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A performance assessment for teacher candidates

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Overview Why

edTPA for Wisconsin?

Where What

does edTPA come from?

does edTPA look like?

What

does edTPA mean for our schools and classrooms?

What

does edTPA mean for us?

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edTPA  Was

created by Stanford University with input from teachers and teacher educators

 Supports

candidate learning and preparation, program growth and renewal

 Is

a measure of readiness to teach

 Is

based on NBPT Standards

 Informs

program completion and licensure decisions

 Is

supported by AACTE

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Wisconsin DPI Introduction to edTPA

State

Superintendent Tony Evers

http://www.youtube.com/watch?v=lD

4KuGIHwo4

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Timeline  Spring

2014-2015  All UWSP teacher candidates pilot edTPA with Local Evaluation, pilot sample to Pearson

 2015-2016  All

teacher candidates statewide complete edTPA and submit to Pearson  Wisconsin standard setting year  2016-2017  Passing

score required for teaching certification and licensure

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edTPA  Is

grounded in demonstrating practices and focuses on student learning

 Aligns

with INTASC Standards

 Aligns

with the Framework for Teaching

 Prepares

candidates for expectations of Educator Effectiveness

 Complementary

to the PDP process

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Architecture of the edTPA

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Task #1: Planning for Instruction & Assessment Artifacts

include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary  Planning

for Learning  Planning to Support Varied Student Learning Needs  Using Knowledge of Students to Inform Teaching & Learning  Identifying & Supporting Language Demands  Planning Assessments to Monitor & Support Student Learning

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Task #2: Instructing & Engaging Students in Learning Artifacts

Include: Video Clip(s), Commentary  Learning Environments  Engaging Students in Learning  Deepening Student Learning  Subject-Specific Pedagogy  Analyzing Teaching Effectiveness

+ Task #3: Assessing Student Learning Artifacts

include: Student Work Samples, Evidence of Feedback, Evaluation Criteria Commentary  Analysis of Student Learning  Providing Feedback to Guide Further Learning  Student Use of Feedback  Analyzing Students’ Language Use and Literacy  Using Assessment to Inform instruction

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Architecture of the edTPA

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Task #1: Planning for Instruction & Assessment Artifacts

include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary

Let’s

begin with the Professional Ed Program Lesson Plan Framework (see handout)

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UWSP Professional Education Program Lesson Plan Framework  Please

use this framework to design your plans for effective instruction. The embedded shaded guidelines and questions will help you consider aspects to address as you prepare your plan. Be sure to keep in mind the Gradual Release of Responsibility Model as you write your plan. Remember this learning model guides the learner through teacher modeling and demonstration, shared teacher/learner demonstration, learner guided practice, and learner independent practice.

+ First: General Information

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Then: Contextual Information  Type

of school

 List

any special features of your school or classroom setting

 Describe

any district, school, or cooperating teacher expectations that might affect your planning or delivery of instruction

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Contextual Information cont…  Also

address the following points related to learners:

 The

students in the class

 Explain

required or needed supports, accommodations or modifications for your learners that will affect your instruction in this learning segment.

 Include

the variety of learners in your classroom

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Next: The Lesson  Central

Focus

 Essential

Questions

 Connections

with Academic of Common Core Standards

 Objectives  Consider

assessments (formative)

 Academic  Prior

Language

Knowledge

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Lesson Procedure Note:

Be sure to work with the guiding questions in the Lesson Plan Framework which will help in describing your procedures

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Lesson Plan Commentary  This

section will describe your rationale for your lesson – what you are thinking about and basing your decisions on.

 Feel

free to integrate background and theoretical foundations you have learned from your course of study – including your Foundations and Methods courses.

 Work

with the guiding questions on the Lesson Plan Framework to help you develop your commentary.

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Now… Let’s take a look In

groups of two or three take some time now to look through your edTPA Handbook section for Task 1.

“Task

1: Planning for Literacy Instruction and Assessment”

Notice

the guidelines for writing the plan and for writing the commentary.

Focus

on these sections first –and if time, the rubrics.

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What did you notice?

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An Example Just

to show you a sample of a lesson plan and commentary designed for an elementary lesson….

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Architecture of the edTPA

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Task #2: Instructing & Engaging Students in Learning  Obtain

permission for video recording (UW-System permission forms).

 Examine

your plans for the learning segment & identify tasks where you and your students are actively engaged.

 Remember

- video clips must include specified aspects in your edTPA Handbook. Read through tips for video recording.

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Task #2: Instructing & Engaging Students in Learning - Commentary  Explains

which lesson(s) is included

 Demonstrates

promoting a positive learning environment

 Engaged

student learning

 Deepens

student learning during instruction

 Analyzes

your teaching (with reference to your clips)

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Task #2: Instructing & Engaging Students in Learning  NOW

let’s take a look at your edTPA Handbooks

 In

groups of two or three - read through Task 2 guidelines in your handbook and see what you notice and what is expected.

 If

you have time, take a look at the rubrics for Task 2.

+ What did you notice? What do you wonder about?

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Essential Considerations Regarding Opt Out Students  Teacher

Candidates must make every effort to respect the Parents’ requests to not record their child.

 Use

Blurring of Faces as a last option only when a child who has opted out is mistakenly caught on video.

 We

want schools and parents to know that UWSP will follow their wishes and respect their rights.

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Video Recording Tips 

Record early and record often



Use a tripod with a camera person or…



Use a Swivl camera base with microphone lanyard 

Apple Phones, ipads, ipods, etc.



Sound quality is more important than video quality



Continuous unedited video (any stop or start is an edit)



Review your video, add subtitles or transcribe and reference the inaudible responses according to time stamp



Take pictures of lesson materials difficult to see in the video

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Stevens Point Area School District Student Teachers  Take

note of special requirements for video recording in the Stevens Point area schools. Permission Forms  Parent Letter  Recording Equipment  Video Storage 

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Architecture of the edTPA

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Task #3: Assessing Student Learning  Determine

which assessment from your learning segment you will use to evaluate your students…

 Define

and submit the evaluation criteria

 Collect

and analyze student work to identify quantitative and qualitative patterns of learning (note guidelines for submission of student work)

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Task #3: Assessing Student Learning cont…  Select

specific student work samples that represent the patterns of learning

 Document

feedback you have given to specific students

 Provide

evidence of students’ understanding and use of academic language

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Task #3: Assessing Student Learning - Commentary  Identify

your specific learning objectives and standards.

 Provide

a chart/graph with narrative that summarizes student learning for the whole class.

 Use

evidence from specific student work samples and the whole class to analyze patterns.

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Task #3: Assessing Student Learning - Commentary  Refer

to specific feedback that you have given to support your explanations.

 Provide

evidence of students’ use of academic language (See your handbook for specific guidelines and expectations).

 Describe

next steps for instruction.

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Task #3: Assessing Student Learning  Now

– let’s take a look at your edTPA Handbooks

 In

goups of two or three – review the guidelines for Assessing Student Learning and the Commentary.

 If

you have time – also examine the rubrics.

+ What did you notice? What do you wonder?

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Mechanics Chalk

& Wire is the UWSP platform used to store, edit, complete, and submit your edTPA Portfolio

Evaluation, scoring, and

delivery of results to candidates and programs is conducted by Pearson

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www.chalkandwire.com/uwsp  Getting

Started with Chalk and Wire

 Chalk

and Wire subscription codes must be purchased at the UWSP Bookstore  One Year Subscription begins at first log in  Refer to the Timeline for Completion of the edTPA  First Time  Creating

Log in

your first edTPA Portfolio

 Navigation

through the Table of Contents

 Uploading

Files

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In General edTPA

has three tasks: planning, instruction and assessment

Guidelines

for these tasks are designed specifically for each program area and will vary across areas

Become

familiar with the guidelines for your specific handbook

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In Conclusion and In General cont.  Begin

thinking about which lesson you want to write up, video record and show your assessments.

 Talk

with your Cooperating Teachers about the edTPA. Let them know what you will need to do. Proceed with securing permission to video record your teaching in the classroom.

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To Do  Please

read, sign and date the edTPA Video Recording and Resource Requirements for Wisconsin Teacher Candidates (in your folder) and leave with us.

 Please

sign and date the Permission to Share My edTPA

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Resources for Assistance with edTPA  UWSP

School of Education-edTPA http://www.uwsp.edu/education/Pages/e dtpa.aspx  Wisconsin Department of Public Instruction  http://tepdl.dpi.wi.gov/epp/edtpa  Chalk & Wire  www.chalkandwire.com/uwsp

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Campus Contacts for Support with edTPA Cathleen

Olds Director of Field Experience, UWSP [email protected] Leslie

McClain Professor, School of Education, UWSP [email protected]

+ *** Next Support Session: Friday February 26, 2016 9:00 – 12:00 Peer Editing of Task 1 and Task 2 & 3 Details 1:00 - 4:00 Independent edTPA work time Your edTPA submission is due to Pearson no later than March 17, 2016.