Teaching Performance Assessment (TPA) Pilot Spring 2012

1. Teaching Performance Assessment (TPA) Pilot Spring 2012

2. What is the TPA? • Teacher candidates must show through a work sample that they have the knowledge, skills, and abilities required of a beginning teacher • This is required to pass EDCI 401, to graduate and get certified • Will be scored by U of I faculty the end of April and there will be one opportunity to remediate – also submitted for national scoring WHY? • The basic purpose is to create an initial teacher licensing assessment that can be available nationwide – Washington will be using this as early as next year

3. What do I have to do? • Learning Segment: 3-5 lessons (elementary) or 3-5 hours of instruction (secondary) of a set of lessons that build one upon a big idea or an essential question, with a clearly defined beginning and end • Centered around a specified subject-it needs to have a specific focus • Think of this as a “mini-unit”

4. Tasks in TPA Assessment • Planning Instruction and Assessment • Instructing and Engaging Students in Learning • Assessing Student Learning • Analyzing Teaching • Context and academic language are integrated into all tasks

5. TPA Assessment Structure

6. Targeted Areas and Rubrics PLANNING Planning for content understandings Using knowledge of students to inform teaching Planning assessments to monitor and support student learning INSTRUCTION Engaging students in learning Deepening student learning during instruction ASSESSMENT Analyzing student work Using assessment to guide further learning Using feedback to guide further learning REFLECTION Analyzing Teaching Effectiveness ACADEMIC LANGUAGE Identifying language demands Supporting students’ academic language development Evidence of language use

7. Rubric Template

8. TPAC Artifacts of Practice

9. Rubric 1 Main PointsPlanning for Content Understanding • Alignment of standards/objectives, learning tasks, lesson plans and assessments to the a big idea or central focus of the learning segment • Sequenced instruction; how do the lessons build on each other and the students’ prior knowledge to help them to make connections between facts and thinking skills

10. Rubric 2 Main PointsUsing Knowledge Of Students To Inform Teaching and Learning • Justification of how the learning tasks and materials are appropriate for this group of students. Explanation of how the tasks reflect students’ academic development, social/emotional development, experience, and interests • Explanation of how instruction focuses on students’ strengths and not just their weaknesses • Explanation of strategies, adaptations, modifications, and scaffolding to support and meet learning needs of specific individuals or groups.

11. Rubric 3 Main PointsPlanning Assessments To Monitor And Support Student Learning • Alignment of assessments with standards/objectives • Assessments provide multiple evidence of student learning, with evidence at higher levels going beyond simple memorization • Modifications/adaptations for students who have difficulty demonstrating learning. This includes any modifications that need to be made to assessments to meet the needs of IEPs or 504 plans.

12. Rubric 4 Main PointsEngaging Students in Learning • Video shows discussions, tasks or activities that engage students. Students are given opportunities to analyze, interpret, and evaluate information to develop their own understandings • Video shows strategies for relating the current content to students’ prior knowledge, abilities, and experience • Observation to make sure that classroom management does not interfere with learning

13. Rubric 5 Main PointsDeepening Student Learning During Instruction • Questioning skills; eliciting responses that require analysis rather than merely a correct or incorrect response • Making connections between facts and interpretations and prompting students make connections themselves to develop a deeper understanding of the material • Observation to make sure that significant content inaccuracies do not interfere with learning

14. Rubric 6 Main PointsAnalyzing Student Work • Clear, well-defined evaluation criteria is aligned with central focus, standards and objectives • Analysis of student work focuses on student errors and skills,; at higher levels this goes beyond simply right/wrong answers to look at patterns of student understandings, skills, and misunderstandings • Analysis supported by work samples and identifies pays attention to all students in the class. patterns for individuals and subgroups in addition to whole class

15. Rubric 7 Main PointsUsing Feedback To Guide Further Learning • Quality of feedback to students; how specific, accurate, and useful is it to students • Examination of how will students be able to use the feedback - ranging from simply correcting errors to improving and evaluating their own work at higher levels

16. Rubric 8 Main PointsUsing Assessment to Inform Instruction • Explains the next steps of instruction based on analysis of assessment information • Next steps are related to and aimed at improving student understanding of learning objectives • At higher levels, adjustments are based on targeted support for individuals/subgroups rather than general modifications

17. Rubric 9 Main PointsAnalyzing Teaching Effectiveness • Extent to which adjustments to instruction address student needs in relation to their performance. Were the areas where student performance were low addressed? • Now, explain why the students did not get the concept(s). How do you explain the need for your proposed instructional changes? Was it a lack of students’ prior knowledge or experience, academic language issues or unsuccessful teaching practices?

18. Academic Language • Academic language is the oral and written language used in school necessary for students to learn content. • Academic language is different from everyday language. Some students are not exposed to this language outside of school. • Much of academic language is discipline-specific. • Unless we make academic language explicit for learning, some students will be excluded from classroom interaction and future opportunities that depend on having acquired this language.

19. The “F” Words of Academic Language • This includes not just the language forms or vocabulary of each discipline (rectangle, metaphor, metabolize, democratic) • But the functions of language, or the “instructional language” used to engage students’ in learning content. This includes directions to tasks, wording of questions, and the language needed to communicate ideas to both the teacher and to other students. (compare, analyze, infer, evaluate, justify) • The objective is to increase students’ fluency to give them the best possible chance of academic success.

20. Rubric 10 Main PointsUnderstanding Students’ Language Development and Associated Language Demands • Accurate description of students’ academic language strengths and needs with all levels of language development represented in the classroom. • Identification of the specific language demands that are needed for students to actively participate in the learning segment including vocabulary, symbols, and/or the function/forms • Identifying language demands that are important to the central focus of the learning segment.

21. Rubric 11 Main PointsScaffolding Students’ Academic Language and Deepening Content Learning • Explanations of the design of the scaffolds or language support, why they were chosen, and how they are likely to help students understand the academic language related to the learning segment • Do students have an opportunity to use academic language to participate in the discussions, tasks, and/or activities?

22. Rubric 12 Main PointsDeveloping Students’ Academic Language and Deepening Content Learning Evidence is provided either in the video or student work samples that students had an opportunity to understand and use the academic language necessary to participate in academic tasks