The Teaching Performance Assessment Consortium (TPAC)

1. The Teaching Performance Assessment Consortium (TPAC)

2. Why Now? Blue Ribbon Panel – 10 Principles • PARCC and • Smarter Balance • Assessments

3. Where TPAC fits in TPAC is working to develop and implement at scale a way of assessing teaching that… • Provides evidence of teaching effectiveness, • Supports teacher preparation program improvement • Informs policy makers about qualities of teaching associated with student learning. TPAC is ONE example of an assessment system that is designed to leverage the alignment of policies and support program renewal. Stanford Center for Assessment, Learning and Equity 2011

4. Accountability reframed How can we gather and use evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners – to improve teaching and teacher preparation? Stanford Center for Assessment, Learning and Equity 2011

5. National Leadership AACTE • overall project management, communication with programs Stanford University • assessment development and technical support Council of Chief State School Officers • policy development and support, communication with state education agencies (prior to March 2011) Stanford Center for Assessment, Learning and Equity 2011

6. Highlights of Pearson’s Rolein the TPA • Pearson has been selected as Stanford’s operational partner. • Support Stanford and AACTE with assessment development and technical review. • Train and certify scorers, provide a scoring platform and report results for the operational TPA. Stanford Center for Assessment, Learning and Equity 2011

7. Pearson’s Role in the Field Test • Development Support for Field Testing • Handbook and template publication • Recruitment and training of scorers, scoring and scorer compensation • Benchmarking • Reporting results • Providing an electronic platform to manage TPA submissions.

8. Pearson’s Role in Operational Use • Pearson will provide Assessment Services to deliver the TPA Nationally and Sustainably. • Web-based services that allow candidate registration, assembly of artifacts, faculty/supervisor feedback, final submission for official TPA scoring and a score report. • Scoring services such as the recruitment, training and certification of all scorers, scoring for all submitted TPA responses • Reporting services such as the generation of all official score reports to candidates and institutions of record.

9. Partnering States

10. Standards and tPAC • Common Core alignment • InTASC alignment • NCATE/CAEP endorsement • SPA endorsement Stanford Center for Assessment, Learning and Equity 2011

11. Role of K-12 Partners • NEA and AACTE affiliate state meetings • Roles for cooperating teachers and school site principals • Call for collaboration with IHEs Stanford Center for Assessment, Learning and Equity 2011

12. TPAC Lineage • National Board for Professional Teaching Standards (NBPTS) portfolio assessments – accomplished teachers • Connecticut BEST assessment system – teachers at end of induction • Performance Assessment for California Teachers (PACT) – pre-service teachers Stanford Center for Assessment, Learning and Equity 2011

13. Design Principles forEducative Assessment • Discipline specific and embedded in curriculum • Student Centered: Examines teaching practice in relationship to student learning • Analytic: Provides feedback and support along targeted dimensions. • Integrative: maintains the complexity of teaching • Affords complex view of teaching based on multiple measures Stanford Center for Assessment, Learning and Equity 2011

14. TPA Architecture • A summative assessment of teaching practice • Collection of artifacts and commentaries • “Learning Segment” of 3-5 days Stanford Center for Assessment, Learning and Equity 2011

15. TPAC Artifacts of Practice Stanford Center for Assessment, Learning and Equity 2011

16. Multiple Measures Assessment System TPAC Capstone Assessment Embedded Signature Assessments • Integration of: • Planning • Instruction • Assessment • Analysis of Teaching • with attention to Academic Language Child Case Studies Analyses of Student Learning Curriculum/Teaching Analyses Observation/Supervisory Evaluation & Feedback Stanford Center for Assessment, Learning and Equity 2011

17. Targeted Competencies 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 feedback to guide further learning Using assessment to inform instruction REFLECTION Analyzing Teaching Effectiveness ACADEMIC LANGUAGE Identifying Language Demands Supporting students’ academic language development Evidence of language use Stanford Center for Assessment, Learning and Equity 2011

18. Rubric Levels • Is the candidate ready for independent teaching (i.e., to be the teacher of record)? • Rubric Levels • Level 1 – Struggling candidate, not ready to teach • Level 2 – Some skill but needs more practice to be teacher-of-record • Level 3 – Acceptable level to begin teaching • Level 4 – Solid foundation of knowledge and skills • Level 5 – Stellar candidate, in the top 5% of candidates, sophisticated practice. Stanford Center for Assessment, Learning and Equity 2011

19. Rubric progression • Early novice  highly accomplished beginner • Rubrics are additive and analytic • Candidates demonstrate: • Expanding repertoire of skills and strategies • Deepening of rationale and reflection • Teacher focus  student focus • Whole class  generic groups  individuals Stanford Center for Assessment, Learning and Equity 2011

20. Rubric Sample

21. Academic Language • 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 discourse and future opportunities that depend on having acquired this language. Stanford Center for Assessment, Learning and Equity

22. Academic Language • Academic language is the oral and written language used in school necessary for learning content. • This includes the “language of the discipline” (vocabulary and forms/functions of language associated with learning outcomes) and the “instructional language” used to engage students’ in learning content. Stanford Center for Assessment, Learning and Equity

23. Academic LanguageCompetencies Measured • Understanding students’ language development and identifying language demands • Supporting language demands (form and function) to deepen content learning • Identifying evidence that students understand and use targeted academic language in ways that support their language development and content learning. Stanford Center for Assessment, Learning and Equity 2011

24. FieldTestParticipation • Subject Areas to be field tested • Elementary Literacy , Elementary Mathematics, English/Language Arts, History/Social Science, Secondary Mathematics, Science • Special Education, Early Childhood Development, Middle Grades (Science, ELA, Math, and History Social Science), Art, Performing Arts (Music, Dance, Theater), Physical Education, and World Language • Other low-incidence draft handbooks will be available for trying out Stanford Center for Assessment, Learning and Equity 2011

25. Field Test Participation • Pearson will support scoring training and scoring stipends for a national sample of 18,000 candidates • Scoring training and certification online (some synchronous events) • Scorers to include IHE faculty, field supervisors, cooperating teaching, principals, NBCTs and others with pedagogical content knowledge and experience with beginning teacher development. • Local, state and national scoring Stanford Center for Assessment, Learning and Equity 2011

26. Timeline of Activities • Release of revised handbooks • September 2011 • Commitment/registrations to participate in Field Test • Summer/Fall 2011 • Pearson systems ready for registration, submissions, and scoring • Spring 2012 – scorer management system ready • TBD 2012 – candidate registration and TPA submission system ready Stanford Center for Assessment, Learning and Equity 2011

27. Next Steps • Join TPAC Online (Ning) • Field test commitments • Technical assistance • AACTE affiliate meetings • Ongoing webinars and Ning discussions • PACT/TPAC Implementation Conference – October 20-21 in San Diego • AACTE Annual Meeting – February 17-19, 2012 Stanford Center for Assessment, Learning and Equity 2011