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Securing Faculty Engagement: Opportunities for Learning and Program Development. Chet Laine, University of Cincinnati. introductions. Who is with us today?. Goals. Participants will: Meet with colleagues who are involved in the piloting of the Teacher Performance Assessment

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securing faculty engagement opportunities for learning and program development
Securing Faculty Engagement: Opportunities for Learning and Program Development

Chet Laine, University of Cincinnati

  • Who is with us today?
  • Participants will:
    • Meet with colleagues who are involved in the piloting of the Teacher Performance Assessment
    • Explore ways that we can engage our colleagues and candidates in the opportunities that the Teacher Performance Assessment provides
questions concerns
Questions & Concerns
  • This session is designed to be interactive.
  • I will share what I have discovered from others and what I have learned from our three-year pilot experience.
  • We will stop from time to time to exchange ideas.
  • Stop me at anytime.
  • Share what most concerns you at your institution.
our institution
Our institution
  • Research-Intensive University
  • Urban Mission
  • Tenure-line, field service & adjunct faculty
  • Licensure Programs:
    • Early Childhood Education
    • Middle Childhood Education
    • Secondary Education
    • Special Education
    • Art Education
    • Music Education
top down bottom up
top down & bottom up
  • Work from the top down & the bottom up
  • Involve key individuals
    • University administrators
    • Tenure-line faculty
    • Adjunct and field service faculty
    • Cooperating teachers
    • School administrators
  • Frame the TPA in terms of inquiry, program improvement & moving practice forward


  • In terms of fulfilling a mandate; fulfilling a mandate implies compliance and “getting it done”
  • Initiate frequent and sustained communication
    • Involve as many colleagues as possible
    • Is it difficult to engage tenure-line faculty in the work of teacher education?
    • Don’t leave it up to the university-based supervisors
  • During faculty meetings and retreats, place the TPA within the context of conversations about
    • Curriculum
    • Practice
    • Field placements
    • Course requirements
    • Signature assignments, assessments & rubrics
    • Program structure
learning about ourselves
learning about ourselves
  • How can you use the TPA to learn about your programs?
    • Are we willing to critically examine the competence of our candidates?
    • Are we willing to be transparent, to uncover areas that may need improvement?
    • How can we use the TPA to help us gather and use evidence of teaching performance?
    • How can we use the TPA to improve our teacher preparation programs?
culture of evidence
Culture of Evidence
  • How can you create a culture of evidence?
    • Work with the TPA data.
    • Data may challenge widely held assumptions about what candidates are learning and can apply from their course work and field experiences.
    • “Here’s my syllabus. Here are my assignments. We prepare them for that!”
data emersion
Data Emersion
  • Hold Retreats:
    • Examine pilot data. What do the data reveal?
    • Look at areas where the candidates struggle (e.g., assessment, academic language)
    • Examine tasks and rubrics
    • Hold mock scoring sessions
    • Examine individual cases of candidates’ work
    • Examine a broad range, including the exemplary cases
    • Engage faculty in the analysis and interpretation of data
an investment
An Investment
  • We are inventing in an assessment that is of high quality:
    • A robust, complex, and multifaceted assessment of teaching candidates in action
    • A reliable & valid assessment
    • An assessment that measures our teaching candidates’ readiness for teaching
    • An assessment that promotes evidence-based practice, critical thinking, and reflection
    • An assessment that reveals our candidates’ impact on student achievement
an investment1
An Investment
  • The TPA is:
    • Subject-area specific
    • Performance-based
    • Centered on student learning
    • Highlights pedagogical content knowledge
    • Focuses on instruction that inspires, engages, and sustains students as learners
    • Enriches both the student teaching experience and the quality of instruction for preK-12 students
not reinventing the wheel
Not reinventing the wheel
  • Help faculty members see that they are not reinventing the wheel
    • Are you already doing much of what the TPA asks of us and our candidates?
    • Are your programs using tools such as the teacher work sample or the analysis of student work protocol?
    • Is systematic reflection embedded in your program?
    • Do you expect your candidates to tie objectives to assessments, provide a rationale for their lessons, differentiate instruction, analyze student work?
program integrity
Program integrity
  • Attend to maintaining individual program identity
    • How do the things that you value in your program align with the TPA?
    • Be responsive to concerns
    • Send feedback to Stanford TPAC team
break down silos
Break down silos
  • Hold broad and collegial conversations across programs.
  • How can the faculty who teach critical courses support candidates as they apply knowledge and those skills in the TPA?
    • Technology
    • Assessment
    • Foundations of education
    • Human development
    • Special education
signature assessments
Signature Assessments
  • Do you have stand alone courses that are marginalized?
  • Other faculty members may know very little about these courses.
  • Are there signature assessments that can be developed?
candidates who completed the tpa
candidates who completed the TPA
  • Have candidates who piloted & submitted TPA portfolios speak to faculty and new candidates
    • In pilots our candidates systematically collected an extensive array of outcome data
    • They were positive about the experience and felt that they learned important skills
    • Some mentioned their enhanced ability to field interview questions
interview questions
Interview questions
  • “How will you individualize instruction?”
  • “Can you justify forcing your students to learn?”
  • “How do you support students who struggle or who are different than you in race, culture, and ability.”
  • How are your assessments related to your objectives?”
  • “What have done, not what you will do?
closing thoughts
Closing thoughts
  • Creating “Cultures of Evidence” in Teacher Education: Context, Policy and Practice in Three High Data Use Programs.
  • Cap Peck & Morva McDonald, University of Washington
  • 2010