The Teacher Performance Assessment

1. The Teacher Performance Assessment Dr. Gillham EDUC 4451

2. What is TPA? • TPA is a realistically-contextualized measurement of student teachers. It centers on student teachers’ actual classroom practices with a focus on student achievement. • Designed at Stanford University, used in California since 2008, and is currently being piloted in 20 states. • Each TPA is subject or grade specific.

3. What does it replace? • At ONU, the TPA replaces 2 important assignments: • The Impact Upon Student Learning report • The Pathwise Portfolio • TPA is required by the state and may one day be tied to licensure.

4. Overview of the Tasks • TPA has four parts or tasks • Planning instruction and assessment • Instructing and engaging students in learning • Assessing student learning • Final retrospective reflection • There is an emphasis on pedagogy, analysis, and reflection. • The TPA is submitted over the internet using TaskStream. • Dr. Gallagher will provide you with your TaskStream account information. • TPA’s will be assessed by educators who do not know the student teacher.

5. Task 1 The Planning Instruction & Assessment task asks the candidate to: • Describe plans for the learning segment and explain how they are appropriate for the students and the content being taught; • Demonstrate the ability to organize curriculum, instruction, and assessment to help diverse students meet standards for the content; and, • Develop academic language related to the content. • Select, adapt, or design learning tasks and materials that offer students equitable access to the content.

6. Task 1 In Detail

7. Task 2 For Instructing & Engaging Students in Learning the candidate will… • Identify lessons where students are engaged in using relevant skills and strategies to comprehend and/or compose text. One lesson is selected for filming. • Collect permission forms from parents and prepare for filming. • Video the lesson. • Review the video to identify one or two video clips that meet requirements. • Respond to commentary prompts to analyze your teaching and your students’ learning in the video clip(s).

8. Video Taping Specs

9. Video Guidelines • A video clip should be continuous and unedited, with no interruption in the events. If two clips are used, the two clips must come from the same lesson. • The clip(s) can feature either the whole class or a targeted group of students. • Both the teacher candidate and their students should be visible and clearly heard on the video submitted. • You will receive some tips for recording aclass on video at at later time.

10. Task 3 For the Assessment of Student Learningtask the candidate will: • Develop evaluation criteria aligned with big idea or essential question, standards, and learning objectives; • Analyze student performance on an assessment in relation to student needs and the identified learning objectives; • Provide feedback to students; and • Use the analysis to identify next steps in instruction for the whole class and individual students.

11. Task 4 On the Analyzing Teaching task, the candidate will reflect on their Student Teaching experience. • Review your notes and reflections recorded throughout the learning segment and analyze what you have learned about your teaching, your students, and their learning. • Respond to the Analyzing Teaching Commentary prompt by explaining what you would do differently, given the opportunity to teach these lessons again to the same group of students.

12. Some Cautions • You must secure permission before video taping at your school site. • Done by your university supervisor • Video may be used for TPA ONLY! • Peer editing is not permitted. • TPA material is copy righted and is not to be shared. • Some daily class or school routines may not appear in your TPA lesson plan. • Math drills, current events, etc. • The TPA is not difficult, BUT IT TAKES TIME! • So plan accordingly!

13. Learning from Past TPA’s • Peer review should help. • Include prompts in your submission. • Include specifics: e.g. what is on your exit card? • Include samples: e.g. vocabulary charts. • Follow video guidelines! • If you can see it in the video, you need to see it in the lesson plan and commentary.