Transcript Teacher Performance Assessment Power Point 5/31/13 8:45 AM

Teacher Performance Assessment
The Winthrop University Experience
Stevie Chepko
Winthrop Experience
• Presentation is based on the my experience
completing the TPA process in the spring and fall
semesters (N=16).
• Suggestions and tips are based on what I learned
during the process.
• Not officially speaking for TPA or SCALE.
• Sharing the things I learned while guiding teacher
candidates through the process during a seminar
that was concurrent with internship.
Outline of the Presentation
• Review the three required tasks
• Brief overview of the electronic process
• Focus on
– Lesson plans
– Assessments
• Interactive session
– Ask questions or request clarification at anytime
during the presentation
Things I Didn’t Need To Worry About
• Electronic Process
– System is simple to use
– Candidates had no problems using the system
– Video clips
• Need to have access to an editing process (i.e. Microsoft
MovieMaker)
• Enough space on the drive to store clips for editing
• Candidates and students must be heard on the tape since
Task 2 rubrics are directly linked to video clips
– Equipment used for clips
• Any video camera will probably work for filming within a
classroom
• Boom microphone should sufficient sound in the classroom
• Must be able to hear both the candidate and students
Handbook
• There are three task with 15 rubrics
– Rubrics have common components across all
disciplines
– One new rubric on “Student Use of Feedback” has
been added across disciplines
– Some exceptions for specific disciplines on the
number of rubrics (Elementary Education has four
task)
Website Address
• TPAC online
– htttpaconline.ning.com/main/authorization/signIn
?target=http%3A%2F%2Ftpaconline.ning.com%2F
p://
– Site has useful information for candidates and
teachers
– Candidates registrar through this site
General Rules
• Candidates selects one class
• Lesson plans, assessments, and video
clips are with that one class
• Focus students are in the one class
• Candidates must provide 1 or 2 video
clips from the class
– Combined clips cannot exceed 15 to 20 minutes
– Some exceptions for time of clips (variations among
content areas)
– Clips cannot be edited once it starts
• Rules about submissions are different for special
education (one or two students, etc.)
General Methods of Submission
• Used Blackboard to post each of the tasks for
candidates/LiveText/TaskStream
– Can use the site directly
– Candidates can submit drafts and you do have the
opportunity to provide limited feedback (more on
how much feedback you can give later)
– Should backward map key components of EDtpa into
earlier coursework
• Lesson planning
• Assessment
• Interpreting and applying data to educational decision
making
Task 1: Context
• Candidates provide information on the
context in which they are teaching
– Level
– Special features
– Facilities
– Any specific mentor, school
or district requirements
–There are minor variations
across disciplines about
the class
Task 1: Context
Elementary
• Time devoted each day to
language & literacy instruction
• Ability grouping or tracking in
literacy – describe affect on
class
• Identify any textbook or
instructional program(full
citing)
• List other resources
• Student information & chart
the same
•
•
•
•
•
•
Secondary History/Social
Studies
Name & length of course
Class schedule
(minutes/days per wk)
Ability grouping/tracking
specific to history/social
studies
Identify textbook (full citing)
Other resources
Student information &
chart the same
Using Blackboard for Assignments
• Posted the Context page as an attachment on
Blackboard for candidates to complete.
• Reproduce the chart as a table
• Have candidates provide the required
information as an assignment
• Semester of submission – candidates submit
through the system and you have the opportunity
to provide feedback
• Rules on how much feedback is allowed will be
discussed later in the presentation.
Context Page
Task 1
Elementary – Literacy
• One class as focus
• Select a learning segment
– 3-5 lessons (must submit
each lesson in the segment)
– 3 to 5 hours of connected
instruction
• Identify central focus
– Strategy for comprehending
or composing text & requisite
skill
Early Childhood
• One class as focus
• Select a learning segment
– 3-5 learning experiences
• Identify central focus
– Should support children’s
language & literacy
development
– Interdisciplinary context
– Active & multimodal learning
experiences
Task I (cont.)
Elementary – Literacy
Early Childhood
• Submit a lesson plan for each
lesson in the learning segment
• Submit key instructional
materials (artifacts)
• Response to commentary
prompts prior to teaching
• Choose one language function
– identify a learning task
where students use the
language function.
• Submit copies or directions for
all planned assessments for
learning segment
• Submit a lesson plan for each
learning experience in learning
segment
• Submit key instructional materials
• Response to commentary
prompts prior to teaching
• Choose a learning experience to
analyze children’s vocabulary use.
Identify language that children
are expected to use to engage in
learning experience.
• Submit copies or directions for all
planned assessments for learning
segment.
Task 1
History/Social Studies
Physical Education
• One class
• Learning segment
• One class
– Same students everyday = 3-5
lessons
– Once a week = 3-4 lessons
– Block – 3-5 hours
– 3 to 5 lessons or 3-5 hours of
connected instruction
• Central focus
– Learn & use fact, concepts, &
interpretations or analyses to
build arguments
• Submit lessons plans for
each lesson
• Submit key instructional
materials
•
•
•
•
Central focus
Analyze language demands
Submit 3 to 5 lesson plans
Submit key instructional
materials
• Submit copies of all written
assessments
Lesson Plans
Elementary
Early Childhood
• State-adopted student academic
content and/or Common Core
• State-adopted student academic
content and/or NAEYC Standards
and NBPTS Generalist Standards
– Must include the number and text
of the content standard
• Learning objectives for content
standards
• Formal & informal assessments
(includes types of assessment &
what is being assessed)
• Instructional strategies & learning
tasks
– What you & students will be doing
– Diverse student needs
• Instructional resources
– Must include the number and text
of the content standard
• Learning objectives
• Formal & informal assessments
(includes types of assessment &
what is being assessed)
• Instructional strategies & learning
tasks
– What you & students will be doing
– Diverse student needs
• Instructional resources
Lesson Plans
History/Social Studies
Physical Education
• State-adopted student academic
content and/or Common Core
• State-adopted student academic
standards and/or
AAHPERD/NASPE Standards
– Must include the number and text
of the content standard
• Learning objectives for content
standards
• Formal & informal assessments
(includes types of assessment &
what is being assessed)
• Instructional strategies & learning
tasks
– What you & students will be doing
– Diverse student needs
• Instructional resources
– Must include the number and text
of the content standard
• Learning objectives for content
standards across all domains
• Formal & informal assessments
(includes types of assessment &
what is being assessed along with
evaluative criteria)
• Instructional strategies & learning
tasks
– What you & students will be doing
– Diverse student needs
• Instructional resources
Advice on Lesson Plans
Requirements
• On your lesson plan format/template place space
for all the key requirements for lesson plans
– Content Standards and/or Common Core
– Learning objectives
• Academic language objectives
–
–
–
–
–
–
Instructional Strategies & Learning Task
Structured Practice & Application
Closure
Differentiation/Planned Support
Assessments
Resources
• Rubrics 1 & 2 are linked to lesson plans
Lesson Plans
Prompts
• May want to include on lesson plan templates
information requested in prompts that
candidates must response to in commentary
section –
• Prompts vary slightly from subject area to subject
area
• There are 5 major prompts in commentary
section under Planning with sub-questions listed
under each prompt
• No more than 9 single-spaced pages including
prompts
Advice on Lesson Plan Prompts
• Might want to include these areas on your
lesson plan template based on prompts –
– Differentiation/Planned supports
• whole class, group of students with similar needs,
individual students, students with IEP’s or 504 plans,
strategies for common errors and misunderstandings
– Academic language objective(s)
– Modifications/accommodations
Task 1
• Along with lesson plans submit –
– All assessments
(pre/post assessments, checklist,
rubrics, etc.)
– All artifact used as part of instruction (peer
assessments, exit slips, task cards, homework,
etc.)
• All learning tasks, assessments, and artifacts
must be aligned with lesson objectives
Five Planning Prompts
Prompt 1 – Central Focus
Elementary
• Central focus & purpose of
content
– Standards & learning
objectives address
• Essential literacy strategy
• Requisite skills
• Reading/writing connections
– How do plans build on each
other to make connections or
compose text (p. 14)
Early Childhood
• Central focus
– Standards & learning objectives
• Active, multimodal nature of
learning
• Language & literacy
development
(interdisciplinary)
– How plans build on each other
between active & multimodal
nature of language & literacy
development
– Construct learning
environment to support active
& multimodal nature of
language & literacy
development (p.9)
Five Planning Prompts (cont.)
Prompt 1 – Central Focus
History/Social Studies
• Central focus & purpose of
content
– Standards & objectives
• Facts & concepts
• Interpretation & analysis skills
• Building & supporting
arguments
– How plans build on each other
to make connections between
facts, concepts and
interpretations or analyses to
support arguments, etc. (p. 10)
Performance Arts
• Central focus & purpose
– Standards and objectives
• Artistic skills
• Knowledge (e.g., tools,
technical proficiencies,
processes, elements,
organizational principles)
• Contextual understanding
– Explain how your plans build on
each other to help students in
creating, performing, or
responding to
music/dance/theater and make
connections to artistic skills,
knowledge, and contextual
understanding (p.10)
Prompt 2 – Knowledge of Students to Inform
Teaching
Elementary/PE/History
• Describe what you know
about your students in your
class
• Prior academic learning,
experiences, & prerequisite
skills related to central focus
• Personal/cultural/community
assets related to central focus
Early Childhood
• Describe what you know about
the students in your class
• Children’s development
related to central focus
– Social & emotional
development
– Cognitive & physical
development
– Language development for
communication
• Prior learning & prerequisite
skills related to language &
literacy development
• Personal/cultural/community
assets
Prompt 2 – Knowledge of Students to
Inform Teaching
Special Education
• For each focus learner, identify
2 learning targets
• Describe each focus learner’s
exceptionality
• List goals/benchmarks in IEP
for each focus learner
• List any special
accommodations or
modifications in learning
environment, instruction, or
assessments based on IEP
• Describe behavior
management plan
Middle Childhood Science
•
•
•
Prior academic learning, prerequisite
skills, and understanding of the
nature of science – What do young
adolescents know, what can they do,
and what are they learning to do?
Personal/cultural/community assets
related to central focus – What do
you know about your students’
everyday experiences, cultural
backgrounds and practices and
interests?
Developmental assets related to
central focus – What do you know
about your students’ cognitive,
physical, and social and emotional
development?
Strategies for Prompt 2a & b
• Strategies Related to Prompt 2
– Where is the information located?
– What can candidates cite to support their
answers?
– How can they gather information and use it to
answer the prompts?
– Must teach candidates to answer prompts
• If it has an “and” all components must be addressed in
prompt
• Prior learning and prerequisite skills are key
– Rubric 3 is used for Prompt 2
Supporting Children/Students
Prompt 3
Elementary – Literacy Learning
Use principles from research/devel.
theory
• Explain how your understanding
of students’ prior learning &
community assets guided your
choice or adaptation of learning
tasks & materials
• Describe & justify why your
instructional strategies & planned
supports are appropriate for
whole class and students with
similar needs.
• Describe common developmental
approximations or common
misconceptions in literacy and
how you will address them.
Early Childhood – Use principles
from research/devel. theory
• Explain how your understanding
of children’s development, prior
learning, & community assets
guide your choice or adaptations
of learning tasks & materials
• Describe and justify why your
instructional strategies & planned
supports are appropriate for
whole class and students with
similar needs.
• Describe common developmental
approximations or
misunderstandings and how you
plan to address them.
Task 1: Planning Commentary
Prompt 3
• Supporting Students’ Learning
a. How would your information from
Prompt 2 determine teaching strategies used in
the unit of instruction?
• How does your understanding of prior learning,
experiences, and community/cultural assets guide your
choice or adaptation of learning tasks and materials/
equipment?
Task 1: Planning Commentary
Prompt 3
• Describe and justify why your instructional
strategies and planned supports are
appropriate for the whole class and students
with similar needs –
– Good place for research and
theory to be applied
–Must match what is found on lesson plans
–Differentiation of instruction or accommodations
from lesson plans
Task 1: Prompt 3C – Planning
Commentary
• Describe common student errors or
misunderstandings within your central focus
and how you address them.
– This is specific to their central focus
– Could be based on pre-assessment(s)
– Knowledge of age group
• Rubric 3
Prompt 4 - Elementary
• Supporting Literacy Development through Language
– Identify one language function essential for students to
learn the literacy strategy within the central focus.
• key words related to function – analyze, argue, categorize, compare/contrast,
describe, explain, interpret, predict, question, retell, summarize
– Identify key learning tasks that provide students
opportunities to practice using the language.
– Additional language demands
• vocabulary or key phrases
• Plus on e of the following: Syntax or Discourse
– Language Supports
• Describe instructional supports (from lesson plans) that help
students understand and use the language function and the
additional language support.
Prompt 4 – History/Social Studies
through Language
• Language Demand
– Identify one language function essential for students to learn
content (analyze, compare/contrast, construct, describe,
evaluate, examine, identify, interpret, justify, locate, etc.)
• Identify key learning tasks (lesson day/number) that
provide students with the opportunity to use the language
function.
• Additional Language Demand (written or oral)
– Vocabulary or key phrases
– Syntax or discourse (at least one of the two)
• Language Supports – Describe the instructional supports
(from lesson plans) help students understand and use the
language function and additional language demands.
Language Demands
• Both form and function must be included in
lesson plans with learning experiences tied to
language demands
• Use the chart provided in handbook to define
objectives with learning experiences – if
summarize is in the objective – learning task
and assessment should require students to
summarize
• Rubric 4
Prompt 5 – Monitoring Student
Learning
Elementary
Early Childhood
• Reference assessments in this
section
• Reference assessments in this
section –
– Describe how your planned
formal and informal
assessments will provide direct
evidence that students can use
the literacy strategy and
requisite skills to comprehend
or compose text.
– Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
– Describe how your planned
formal and informal
assessments will provide direct
evidence of the active,
multimodal nature of young
children learning of language
and literacy.
– Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
Prompt 5
Secondary English – Language Arts
Visual Arts
• Describe how your planned
formal and informal assessments
will provide direct evidence of
how students’ abilities to
comprehend, construct meaning
from, interpret, and/or respond
to complex text throughout the
learning segment.
• Describe how your planned
formal and informal assessments
will provide direct evidence of
students’ abilities to create and
respond to visual arts concepts
incorporating form and structure,
production, art context, and
personal perspective throughout
the learning segment.
• Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
• Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
Assessments
• All assessments should be attached to lesson plans
– Informal, formal, formative, pre/post assessments
• Should generate data that can support conclusions
reached in Task 3
• Provide documentation of students knowledge and use
of academic language specific to content area
• Include any assessment adaptations that need to be
made based on the chart completed under context
• Rubric 5 is specific to Prompt 5
Task 1 – Finished!
• Candidates have 9 pages including the
prompts for Task 1
• This is the most essential part of the process
– Provides the groundwork for completion of Tasks
2 and 3
– Provides evidence for Task 2 and 3
– Takes the longest to complete, candidates need
the most guidance on this task, and these are the
tasks that must be backward mapped into the
program
ACADEMIC LANUGAGE
• Definition of academic language – glossary has a
definition of academic language along with
discourse, language demands, language function,
syntax, and vocabulary.
• Must address both form and function
of language in content area
• Language function is directly related
to the active verb in the academic language
objective(s).
References Specific to Academic
Language
• Zwiers, J. (2008). Building academic language:
Essential practices for content classrooms.
Jossey-Bass: San Francisco, CA.
• O’Hara, S., Pritchard, R., & Zwiers, J. (2012).
Identifying academic language demands in
support of the common core standards.
ASCD Express, 7(17). Retrieved from:
• http://www.ascd/org/ascd-express/vol7/717ohara.aspx.
ACADEMIC LANGUAGE
• Verbs that dictate the function are such words
that define behaviors such as analyze, contrast,
describe, create, interpret, sequence, evaluates,
or signals.
• Verbs that do not usual determine language
function are such words as shows, list, identify,
recall, knows, labels, or selects.
• Candidates must document the learning task(s)
specific to academic language in their lesson plan.
Verbs for Academic Language
• Each content area has a list of verbs to be
used in the subject area in a chart
• Objective for academic language should have
the verb along with a learning tasks specific to
the verb in the objective
What is not a “3” in Academic
Language
• Simply reviewing vocabulary words
– Candidates use the words during instruction
– Candidates checks for understanding throughout
the class where individual students provide
answers
– Candidates have all students “show” the meaning
of the word
– Candidates have “words of the week”
or a “vocabulary” wall
Functions of Academic Language
• Three large functions
– Describe complexity: Use language to describe or
explain complex ideas
– Higher-order thinking: from knowledge to
comprehension to application to analysis to
synthesis to evaluation.
– Abstractions: language to describe abstract
concepts.
What Worked for Winthrop Candidates
• Word Collage
– Candidate had students at the end of each class
posted a word or phrase they used during class
related to the content area. Some days this
involved posting synonyms for vocabulary words
taught in class or antonyms. Students
demonstrate they understood the terms and
could use the terms in multiple ways. One day he
had them use the term outside of the use in
physical education.
Task 2: Instructing & Engaging
Students in Learning
History/Social Studies
•
•
•
•
•
•
Challenging learning tasks which
candidates and learners are actively
engaged.
Two video clips (no more than 10
minutes) each
Clip 1 = illustrate what candidate
did to help students critically
evaluate, interpretations, defend
arguments, etc.
Clip 2 = how the candidate
supported as they form
interpretations or analyzes and
used evidence.
Can be whole class or targeted
group within class
Option – evidence for language use
can be provided by clip.
Physical Education
• Including instruction &
students implementing
instruction
• 1 or 2 clips (not to exceed
20 minutes)
– Active monitoring
– At least one transition
• Three focus students
• Option – evidence for
language use can be
provided by clip.
Task 2: Instructing & Engaging
Students in Learning
Elementary
Early Childhood
• Evidence for these prompts
are on the video clips or in
commentary that is supported
by video clips
• Demonstrate how students are
engaged in developmentally
appropriate practices
– Candidate submits one or two
clips (total not to exceed 15
minutes)
– Video clip(s)cannot be edited
once begun
– Can feature whole class or
targeted group of students
– Optional – language use can be
either video clips or student
work sample
– Whole child in interdisciplinary
language & literacy
– Active, multimodal nature
– 2 clips (total not to exceed 15
minutes)
– Clip 1 = whole-group interaction
– Clip 2 = small-group or individual
interaction
– Optional – language use can be
either video clips or student work
sample
Task 2: Instructing & Engaging
Students
Prompts
1. Identify lesson plan(s) by number used in
video clips
2. Promoting a positive learning environment
a. Respect and rapport with students
b. Responsiveness to children with varied needs
c. Easiest to score
3. Use Rubric 6 to evaluate the next clip
Task 2: Instructing & Engaging
Students
Elementary
• Prompt 3 – Engaging
students in learning
– Refer to specific examples
from the clips
– Explain how your instruction
engaged students in literacy
strategy and requisite skills
– Describe how your instruction
linked prior academic
learning & community assets.
– Rubrics 7 & 8
Special Education
• Prompt 4 – Engaging &
Motivating the Focus Learner)s)
– Refer to specific examples from the
clips
– Explain how your strategies
engaged and motivated each focus
learner to develop and apply the
targeted knowledge and skills.
– Describe how your instruction
linked each focus learner’s prior
learning and personal, family,
cultural, and/or community assets
with new learning.
– Rubric 7
Task 2: Instructing & Engaging
Students
Elementary Literacy
• Prompt 4 – Deepening
Learning
– How you elicited responses to
promote thinking & applying
literacy strategies using
requisite skills to comprehend
or compose text
– How you supported students
to apply the literacy strategy
in a meaning-based context.
– Rubrics 7 & 8
Middle School Mathematics
• Prompt 4 – Deepening
Learning
– Explain how you elicited and
responded to student
responses to promote thinking
and develop conceptual
understanding, procedural
fluency, AND mathematical
reasoning and/or problem
solving
– Explain how you used
representations to support
adolescents’ understanding
and use of mathematical
concepts and procedures
Clip of Elementary Literacy Lesson
• Take out Rubrics 7, 8, & 9 for Elementary
Literacy
• Watch the clip and score the clip based on the
criteria on the rubric
• Clip is 9 minutes long
Task 2: Instructing & Engaging
Students
• Prompt 5 – Analyzing Teaching
– How did your instruction support learning for
whole class and students who need greater
support?
– What changes would you make to your
instruction?
– Why do you think these changes would improve
student learning?
– Rubrics 9 & 10
Task 3
Assessment 3 – What I need to do?
Elementary
• Assessment(s) submitted
during planning task
• Used with entire class
• Must provide evidence for
individual students
– Essential literacy strategy
– Requisite skills
• Define & Submit evaluation
criteria
• Analyze work (quantitative &
qualitative)
• Select 3 work samples that
represent a pattern of learning
( at least one with an IEP, ELL,
etc.)
Early Childhood
• Assessment(s) submitted
during planning task
• Used with entire class
• Must provide evidence for
individual students
– Language & literacy
– Active nature of learning
• Define & Submit evaluation
criteria
• Analyze work (quantitative &
qualitative)
• Two focus students (at least
one with an IEP, ELL, etc.)
Task 3 – What I need to do?
Cont.
Elementary
• Document feedback on
three focus students (clips
or work sample)
• Submit selected assessment
with directions/prompts
(attach with 2 page limit)
• Evidence of students’
understanding of academic
language (video clips or
here)
Early Childhood
• Three sources of evidence
– Video or audio clips (7 minute
limit – provide time stamps)
– Observation notes (no more
than 2 pages per focus child)
– Work sample per focus child
• Document feedback (focus
students) on common
assessment
• Submit selected assessment
with directions/prompts
(attach with 2 page limit)
• Evidence of students’
understanding of academic
language (video clips or here)
Task 3: Assessment Commentary
• 1. Analyzing Student Learning
– a. Identify specific language/literacy standards/objectives (EC –
varies across subject area)
– b. Provide directions/prompts for assessment and evaluative
criteria you are using to analyze student learning
– c. Provide graphic or narrative summary of student learning
based on evaluation criteria and documented student data
– EC – Use summary above and 3 sources of evidence for the 2
focus students relative to language and literacy development
– d. Analyze patterns of learning for whole class or differences for
groups or individual learners
– e. Use documented student data for 3 focus student work
samples.
Task 3: Assessment Commentary
• 2. Feedback to Guide Further Learning
– a. In what form did you submit your feedback for the
focus students
•
•
•
•
Rubrics with written feedback
Text of verbal feedback given
Samples of written feedback to parents
Other forms
– b. Explain how feedback provided to focus students
addresses their individual strengths and needs relative
to standards/objectives
– c. How will you support students to apply feedback to
guide improvement?
Task 3: Assessment Commentary
• 3. Evidence of Language Understanding: You
may provide evidence through video clip(s) or
work samples
• Explain to the extent to which students were
able to use language (selected function,
vocabulary, and additional identified
demands) to develop content understanding.
Task 3: Assessment Commentary
• 4. Using Assessment to Inform Instruction
– a. Based on your analysis of student learning
presented in prompts 1c-e, describe next steps for
instruction
• Whole class
• Focus students
– b. Explain how next steps follow your analysis of
students’ learning. Support your explanation with
principles from research and/or theory.
– 9 pages single space with prompts for assessment
section.
Sample Worksheet
Sample Writing Rubric
Formative Assessment
Lessons Learned
• Must backward map tasks to be included in
TPA before student teaching semester
• Have them complete a TPA in a methods
course for one class so extensive feedback can
be given on the various tasks
• Key tasks (lesson planning, assessment
development, and academic language) must
be taught early in the program and reinforced
throughout the program
Is it worth it?
• I saw a tremendous improvement in how my
candidates reflected on their teaching and
planned for their teaching.
• This process impacted their teaching more
effectively then completing the Internship
Work Sample previously required.
• Candidates were completely engaged in the
process and had terrific discussions about
teaching, assessing, and student engagement.
Would I do it again?
• Yes!
Questions?