Presentation is loading. Please wait.

Presentation is loading. Please wait.

Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012.

Similar presentations

Presentation on theme: "Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012."— Presentation transcript:

1 Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012

2 Why now?

3 How has Ohio responded to the national pressure?  Ohio House Bill 1 (passed in 2009, established a new licensure structure for Ohio educators, effective in 2011).  HB 1 transfers responsibility for approving teacher preparation program from the State Board to the Chancellor of the Board of Regents.  Directs the Chancellor, jointly with the State Superintendent, to:  Establish metrics and educator preparation programs for the preparation of educators and other school personnel (Ohio Educator Preparation Metrics), and (2) provide for inspection of the institutions (accreditation process).  Through HB 1, Ohio is the first in the nation to require a four-year induction program (Resident Educator).

4 Ohio Teacher Career Continuum Preservice Undergraduate and Graduate Pathways to Teaching Ongoing Support Four-Year Residency Continued Professional Development Continuum of Support and Assessment for Teachers

5 Teacher Career Ladder Preservice Preparation Resident Teacher License (4 year) Professional License (5 year) Senior Professional License (5 year) Lead Professional License (5 year) Teacher Performance Assessment Model

6 Why a teacher performance assessment for pre-service teachers?  The Ohio Educator Preparation Metrics include a “statewide teacher performance assessment.”  Prior to HB 1 Ohio required Praxis III, a performance based assessment used during the induction year of teaching.  Praxis III was line item budgeted.  The new performance assessment requirement is an unfunded mandate.

7 Teacher Performance Assessment (TPA) Background Three-year grant to create a National Teacher Performance Assessment Co-PIs ~ Linda Darling-Hammond & Ray Pecheone (Stanford University) Based upon the Performance Assessment for Teacher Candidates (PACT) from California

8 What is the Teacher Performance Assessment (TPA)? The Teacher Performance Assessment (TPA) is a student-centered, multiple measure assessment of teaching. It is designed to be educative and predictive of effective teaching and student learning.

9 Project Partners  AACTE (American Association of Colleges for Teacher Education)  CCSSO (Council of Chief State School Officers)  Stanford University  Lead IHE in Each State (Wright State, for Ohio)  IHEs in Each State (All 51 teacher preparation programs in Ohio are participating in the pilot)  State Education Agencies (ODE & OBR)

10 National Progress/Participation States = 25 Campuses = 180+ Teacher Candidates = 8,000 Scorers (IHE and K-12) = 900 Subject Specific design/review team members (including national subject matter project representatives) = 120+ Content Validation Reviewers = 200+ Benchmarkers and Scoring Trainers = 120 Bias Review Members = 10

11 Partnering States

12 TPA Targeted Competencies PLANNING (Task 1)  Planning for content understandings  Using knowledge of students to inform teaching  Planning assessments to monitor and support student learning INSTUCTION (Task 2)  Engaging students in learning  Deepening student learning during instruction ASSESSMENT (Task 3)  Analyzing student work  Using feedback to guide learning  Using assessment to inform instruction ANALYZING TEACHING (Task 4)  Reflecting/analyzing teaching effectiveness ACADEMIC LANGUAGE  Identifying Language Demands  Supporting students’ academic language development  Evidence of language use

13 Records of Practice/Evidence Planning Lesson Plans Handouts, overheads, student work Lesson Commentary Instruction Video clip(s) Teaching Commentary Analysis of Teaching Daily Reflection Notes Reflective Commentary Assessment Analysis of Whole Class Assessment Analysis of learning of two students Instructional and Social Context 3-5 Days Evidence of Academic Language

14 Rubric Progression  Early novice  highly accomplished beginner  Rubrics are additive and analytic  Candidates demonstrate:  Expanding repertoire of skills and strategies  Deepening of rationale and reflection  Teacher focus  student focus  Whole class  generic group  individuals

15 Rubric Blueprint Task Name: Rubric Title Guiding Question Level 1Level 2Level 3Level 4Level 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

16 Pearson’s Role in the TPA  Pearson has been selected as Stanford’s operational partner.  Pearson will provide assessment services to deliver the TPA nationally.  Pearson’s involvement will result in sustainability of the product.  Pearson will train and certify scorers, provide a scoring platform and report results for the operational TPA.

17 Ohio’s Next Steps  As soon as possible Ohio’s teacher performance assessment requirement must be identified (i.e., candidate licensure requirement vs. program requirement).  In December 2012 Ohio Teacher Preparation Programs Report Cards are scheduled to be released. If adopted, TPA data will be included as part of the report card.  In 2013 the Ohio Teacher Evaluation System Model begins for all K- 12 schools. This system focuses on teacher performance and student growth and results will appear on the Report Card. This system is aligned with TPA.

18 Questions

Download ppt "Teacher Performance Assessment (TPA) The University of Toledo Faculty Senate October 9, 2012."

Similar presentations

Ads by Google