A performance assessment for teacher candidates

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• A performance assessment for teacher candidates

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Overview

• Why edTPA for Wisconsin?
• Where does edTPA come from?
• What 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?vlD4KuGIHwo4

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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

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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/edtpa.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 Supportwith edTPA

• Cathleen Olds
• edTPA Coordinator, UWSP
• colds_at_uwsp.edu
• Leslie McClain
• Professor, School of Education, UWSP
• lmcclain_at_uwsp.edu

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Task 1 Planning for Instruction Assessment

• Artifacts include Context for Learning, Lesson
  Plans, Instructional Materials, Assessments,
  Commentary
• Lets begin with the Professional Ed Program
  Lesson Plan Framework (see handout)

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UWSPProfessional Education ProgramLesson 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 Language
• Prior 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 Lets 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 SessionsTask 2Friday, March 6,
2015100-330, rm. 209 CPSTask 3Friday, April
10, 2015100-330, rm. 209 CPS
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