edtpa - University of Wisconsin–Stevens Point
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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
Fall
2014-2015
UWSP Pilot edTPA to Pearson (20 students)
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
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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
children 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.
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What did you notice?
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Next
Study
the rubrics for Task 1
What
do 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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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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Support Sessions
Task 2
Friday, March 6, 2015
1:00-3:30, rm. 209 CPS
Task 3
Friday, April 10, 2015
1:00-3:30, rm. 209 CPS
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