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Dr. Deborah Gober and Dr . Anna Wan Columbus State University

Preparing UTeach Columbus Students for Success on edTPA : Lessons Learned from Initial Implementation. Dr. Deborah Gober and Dr . Anna Wan Columbus State University. Goals of edTPA.

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Dr. Deborah Gober and Dr . Anna Wan Columbus State University

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  1. Preparing UTeach Columbus Students for Success on edTPA: Lessons Learned from Initial Implementation Dr. Deborah Gober and Dr. Anna Wan Columbus State University

  2. Goals of edTPA “The primary goal is to design, field-test, and offer at scale the first nationally accessible pre-service teacher assessment process designed by educators to:” • Improve student outcomes; • Be used in combination with other measures as a requirement for licensure; and • Guide professional development for teachers across the career continuum. • Help candidates develop the confidence and skills they need to be successful in urban, suburban, and rural schools.

  3. Benefits • Provide a uniform and evidence-based processthat can be used across states to confirm that aspiring teachers demonstrate their readiness for the classroom. • Measure candidates’ ability to differentiate instructionfor diverse learners, including English language learners and special education students. • Create a body of evidence about teacher performance that will ultimately establish a national standard for relevant and rigorous practice that advances student learning. • Allow states, school districts, and teacher preparation programs to share a common framework for defining and measuring teaching performance.

  4. The Shift(SCALE/edTPA: http://edtpa.aacte.org/) • Shifting the definition of effective teaching: • From- Successfully delivering the curriculum, “I got through everything I wanted to cover.” • To- Having a positive impact on student learning, “How have I affected student learning?” • Shifting the business of teacher preparation: • From- License as entitlement of completing a curriculum, “But I’ve always wanted to be a teacher.” • To- An obligation to demonstrate the proficiency the curriculum intends, “See, I can teach.”

  5. Overview of the Planning Task

  6. Overview of the Instruction Task

  7. Overview of the Assessment Task

  8. Rubric progression Expanding repertoire of skills & strategiesDeepening of rationale and reflection NotReady Proficient Novice Highly Accomplished Beginner 1 5 Teacher Focus Student Focus Whole Class Individuals/ Flex. Groups Integrated, Intentional & Well Executed Fragmented, Indiscriminate

  9. Results of External Evaluation (n=19)Spring 2014

  10. Results of External Evaluation for UTeach (n=2)Spring 2014 • “3” = proficient (ready to teach) • Both UTeach candidates scored above the average for the college on all rubrics • Areas of strength (at least one candidate rated above proficient): • Planning for subject-specific understandings • Planning to support varied student learning needs • Using knowledge of students to inform teaching • Planning assessments to monitor student learning • Deepening student learning

  11. Results of External Evaluation for UTeach (n=2)Spring 2014 • Areas for improvement (Task 3 Assessment) • Analysis of student learning • Student use of feedback* • Analyzing students’ language use • Using assessment to inform instruction *Area with lowest average rating overall and for UTeach

  12. Sample Candidate Response • Read the sample teacher candidate response provided and examine the student work. Discuss how you would rate (emerging, proficient, or advanced) this candidate on “Student Use of Feedback.” • Discuss the quality of the feedback given to the three focus students? • How well did the candidate explain how the focus students would use the feedback to improve their work? • Did the candidate discuss how he/she would support student use of feedback to deepen their understanding?

  13. Integration of edTPA Classroom Interactions • Lesson Plan Commentary for Teach 1 (edTPA Task 1) • Video analysis for Teach 2 (edTPA Task 2) • Analysis of teaching and student artifacts for Teach 2 (edTPA Task 3) • Peer review of Teach 2 Analysis using edTPA rubrics

  14. Integration of edTPAProject-Based Instruction • All tasks • EdTPA aligned template for the lessons taught from the unit • Sketches for remaining lesson plans for the unit • Uploaded for evaluation similar to submission during student teaching • Rubrics • Provided prior to tasks • Peer evaluation using rubrics

  15. Next Steps • Design learning experiences that provide opportunities for candidates to get to know the students they are teaching in CI and PBI • Observation Assignment – Getting to Know Your Students • Additional classroom observations? • Create assignments for CI and PBI to give candidates experience in analyzing student learning and giving feedback • Analyzing sample student artifacts as a class and writing feedback; discuss student use of feedback and supports candidates may provide • Analyzing use of academic language

  16. A Teacher Candidate’s Perspective • Important takeaways from completing edTPA • Challenges of edTPA • Advice for others completing the assessment

  17. Sharing Best Practices

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