Peer review of Teach 2 Analysis using edTPA rubrics

14. Integration of edTPA Project-Based Instruction
All tasks
EdTPA aligned template for the lessons taught from the unit
Sketches for remaining lesson plans for the unit
Uploaded for evaluation similar to submission during student teaching
Rubrics
Provided prior to tasks
Peer evaluation using rubrics

15. Next Steps
Design learning experiences that provide opportunities for candidates to get to know the students they are teaching in CI and PBI
Observation Assignment – Getting to Know Your Students
Additional classroom observations?
Create assignments for CI and PBI to give candidates experience in analyzing student learning and giving feedback
Analyzing sample student artifacts as a class and writing feedback; discuss student use of feedback and supports candidates may provide
Analyzing use of academic language

16. A Teacher Candidate’s Perspective
Important takeaways from completing edTPA
Challenges of edTPA
Advice for others completing the assessment

17. Sharing Best Practices