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Performance Based-Assessment

Performance Based-Assessment. Highlight on edTPA Greg Blalock, Columbus State University David Cihak, University of Tennessee, Knoxville Stacey Bock, Illinois State University June 25, 2015 8:00 – 9:00. Figure A.1: CEEDAR Theory of Action.

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Performance Based-Assessment

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  1. Performance Based-Assessment Highlight on edTPA Greg Blalock, Columbus State University David Cihak, University of Tennessee, Knoxville Stacey Bock, Illinois State University June 25, 2015 8:00 – 9:00

  2. Figure A.1: CEEDAR Theory of Action CEDAR Center Coordination, Collaboration, Technical Assistance & Training • Teacher and Leader Outcomes • Qualified and Competent Teachers and Leaders • Determined Effective or Highly Effective State or District Performance Evaluations • Student Outcomes • College and Career Ready • Engaged in Postsecondary Education and/or Employment • Productive and Engaged Technical Assistance Supports Outcomes • Building Capacity for Reform by: • Developing knowledge of evidence-based practices • Developing leadership capacity across and within SEAs, IHEs, and LEAs • Supporting changes in practice at all levels of the system • Evaluating practice and supporting additional changes

  3. Focus on Implementation • Training challenges: • Adapting programs? • Supporting candidates? • Implementing edTPA effectively in schools: • Effective placements? • Communication between IHEs, SEA, and LEA?

  4. Today’s Panel

  5. Questions for Panel Describe the edTPA context in your state How has the edTPA impacted the structure/delivery of your programs?  How has it positively impacted pre-service teacher performance?  What are the challenges you have dealt with and how have you addressed them

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