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Teacher Performance Assessment. Secondary Assessments Chet Laine Karen Haring November 10, 2010. Climate of Education Reform. Linda Darling-Hammond (2010) “ For teacher education, this is perhaps the best of times and the worst of times .”

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teacher performance assessment

Teacher Performance Assessment

Secondary Assessments

Chet Laine

Karen Haring

November 10, 2010

climate of education reform
Climate of Education Reform

Linda Darling-Hammond (2010)

“For teacher education, this is perhaps the best of times and the worst of times.”

  • It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models . . .
  • It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts.
national context for teacher education
National Context for Teacher Education

Successful transformation of university-based teacher education:

  • Strengthening coursework around:
    • Student learning and development
    • Assessment
    • Subject matter pedagogy
    • Teaching English language learners and special needs students
    • Connecting coursework to practice
national context for teacher education1
National Context for Teacher Education

At the heart of the reform

. . . connect theory to practice with well-designed clinical experiences.

NCATE Blue Ribbon Panel

...clinical preparation must be well integrated with content and pedagogy, and woven together throughout the program.

tpa background
TPA Background
  • Three-year grant to create a national

teacher performance assessment

  • Based upon the Performance Assessment for Teacher Candidates (PACT) from California (http://www.pacttpa.org)
  • Co-PIs ~ Linda Darling-Hammond & Ray Pecheone
the 20 partner states
The 20 Partner States

California New Jersey

Colorado New York

Illinois North Carolina

Iowa Ohio

Kentucky South Carolina

Maryland Tennessee

Massachusetts Virginia

Michigan Washington

Minnesota West Virginia

Missouri Wisconsin

project partners
Project Partners
  • AACTE
  • CCSSO
  • Stanford University
  • Lead IHE in Each State (Wright State for Ohio)
  • IHEs in Each State (University of Dayton, University of Cincinnati & The Ohio State University)
  • SEAs (ODE & OBR)
projected outcomes
Projected Outcomes
  • A reliable and valid Teacher Performance Assessment utilized to improve the consistency and quality of teacher effectiveness
  • An outcome database used by school districts to track teacher performance across the continuum of teachers’ careers
  • Provide information states could use to inform teacher quality initiatives, issue initial teacher licenses, and make accreditation decisions
  • An evidence-based methodology for making systematic decisions about recruitment, professional development and continuation of employment
outcomes
OUTCOMES
  • A national technology platform for data management, analysis and reporting of teacher outcomes that are connected directly to student outcomes
  • An empirical foundation for developing a more coherent national agenda for teacher quality assessment
  • The foundation for using Teacher Performance Assessment as a professional development tool for in-service teachers
a multiple measures assessment system
A Multiple Measures Assessment System

The Capstone Teaching Event

Embedded Signature Assessments

— examples —

  • Teaching Event
  • Demonstrates :
  • Planning
  • Instruction
  • Assessing
  • Reflecting
  • Academic Language

Child Case Studies

Analyses of Student Learning

Curriculum /Teaching Analyses

Observation/Supervisory Evaluation & Feedback

RP

10

10

design principles
Discipline Specific

Student Centered: Examines teaching practice in relationship to student learning

Analytic feedback and support

Maintains the complexity of teaching

Adaptable & Generalizable

Design Principles

11

national implementation plan
National Implementation Plan

First Year – Tryouts of tasks

Second Year – Pilot test of the prototypes

Third Year – Field test, with collection of data to document validity, reliability, and fairness of assessment

spring tryouts march june 2010
Spring Tryouts (March-June 2010)

Testing Components of selected Prototypes:

Elementary Literacy Secondary English/Lang Arts

Elementary Math Secondary Math

Secondary Science

The Ohio IHEs chose to “smoke test” the planning and/or the assessment on student learning tasks.

spring pilot summary
Spring Pilot Summary

55 candidates from 3 universities completed one of the suggested tasks:

  • Planning Instruction and Assessment
  • Assessment on Student Learning

Content Areas: Literacy, Math, English, Science

Grade Levels – elementary, middle, and secondary

2010 2011 academic year
2010-2011 Academic Year
  • Pilot complete full assessment process
    • Planning Instruction & Assessment
    • Instructing Students & Supporting their Learning (video clip)
    • Assessment on Student Learning

New Content to be added: Early Childhood, Special Education/EC Special Education, and History/Social Sciences

2010 2011 plans
2010-2011 Plans…
  • Assessor Training (second semester)
  • Roll out of revised “smoke test” tasks
  • Engaging Other IHEs
    • Sampling of tasks/assessments
    • TPA website development (FAQs, working docs,

suggestions etc.)

implications for prek 12
Implications for PreK-12
  • Ability to have a common expectations of preservice teacher performance assessments
  • Ability to compare proficiencies among Ohio’s Teacher Preparation Institutions through the use of metrics (House Bill 1)
  • Possible a follow up TPA assessment during the second/third year of the Teacher Residency Program
secondary assessments
Secondary Assessments

Handouts:

  • Sample overview of the TPAC Assessment
  • TPAC Design Framework
  • Overview of TPAC Secondary Assessment
  • Rubrics for Planning
follow up info from today s presentation
Follow up info from today’s presentation…

Sandy Stroot (OSU) – stroot.1@osu.edu

Katie Kinnucan-Welsch (UD) - katie.kinnucan-welsch@notes.udayton.edu

Chet Laine (UC) - Chet.Laine@uc.edu

Donna Hanby (WSU) - donna.hanby@wright.edu