Transcript edtpa - University of Wisconsin–Stevens Point

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A performance assessment for teacher
candidates
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Overview
Why
edTPA for Wisconsin?
Where
What
does edTPA come from?
does edTPA look like?
What
does edTPA mean for our
schools and classrooms?
What
does edTPA mean for us?
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edTPA
 Was
created by Stanford University with
input from teachers and teacher educators
 Supports
candidate learning and
preparation, program growth and renewal
 Is
a measure of readiness to teach
 Is
based on NBPT Standards
 Informs
program completion and licensure
decisions
 Is
supported by AACTE
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Wisconsin DPI
Introduction to edTPA
State
Superintendent Tony Evers
http://www.youtube.com/watch?v=lD
4KuGIHwo4
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edTPA
 Is
grounded in demonstrating practices and
focuses on student learning
 Aligns
with INTASC Standards
 Aligns
with the Framework for Teaching
 Prepares
candidates for expectations of
Educator Effectiveness
 Complementary
to the PDP process
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Architecture of the edTPA
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Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for Learning,
Lesson Plans, Instructional Materials,
Assessments, Commentary
 Planning
for Learning
 Planning to Support Varied Student Learning
Needs
 Using Knowledge of Students to Inform
Teaching & Learning
 Identifying & Supporting Language Demands
 Planning Assessments to Monitor & Support
Student Learning
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Task #2: Instructing & Engaging
Students in Learning
Artifacts
Include: Video Clip(s),
Commentary
 Learning Environments
 Engaging Students in Learning
 Deepening Student Learning
 Subject-Specific Pedagogy
 Analyzing Teaching Effectiveness
+ Task #3: Assessing Student Learning
Artifacts
include: Student Work Samples,
Evidence of Feedback, Evaluation
Criteria Commentary
 Analysis of Student Learning
 Providing Feedback to Guide Further
Learning
 Student Use of Feedback
 Analyzing Students’ Language Use and
Literacy
 Using Assessment to Inform instruction
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Mechanics
Chalk
& Wire will be the platform
used at UWSP to store, edit, complete,
and submit your edTPA Portfolio
Evaluation, scoring, and
delivery of
results to candidates and programs is
conducted by Pearson
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Timeline
 Spring
2014-2015
 All UWSP teacher candidates pilot edTPA with
Local Evaluation, pilot sample to Pearson
 2015-2016
 All
teacher candidates statewide complete
edTPA and submit to Pearson
 Wisconsin standard setting year
 2016-2017
 Passing
score required for teaching
certification and licensure
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Resources for Assistance
with edTPA
 UWSP
School of Education-edTPA
http://www.uwsp.edu/education/Pages/e
dtpa.aspx
 Wisconsin Department of Public
Instruction
 http://tepdl.dpi.wi.gov/epp/edtpa
 Chalk & Wire
 www.chalkandwire.com/uwsp
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Campus Contacts for Support
with edTPA
Cathleen
Olds
edTPA Coordinator, UWSP
[email protected]
Leslie
McClain
Professor, School of Education, UWSP
[email protected]
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Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for
Learning, Lesson Plans, Instructional
Materials, Assessments, Commentary
Let’s
begin with the Professional Ed
Program Lesson Plan Framework (see
handout)
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UWSP
Professional Education Program
Lesson Plan Framework
 Please
use this framework to design your plans for
effective instruction. The embedded shaded
guidelines and questions will help you consider
aspects to address as you prepare your plan. Be
sure to keep in mind the Gradual Release of
Responsibility Model as you write your plan.
Remember this learning model guides the learner
through teacher modeling and demonstration,
shared teacher/learner demonstration, learner
guided practice, and learner independent practice.
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First: General Information
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Then: Contextual Information
 Type
of school
 List
any special features of your school or
classroom setting
 Describe
any district, school, or
cooperating teacher expectations that
might affect your planning or delivery of
instruction
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Contextual Information cont…
 Also
address the following points related
to learners:
 The
students in the class
 Explain
required or needed supports,
accommodations or modifications for your
learners that will affect your instruction in
this learning segment.
 Include
the variety of learners in your
classroom
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Next: The Lesson
 Central
Focus
 Essential
Questions
 Connections
with Academic of Common
Core Standards
 Objectives
 Consider
assessments (formative)
 Academic
 Prior
Language
Knowledge
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Lesson Procedure
Note:
Be sure to work with the guiding
questions in the Lesson Plan
Framework which will help in
describing your procedures
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Lesson Plan Commentary
 This
section will describe your rationale for
your lesson – what you are thinking about
and basing your decisions on.
 Feel
free to integrate background and
theoretical foundations you have learned
from your course of study – including your
Foundations and Methods courses.
 Work
with the guiding questions on the
Lesson Plan Framework to help you
develop your commentary.
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Now… Let’s take a look
In
groups of two or three take some
time now to look through your edTPA
Handbook section for Task 1.
“Task
1: Planning for Literacy
Instruction and Assessment”
Notice
the guidelines for writing the
plan and for writing the commentary.
Focus
on these sections first –and if
time, the rubrics.
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What did you notice?
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An Example
Just
to show you a sample of a lesson
plan and commentary designed for an
elementary lesson….
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Task #2: Instructing & Engaging
Students in Learning
 Obtain
permission for video recording
(UW-System permission forms)
 Examine
your plans for the learning
segment & identify tasks where you and
and your students are actively engaged
 Remember
- video clips must include
specified aspects in your edTPA Handbook
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Task #2: Instructing & Engaging
Students in Learning cont….
 Know
your specific guidelines for clips that
are to be included (content & number)
 Decide
who will be included in the clip
(Whole class? Targeted sample?)
 Read
through tips for video recording (you
do not want to be distracted with the
technology when you are doing your actual
teaching).
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Task #2: Instructing & Engaging
Students in Learning - Commentary
 Explains
which lesson(s) is included
 Demonstrates
promoting a positive
learning environment
 Engages
student learning
 Deepens
student learning during
instruction
 Analyzes
your teaching (with reference to
your clips)
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Task #2: Instructing & Engaging
Students in Learning
 NOW
let’s take a look at your edTPA
Handbooks
 In
groups of two or three - read through
Task 2 guidelines in your handbook and
see what you notice and what is expected.
 If
you have time, take a look at the rubrics
for Task 2.
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What did you notice?
What do you wonder about?
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Explains
 Identify
which lesson(s) is included
lessons by lesson plan number
 Promoting
 Good
a positive learning environment
rapport and respect
 High Order Thinking Skill (HOTs) vs. Low Order
Thinking (LOTS) questioning strategies
 Know your students’ names
 Low risk environment
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Engages
student learning
 Collaborative
activities
 Making personal or cultural connection to lesson
 Prior knowledge to the lesson
 Deepens
student learning
 Discussions
- student-teacher/student-student
 Student critique and comments allow for
evaluative thinking and understanding
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Analyzes
your teaching (with reference to
your clips)
 Changes
that could improve instruction
 Identify specific examples from the video
 Relevant theory and research
 Other supportive activities for instruction
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Task #2: Instructing & Engaging
Students in Learning – Video tips
 Before
you video your classroom
 Collect
consent forms
 Students without consent (Face blur)
 Students engaging/ discussing/ collaborating
 Practice! Practice!! Practice!!!
 During
video session
 Assumption
– no video taping going on
 Capture & zoom in on important segments
 Project “teacher’s voice”
 Two is better
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Task #2: Instructing & Engaging
Students in Learning – Video tips
 After
video taping
 Review
your video in Moviemaker (Windows) or
iMovie (Mac)
 Using the Trim tool
 No video razzmatazz
 Single continuous segment.
 Video specs
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File size – 200-300Mb or less. Max 500 Mb we shall show you
how to compress video
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Save video in .mp4 file format – Email setting in Movie
Maker(MPEG-4/H.264)
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Resolution – Lower resolutions produce smaller file sizes – 320
x 240 or 640 x 480. Avoid HD!
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Task #3: Assessing Student
Learning
 Determine
which assessment from your
learning segment you will use to evaluate
your students…
 Define
and submit the evaluation criteria
 Collect
and analyze student work to identify
quantitative and qualitative patterns of
learning (note guidelines for submission of
student work)
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Task #3: Assessing Student
Learning cont…
 Select
specific student work samples that
represent the patterns of learning
 Document
feedback you have given to
specific students
 Provide
evidence of students’
understanding and use of academic
language
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Task #3: Assessing Student
Learning - Commentary
 Identify
your specific learning objectives
and standards
 Provide
a chart or narrative that
summarizes student learning for the whole
class.
 Use
evidence from specific student work
samples and the whole class to analyze
patterns
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Task #3: Assessing Student
Learning - Commentary
 Refer
to specific feedback that you have
given to support your explanations.
 Provide
evidence of students’ use of
academic language
 Describe
next steps for instruction
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Task #3: Assessing Student
Learning
 Now
– let’s take a look at your edTPA
Handbooks
 In
goups of two or three – review the
guidelines for Assessing Student Learning
and the Commentary.
 If
you have time – also examine the rubrics.
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What did you notice?
What do you wonder?
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In Conclusion and In General
edTPA
has three tasks: planning,
instruction and assessment
Guidelines
for these tasks are
designed specifically for each
program area and will vary across
areas
Become
familiar with the guidelines
for your specific handbook
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In Conclusion and In General cont.
 Begin
thinking about which lesson you want
to write up, video record and reflect your
assessments
 Talk
with your Cooperating Teachers about
the edTPA. Let them know what you will
need to do. Proceed with securing
permission to video record your teaching in
the classroom.
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In Conclusion and In General cont.
 Talk
with: your Cooperating Teacher, your
Supervisor or one of us about your
questions and ideas.
 We
cannot do this for you – however, we can
give you support and guidance all along
the way.
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Please Note Permission Forms
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Thank you for participating in
the UWSP edTPA Pilot!
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Next Support Session:
Saturday, February 21
9:00-3:00
and/or
Saturday, April 11
9:00-3:00
Please plan to submit your edTPA
materials via Chalk & Wire.