Opportunities for Demonstrations of Equity-Centered Pedagogy in edTPAs

1. Opportunities for Demonstrations of Equity-Centered Pedagogy in edTPAs Maria E. Hyler, PhD., Laura S. Yee, Saroja R. Barnes, PhD., Roderick L. Carey University of Maryland, College Park Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

2. Welcome! Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

3. Agenda Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey Share study and findings Analyze candidates’ work Extend to work within teacher preparation programs Q & A

4. What we hope to achieve: Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements Provide an opportunity for you to apply this framework to analyzing candidate responses Provide an opportunity for you to think about how this may inform your teacher preparation programs

5. Background Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey Increasing need for equity-centered teachers Need for assessment of teachers’ ability to teach students with diverse backgrounds and experiences Many frameworks available for thinking about working with diverse student populations Culturally Relevant Pedagogy (Ladson-Billings, 1995)

6. Research Questions Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey To what extent does the TPA handbook text provide opportunities for teacher candidates to reveal aspects related to elements of CRP in their commentary? To what extent does the TPA handbook text prompt teacher candidates to reveal aspects related to elements of CRP in their commentary?

7. “Opportunity” vs. “Prompt” Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey • An opportunity… … is present when the handbook text provides space for the candidate response to reveal teaching aspects related to elements of CRP. • A prompt… … is present when the text specifically directs candidates to reveal teaching aspects related to elements of CRP.

8. Study Design Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey • Mixed Methods • Concurrent nested mixed methods design (Creswell, Plano Clark, Gutmann & Hanson, 2003) • Qualitative conceptual drive, quantitative data used for corroboration of findings • Qualitative data, transformed quantitative data • Data integration during analysis stage (Creswell, Plano Clark, Gutmann, & Hanson, 2002)

9. Qualitative Data & Analysis Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey • Secondary Mathematics Field Test Handbook • Text – “What do I need to write?” • Protocol Development (a priori codes) • CRP elements (Ladson-Billings, 1995) • EC • EL • “O”“P”“NOP” • Inter-rater reliability (86%)

10. Ladson-Billings (1995) Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey Conceptions of Self and Others Social Relations Conceptions of Knowledge

11. Coding Protocol Elements Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

12. Coding Protocol Elements Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

13. Coding Protocol Elements Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

14. Coding Protocol Elements Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

15. Quantitative Data and Analysis Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey • Transformed qualitative data (frequency counts of codes) (Onwuegbuzie & Teddlie, 2003) • Three types of analyses: • Graphic representations (histograms) • Chi-square tests • Independent T-tests

16. Findings: Overall Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

17. Findings: Overall Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

18. Findings: By Task Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

19. Findings: By Task Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

20. Findings by Task Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

21. Findings: By Domain Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

22. Nature of Findings Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey • Embedded assessment parallels need for embedded preparation • Assessment for candidates’ learning and teaching in all contexts • Assessment can’t do it all! • Our responsibility as teacher educators to look for aspects of teaching that are important to us and our program

23. What we hope to achieve: Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey Share our framework for thinking about how edTPA provides opportunities and prompts for candidates to demonstrate CRP elements Provide an opportunity for you to apply this framework to analyzing candidate responses Provide an opportunity for you to think about how this may inform your teacher preparation programs

24. Secondary Mathematics: Task 1/Prompt 3A Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey “Explain how your understanding of your students’ prior learning, experiences, and development guided your choice or adaptation of learning tasks and materials to develop students’ conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills.”

25. Secondary Mathematics Candidate Response Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey “Because the majority of the students are not very disciplined thinkers and lack the desire to persist, I chose to make this lesson highly physical and visual. I have selected the use of geoboards (with rubber bands), so that students can manually create and visually see the geometric figures. I am going to give them ample time to “explore” the many possible figures that can be created on the geoboards. In fact, this gives each of them some flexibility in creating the geometric figure that is in their “mind’s eye.” For instance, Student #1 may create a square that is 2 x 2. The next student may create a square that is 4 x 4. With the very standardized layout of the geoboard, the students can manually determine perimeter and area (by counting).”

26. Secondary Mathematics Candidate Response Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey “Because the students in the math class have some exposure to much of the content discussed in the unit (indeed due to a spiraling k-12 curriculum they have exposure to all of the content), they tend to lead with their instinct and disengage from direct instruction. With this attitude in mind, learning is enhanced by providing students with minimal prompting and allowing them to practice and make mistakes from which they can learn. Therefore, for this unit, I condensed the content. Instead of teaching students how to find each measure of central tendency, and then how to construct each graph/plot, I began with central tendency as a baseline, but let students recall, discuss, and critique how to make each of the graphs independently. Students were given data to use and they had to identify which information is best for the data display assigned to them. By integrating the latter lessons earlier, students are left with more time to really practice the harder problems longer instead of just 2 days before the unit exam….”

27. Thinking Programmatically Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey How does edTPA provide opportunities for candidates to demonstrate equity-centered pedagogical thinking? How do today’s conversations compare with the thinking and conversations you are having at your institutions? In what ways might today’s conversations inform your work with teacher candidates?

28. Questions? Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey

29. Thank you! For further inquiries contact: Maria E. Hyler mhyler@umd.edu Equity-Centered Pedagogy and edTPA: Hyler, Yee, Barnes & Carey