Transcript Teacher Performance Assessment

Elementary Assessments
Katie Kinnucan-Welsch
November 10, 2010
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.
Successful transformation of universitybased 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
At the heart of the reform
. . . connect theory to practice with welldesigned clinical experiences.
NCATE Blue Ribbon Panel
...clinical preparation must be well
integrated with content and pedagogy,
and woven together throughout the
program.



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
California
Colorado
Illinois
Iowa
Kentucky
Maryland
Massachusetts
Michigan
Minnesota
Missouri
New Jersey
New York
North Carolina
Ohio
South Carolina
Tennessee
Virginia
Washington
West Virginia
Wisconsin

AACTE

CCSSO

Stanford University

Lead IHE in Each State (Wright State for Ohio)

IHEs in Each State (University of Dayton, University of

SEAs
Cincinnati & The Ohio State University)
(ODE & OBR)




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

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
Embedded Signature Assessments
— examples —
Child
Case
Studies
Analyses of
Student
Learning
Curriculum
/Teaching
Analyses
The Capstone
Teaching Event
Teaching Event
Demonstrates :
‣Planning
‣Instruction
‣Assessing
‣Reflecting
‣Academic Language
Observation/Supervisory Evaluation & Feedback
RP
10


Discipline Specific
Student Centered: Examines
teaching practice in relationship to
student learning

Analytic feedback and support

Maintains the complexity of
teaching

Adaptable & Generalizable
11



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
Testing Components of selected Prototypes:
Elementary Literacy
Elementary Math
Secondary English/Lang Arts
Secondary Math
Secondary Science
The Ohio IHEs chose to “smoke test” the planning
and/or the assessment on student learning tasks.
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

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

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.)



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
Handouts:
 Sample overview of the TPAC Assessment
 TPAC Design Framework
 Overview of Elementary Literacy TPAC
Assessment
 Overview of Elementary Mathematics TPAC
Assessment
 Rubrics for Planning (Elementary Literacy)
Sandy Stroot (OSU) – [email protected]
Katie Kinnucan-Welsch (UD) - [email protected]
Chet Laine (UC) - [email protected]
Donna Hanby (WSU) - [email protected]