1 / 1

TPAC Pilot Team

GEARING UP FOR IMPROVED TEACHER PREPARATION. TPAC Pilot Team (A. Bullock, E. Dobson, T. Finley, A. Guidry, M. L’esperance , D. Lys, S. Steadman) Curriculum & Instruction College of Education East Carolina University lysd@ecu.edu.

shayna
Download Presentation

TPAC Pilot Team

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. GEARING UP FOR IMPROVED TEACHER PREPARATION TPAC Pilot Team (A. Bullock, E. Dobson, T. Finley, A. Guidry, M. L’esperance, D. Lys, S. Steadman) Curriculum & Instruction College of Education East Carolina University lysd@ecu.edu • Repositioned key activities to align with TPA requirements • Provided additional opportunities for critical skill development prior to internship • Embedded signature assessments in methods courses, including procedural videos • Redefined the work of the university supervisors • Elementary Education and Special Education adopted TPA as capstone assessment. • Met with interns during seminar to introduce new portfolio requirements and to obtain informed, voluntary consent for research • Held monthly meetings with university supervisors to disseminate new information and to gather details of school visit experiences • Conducted technology training for university supervisors • Additional faculty members became calibrated scorers. • Conducted open lab sessions to assist students with portfolio preparation • Held monthly team meetings with Dean to report progress • Preliminary scoring completed by university supervisors • Representative sample of portfolios officially scored with TPA rubrics and reported to TPAC • Descriptive statistics reported for all interns by program area • Program area reports generated using official scores • TPA rubric data used to identify areas of strength and areas of concern • Explored TPAC model using available information • Met with faculty from proposed program areas: English Education, History Education, Middle Grades Education • Core faculty attended TPAC training session in Columbus, OH. • Core faculty became calibrated scorers • Designed an implementation plan for roll-out • Met with University Supervisors to discuss their new responsibilities and to assess technology skills

More Related