Prepared by Joan Lesh edTPA Coordinator, University of Washington, Seattle

1. Local Evaluation Protocols Prepared by Joan Lesh edTPA Coordinator, University of Washington, Seattle TPAC Implementation Conference Nov. 2012

2. Goals of Workshop Propose a model for local evaluation that includes… • Sharing a brief history and overview of edTPA • Introducing edTPA handbooks, including tasks and prompts • Building a deep understanding of key ideas in edTPA rubrics • Providing time for formative applications and bridging to practice

3. What is the purpose of local evaluation? • To provide guiding formative feedback to teacher candidates as they do edTPA-like tasks (embedded signature assessments, etc.) and the edTPA • To impact student learning in the classrooms of our partner schools • To generate opportunities for collegial conversations that build collective knowledge around key concepts from edTPA and ways to support teacher candidates • To obtain data for program improvement and research

4. Who might use local evaluation? • States and IHE’s not yet in full implementation of edTPA • IHE’s desiring a deeper understanding of edTPA constructs and rubrics • Programs curious to know how their teacher candidates are taking up edTPA “big ideas”

5. Who are some key “players” to get involved? • Program Deans and Department Chairs • Faculty at all levels, including adjuncts and teaching assistants • Field Supervisors • Cooperating teachers and partner school administrators • Retired educators

6. Parking Lot Issues Keep in mind today’s goal(s) Some questions that arise need more time and discussion or that cannot be answered in this session Use the Parking Lot poster paper (Issues, Concerns, Questions, Other) for questions that arise that go beyond the rubrics or that address policies

7. edTPA Overview

8. What is the edTPA? The Cocktail Party Definition The Teacher Performance Assessment (edTPA) is a student centered, subject specific, multiple measure assessment of teaching. It is designed to be educativeand predictive of effective teaching and student learning.

9. What is the Purpose of the edTPA? Assess teacher candidates’ abilities to… • Consider academic contexts and students’ prior academic learning and personal/cultural/community assets in planning • Plan instruction based on a clear central focus for student learning (standards/objectives) • Use what they know about the varied needs and assets of learners to adapt instruction • Use instructional practices that support student learning • Ensure that students are engaged in the learning process

10. edTPA as Part of a Multiple Measures Assessment System TPAC Capstone Assessment Embedded Signature Assessments (campus designed examples) • Integration of: • Planning • Instruction • Assessment • Analysis of Teaching • Academic Language Child Case Studies Analyses of Student Learning Analyses of Curriculum/Teaching Observation/Supervisory Evaluation & Feedback

12. Pearson –National Evaluation Systems Serves as Stanford’s operational partner Supports Stanford and AACTE with assessment development processes and technical review Enables scale up and sustainability

13. Handbook for edTPA

14. Structure of Handbook • Tasks • Planning, Instruction, Assessment • Parts to Each Task • What Do I Need to Think About • What Do I Need to Do • What Do I Need to Write • How Will the Evidence of My Practice be Assessed • Rubrics for Each Task • 5 Planning + 5 Instruction +5 Assessment = 15 Rubrics TOTAL • +3 Student Voice in WA = 18 RUBRICS TOTAL

15. Remainder of the Handbook • Professional Responsibilities • Context for Learning • Evidence Charts for Each Task • Includes Artifacts and Commentary Specifications • What to Submit • Supported File Types • Number of Files • Response Length • Additional Information • Glossary • “Mouse over” throughout handbook

16. edTPA Task Overview This example uses Task 2 Instruction: Instructing and Engaging Students in Learning

17. Task 1: Planning for Instruction and Assessment • What to Think About • Consider what the task asks you to think about or to do. Example: •  What do your students know, what can they do, and what are they learning to do? • What Do I Need to Do? • Each box contains directions to follow. Note the verbs. Example: • Analyzelanguage demands. Select a language function, a key learning task, and additional language demands required by the task. • What Do I Need to Write? • The Commentary Prompts are written with a BOLD-FACED heading. Example: • 1. Central Focus • a. Describe the central focus and purpose for the content you will teach in this learning segment.

18. Structure of Rubrics • Five Levels: Level 1 – Struggling candidate, not ready to teach Level 2 – Some skills but more practice needed to be teacher of record Level 3 – Acceptable level to begin teaching Level 4 – Solid foundation of knowledge and skills Level 5 – Stellar candidate • Language of rubrics is worthy of study: • Reflects valued work in teaching • Has implications for teacher preparation

19. Task 1 Planning Rubrics • Each rubric has a title or focus. Often this corresponds to the Commentary Prompt heading. • A guiding question follows. This should look quite similar to the Commentary prompts. • Rubrics have 5 levels. Most rubrics have only 1 criteria.

20. Rubric Blueprint

21. Rubric 5: Planning Assessments to Monitor and Support Student Learning Rubric Focus/Title How are the informal and formal assessments selected or designed to monitor students’ progress toward the standards/targets? Rubric Guiding Question Rubric Performance Levels or Rubric Criteria

22. Unpacking the edTPA Rubrics

23. Goals Develop a common understanding of the records of practice, evidence and evaluation criteria for the Teacher Performance Assessment (edTPA) Develop understanding of the subject matter focus for each edTPA Develop deep understanding of the rubrics, including key words and ideas that distinguish different levels of performance on the edTPA

24. TPAC Artifacts of Practi edTPA “Records of Practice”

25. Two Types of Evidence… Teaching Artifacts Commentaries Lesson plans Instructional materials Assessment tools and evaluation criteria Video clip(s) of teaching Analysis of student learning Student work samples Planning Commentary Instruction Commentary Assessment Commentary

26. Evaluation Criteria • The evidence submitted in the edTPA is evaluated across five components of teaching practice: • Planning • Instruction • Assessment • Analyzing Teaching • Academic Language

27. Targeted Competencies PLANNING • Planning for content understandings • Planning to support varied student needs • Planning assessments to monitor and support student learning INSTRUCTION • Demonstrating a positive and engaging learning environment • Engaging students in learning • Deepening student learning during instruction • Subject specific pedagogy ASSESSMENT • Analyzing student work • Providing feedback to guide learning • Supporting students’ use of feedback ANALYZING TEACHING • Using knowledge of students to inform planning • Analyzing teaching • Using assessment to inform instruction ACADEMIC LANGUAGE • Identifying and supporting language demands • Evidence of language use to support content understandings

28. Central Focus for All Rubrics Each discipline has key understanding/skills Key understanding/skills go well beyond literal comprehension, simple application, or recall of knowledge/facts Candidates must show that they are helping students achieve the key understanding/skills of the specific discipline

29. Examples of Key Understanding/Skills

30. Rubric 9---Subject Specific Pedagogy Elementary Literacy=How does the candidate support students to apply the essential literacy strategy? ELA =How does the candidate use textual references to help students understand how to construct meaning from and interpret a complex text? Mathematics =How does the candidate use representations to develop students’ understanding of mathematical concepts and procedures? Science =How does the candidate facilitate students’ analysis of the data based on scientific inquiry? History/Social Studies = How does the candidate support students in using evidence from history/social studies sources to build and support arguments?

31. Rubric Progression Expanding repertoire of skills & strategiesDeepening of rationale and reflection NotReady Early Novice Highly Accomplished Beginner 1 5 Teacher Focus Student Focus Whole Class Individuals/ Flex. Groups Fragmented, Indiscriminate Integrated, Intentional & Well Executed

32. Process for Understanding the Rubrics • Individually read the rubrics carefully • As a small group: • Identify the key concept(s) the rubric is measuring • Identify the language that distinguishes one level from the next higher level; Start with Level 3 • Identify characteristics of ‘automatic 1’ • Discuss examples for each level you have seen in your own teaching and your observations of other teachers • Debrief with the whole group

33. Just a Reminder… Please READ before you DISCUSS!

34. Debriefing Questions • Focus on each rubric individually • Key Elements • What language is KEY to… A Level 3 score A score BELOW Level 3 A score ABOVE Level 3 • What will automatically lead to a score of 1? • Your examples

35. Discussing Key Elements of the Rubrics • OPTION A • Create whole group charts of Key Elements To model process • For whole group work • OR • OPTION B • Create small group charts of Key Elements To compare/contrast • To jigsaw, gallery walk

36. Debriefing---OPTION A • (Whole Group, Leading Participants): • One person can guide debrief while another records their thoughts about key words/key ideas using flip chart paper. • Prepare one sheet of chart paper for each rubric. Set up with the rubric number and question at the top (or the number and an abbreviated title). • Write Level 3 in the middle with NOT YET 3 and BEYOND 3, leaving space for key words/ideas. It is also helpful to use different colors for each level to draw attention to the different levels of performance.

37. Debriefing---OPTION B • (Small Groups, Sharing with whole): • Each group has own chart paper to record. • Can be done as a jigsaw, with each group sharing out about a different rubric or as a gallery walk • Can also be done as a compare/contrast activity to show similarities and differences between group interpretations of rubrics

38. Sample Key Elements Chart for Rubric 1 Planning 1: Planning for Content Understandings Level 1 Not aligned; No connections Content inaccuracies Not Yet Level 3 Inconsistent alignment Vague connections Level 3 Aligned; Plans build on each other Connected lessons “Do it” Beyond Level 3 AND Consistent alignment; Plans build to support deep meaning Clear, meaningful connections Illustrating reasoning

39. A Practice Opportunity 1. As a individual or with a partner, PRACTICE, using Planning Rubric 2. 2. Focus on the Key Elements for each rubric level Identify what language is KEY to… A Level 3 score A score BELOW Level 3 A score ABOVE Level 3 3. What will automatically lead to a score of 1? 4. Consider examples from your own experience that might map to these different levels.

40. Key Elements Chart for Rubric 2 Planning 2: Planning to Support Varied Student Needs Level 1 Not Yet Level 3 Level 3 Beyond Level 3

41. Key Elements Chart for Rubric 2 Planning 2: Planning to Support Varied Student Needs Level 1 No evidence of planned supports No consideration of differences in learners “For their dolls” Not Yet Level 3 Supports loosely tied to objectives 504’s & IEP’s are addressed Level 3 Supports tied to objectives Whole class focus 504’s and IEP/s are addressed Beyond Level 3 Supports tied to objectives Individual or small group focus Examining group characteristics Addresses groups w/similar needs

42. Key Elements Chart for Rubric #___ Planning #__: _____________________________________ Level 1 Not Yet Level 3 Level 3 Beyond Level 3

43. Key Elements Chart for Rubric #4 Planning #4 : Identifying and Supporting Language Demands Level 1 Support is missing or not aligned w/ lang demands Inconsistent alignment of lang demands with lang function Not Yet Level 3 Vocab is identified as major lang demand Definitional vocabulary Basic, Memorize Level 3 Vocab and additional lang demands identified Plans include general support Whole class Beyond Level 3 Plans include targeted support Multiple levels of opportunities to use lang based on individual needs Differentiation Error analysis Application

44. Other Activities to Get to Know the Rubrics • Put rubric criteria on strips • Place in sequential order, then check with rubric • Match rubric criteria to rubric title/guiding question • Other ideas?

45. Patterns in Rubrics • Consider all of the edTPA Rubrics • What patterns or trends do you see? • What are some indicators of a Level 1 score? • What about a Level 3? • What do you notice about Levels 4 and 5?

46. Closure • Review the key words/ideas you have captured • Think about your work with pre-service teachers and answer these questions: • What aspects of your program (curriculum, instruction, assignments, supervision, etc.) prepares candidates to do this work? • What next steps do you need to take to prepare candidates to be successful on the edTPA?

47. Formative Applications

49. How does the edTPA align with your programs? • To what extent does it reflect program values? • Where do you predict that students would do well? Where might they struggle? • What core values and program emphases are not captured in the edTPA? • What kinds of assessments do you currently use (or might you need) to get at these?

50. What similarities do you find? • Where are some places in your own program/curriculum where candidates are already doing edTPA-like tasks? • How does this align with your own courses, assignments, assessments, and field work experiences? • How could you apply edTPA-like ideas to your own programs right now?