Creating, Implementing, and Researching Supports for the Secondary Science edTPA:
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Creating, Implementing, and Researching Supports for the Secondary Science edTPA: The First Year Conference on Emerging Evidence and Promising Practices Albany, NY June 18, 2014. American Museum of Natural History Masters of Arts in Teaching Program. AMNH New York City

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Creating, Implementing, and Researching Supports for the Secondary Science edTPA: The First Year Conference on Emerging Evidence and Promising PracticesAlbany, NYJune 18, 2014


American museum of natural history masters of arts in teaching program
American Museum of Natural History Secondary Science edTPA: Masters of Arts in Teaching Program

  • AMNH

    • New York City

    • Scientific research and education institution

    • 200+ scientists

  • MAT Program

    • Graduate level teacher preparation program

    • Urban teacher residency model

    • Earth and planetary science

    • 5 year pilot through NYSED and RTTT

    • Additional funding through NSF & Noyce Foundation


Residency model
Residency Model Secondary Science edTPA:

Museum Residency

School Residency

Museum Residency

Mentoring(online and onsite)

Courses in Science and Pedagogy(online and onsite)

AMNH Professional Support


Overview of presentation
Overview of Presentation Secondary Science edTPA:

  • Strong scaffolding

    • Needed to develop quickly

    • Program is rigorous already

  • Ongoing formative assessment

  • Examples of scaffolding and formative assessment

  • How did the program’s candidates do on the edTPA exam?


Formative tasks as formative assessments
Formative Tasks as Formative Assessments Secondary Science edTPA:

  • We embedded formative tasks (SCALE, 2013) in coursework.

  • We used these formative tasks as formative assessments.

  • Students also evaluated their “strengths and needs.”

  • We used the formative assessments and students’ self-evaluations to design workshops to support edTPA submissions.


Formative tasks in coursework
Formative Tasks in Coursework Secondary Science edTPA:

  • Context for Learning

    • Introduced in summer courses

    • Required for all AMNH MAT e-Portfolio entries

  • Task 1: Planning for Instruction and Assessment

    • Candidates used edTPA-based lesson template throughout program to plan and teach lessons for multiple course assignments in the fall

    • Instructors used edTPA-like rubrics to assess

    • SCI 670, SCI 665, EDU 620


Lesson Plan Template Secondary Science edTPA:

Scan and put in here


Formative tasks in coursework1
Formative Tasks in Coursework Secondary Science edTPA:

  • Task 2: Instructing and Engaging Students in Learning

    • EDU 620 – Curriculum & Instruction

    • Developed and taught lesson: Analyzing and Interpreting Data

    • Video and Commentary

  • Task 3: Assessing Student Learning

    • EDU 620


Analyzing instructor feedback
Analyzing Instructor Feedback Secondary Science edTPA:

  • Extensive feedback on formative tasks with edTPA-like rubrics

  • Analyzed the feedback from the instructor to determine where candidates needed more support

    • Candidates were confused by academic language (see also Canty, 2014; Hundley, 2013).

    • Candidates were not adept at analyzing student work to inform instruction nor at structuring opportunities for students to use teacher feedback (SCALE, 2013a).

    • Candidates had difficulty relating personal, cultural, and community assets to science content.

    • Candidates had difficulty including research and theory in commentaries.


Introduction to edtpa workshop
Introduction to edTPA Workshop Secondary Science edTPA:

  • Rationale/Overview of edTPA 

  • Overview of Secondary Science Tasks (pp. 6-8 of handbook)

  • Linking of tasks to formative assignments: Candidates’ self-assessments

  • Homework for Feb. 19th:

    • Context for Learning

    • Learning Segment Plan

    • Videotaping in schools – finalizing permission for your class

  • Review of AMNH edTPA timeline (April 17th deadline)

  • Overview of the Digication upload tool 

  • Evaluation of the session


Summary of candidates self assessments
Summary of Candidates’ Self-Assessments Secondary Science edTPA:

  • Academic language

    • Development of science understandings through language

    • Syntax and discourse

  • Assessment

    • Identifying patterns of learning

    • Giving feedback to students

    • Next instructional steps

  • Linking students’ prior learning and personal, cultural, and community assets to content

  • Using theory


Workshops 1 5
Workshops 1-5 Secondary Science edTPA:

  • Based in our assessments of formative tasks, along with candidates’ self-assessments using these tasks

  • Five full day Workshops

  • General Pattern:

    • Working with Rubrics

    • Mini-lessons to address needs

    • Time for independent work and peer review

    • Troubleshooting and Questions

    • Homework: edTPA Task to bring in for next workshop’s peer review

    • Workshop evaluations


Connecting students and content
Connecting Students and Content Secondary Science edTPA:

1. Think about the content for your learning segment.


Connecting students and content1
Connecting Students and Content Secondary Science edTPA:

2. What do you know about your students?


Connecting students and content2
Connecting Students and Content Secondary Science edTPA:


Workshop evaluation workshop i
Workshop Evaluation: Workshop I Secondary Science edTPA:

Connecting students and science

  • I am still confused on how to relate culture and community assets to an ES unit.

  • What community assets might I use to help NYC kinds connect to earthquakes?

    Time

  • Sometimes the structure of the day is too constricting and makes me flustered when I only have x amount of time to do y amount of work.

  • We need way more time to just work on our lesson plans.

  • I would have appreciated more time to work independently with my peers in a less structured way.

    Connecting theory and practice

  • I need more practice with connecting research/theory with informing my instruction.

  • Talk/review different theory of education. Maybe provide a table with description of theories and examples.

    Subject-specific

  • What distinction does edTPA make between scientific explanations and scientific arguments?


Edtpa scores
edTPA Scores Secondary Science edTPA:

  • National pass rate 67%

  • New York State pass rate 84%

  • AMNH MAT pass rate 93% (14 out of 15 candidates)

  • AMNH MAT scores ranged from 32 to 61, with an average of 50

  • Strongest:

    • Rubric 2: Planning to Support Varied Student Learning Needs (3.8:3.1 +7)

    • Rubric 5: Planning Assessments to Monitor and Support Student Learning (3.7:3.2 +5)

    • Rubric 9: Subject Specific Pedagogy: Analyzing Data (3.3:2.7 +6)

  • Weakest:

    • Rubric 6: Learning Environment (2.8:3.2 -4)

    • Rubric 8: Deepening Student Learning (3.0:3.0)

    • Rubric 13: Student Use of Feedback (2.6:2.6)


Next steps
Next Steps Secondary Science edTPA:

  • Continue and deepen our analysis (self-study research)

  • Clarify and solidify where edTPA formative tasks exist across courses (CMP)

  • Develop and implement lessons earlier in the year for weak categories (e.g., in residency meetings)

  • Time line:

    • Push milestones for drafts to earlier

    • Increase number of sessions, and space them out more

    • Allow one full week out-of-residency for writing and peer review

  • Continue peer review

  • Recognize and allow for each candidates’ work preferences


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