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Teacher Performance Assessment at CSU

Teacher Performance Assessment at CSU. Brian Yusko Associate Dean of Academic Programs Subject and grade-level specific. Rationale for a Teacher Performance Assessment. HB 1 requires all teacher education institutions to develop common metrics to submit to the state

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Teacher Performance Assessment at CSU

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  1. Teacher Performance Assessment at CSU Brian Yusko Associate Dean of Academic Programs Subject and grade-level specific

  2. Rationale for a Teacher Performance Assessment • HB 1 requires all teacher education institutions to develop common metrics to submit to the state • Metrics were developed by the Ohio Board of Regents in consultation with the teacher education institutions • TPA is one of the metrics. • TPA will be aligned with the summative assessment for the Ohio Resident Educator program. • Ohio is one of 21 other states moving towards adoption of the TPA and is also one of 5 “accelerated states.” The current Ohio timeline: • 2010-2011: Pilot at least one task in at least one content area (CSU piloted all three tasks with 8 students in 3 content areas) • 2011-2012: Full implementation of TPA in at least one content area (CSU goal is to implement TPA with at least half of all student teachers in Spring 2012) • 2012-2013: Full implementation of TPA in all content areas • 2013-2014: Full, high-stakes implementation of TPA

  3. Why TPA? High Quality Assessment • Discipline specific • Integrated assessment • Student centered • Analytic feedback and support • Represents a complex view of teaching: Multiple measures

  4. Components of the TPA 4

  5. TPA 5-point rubrics • Planning • Instruction • Assessment • Academic Language • Reflection

  6. Academic Language • Oral and written language used for academic purposes • Language necessary for students to learn content in schools • The means by which students develop and express content understandings • Includes the “language of the discipline” (vocabulary and functions and forms of language associated with learning outcomes in a particular subject) and the “instructional language” used to engage students‟ in learning content.

  7. Process Overview • Supervisors will help student teachers complete the TPA • All 3 tasks will be submitted to Pearson for scoring • Pearson will maintain the data, train scorers and oversee scoring, and provide scores back to institutions. • Scorers include faculty, school administrators, and other subject-area experts.

  8. What will supervisors do? • Scorer training (optional but recommended) • Read relevant TPAHandbook(s) • Share handbookwith student teachers at orientation • Provide consent forms to student teachers to distribute to the class where they will be completing the TPA • Incorporate discussion and submission of TPA tasks into seminars • Assist with videotaping • Provide formative assessment and guidance on each task • Assist with submission to Pearson

  9. TPA Handbooks available(Final or Pre-release) • Elementary: Literacy and Mathematics • Middle Childhood • English Language Arts • History-Social Studies • Mathematics • Science • Physical Education • Secondary: • English Language Arts • History-Social Studies • Mathematics • Science • Special Education • Early Childhood • Expected but not yet released • Visual Arts • World Languages

  10. For More Information • Visit the Ohio TPA web site: • http://www.ohiotpa.org • To apply to be a scorer visit: • http://tpafieldtest.nesinc.com

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