+ A performance assessment for teacher candidates + Overview Why edTPA for Wisconsin? Where What does edTPA come from? does edTPA look like? What does edTPA mean for our schools and classrooms? What does edTPA mean for us? + 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 + Wisconsin DPI Introduction to edTPA State Superintendent Tony Evers http://www.youtube.com/watch?v=lD 4KuGIHwo4 + Timeline 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 + 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 + Architecture of the edTPA + 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 + 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 + 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 + Architecture of the edTPA + Task #1: Planning for Instruction & Assessment Artifacts include: Context for Learning, Lesson Plans, Instructional Materials, Assessments, Commentary Let’s begin with the Professional Ed Program Lesson Plan Framework (see handout) + UWSP Professional Education Program Lesson 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. + First: General Information + 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 + Contextual Information cont… Also address the following points related to learners: The students 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 + Next: The Lesson Central Focus Essential Questions Connections with Academic of Common Core Standards Objectives Consider assessments (formative) Academic Prior Language Knowledge + Lesson Procedure Note: Be sure to work with the guiding questions in the Lesson Plan Framework which will help in describing your procedures + 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. + Now… Let’s 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. Focus on these sections first –and if time, the rubrics. + What did you notice? + An Example Just to show you a sample of a lesson plan and commentary designed for an elementary lesson…. + Architecture of the edTPA + Task #2: Instructing & Engaging Students in Learning Obtain permission for video recording (UW-System permission forms). Examine your plans for the learning segment & identify tasks where you and your students are actively engaged. Remember - video clips must include specified aspects in your edTPA Handbook. Read through tips for video recording. + Task #2: Instructing & Engaging Students in Learning - Commentary Explains which lesson(s) is included Demonstrates promoting a positive learning environment Engaged student learning Deepens student learning during instruction Analyzes your teaching (with reference to your clips) + Task #2: Instructing & Engaging Students in Learning NOW let’s take a look at your edTPA Handbooks In groups of two or three - read through Task 2 guidelines in your handbook and see what you notice and what is expected. If you have time, take a look at the rubrics for Task 2. + What did you notice? What do you wonder about? + Essential Considerations Regarding Opt Out Students Teacher Candidates must make every effort to respect the Parents’ requests to not record their child. Use Blurring of Faces as a last option only when a child who has opted out is mistakenly caught on video. We want schools and parents to know that UWSP will follow their wishes and respect their rights. + Video Recording Tips Record early and record often Use a tripod with a camera person or… Use a Swivl camera base with microphone lanyard Apple Phones, ipads, ipods, etc. Sound quality is more important than video quality Continuous unedited video (any stop or start is an edit) Review your video, add subtitles or transcribe and reference the inaudible responses according to time stamp Take pictures of lesson materials difficult to see in the video + Stevens Point Area School District Student Teachers Take note of special requirements for video recording in the Stevens Point area schools. Permission Forms Parent Letter Recording Equipment Video Storage + Architecture of the edTPA + Task #3: Assessing Student Learning Determine which assessment from your learning segment you will use to evaluate your students… Define and submit the evaluation criteria Collect and analyze student work to identify quantitative and qualitative patterns of learning (note guidelines for submission of student work) + Task #3: Assessing Student Learning cont… Select specific student work samples that represent the patterns of learning Document feedback you have given to specific students Provide evidence of students’ understanding and use of academic language + Task #3: Assessing Student Learning - Commentary Identify your specific learning objectives and standards. Provide a chart/graph with narrative that summarizes student learning for the whole class. Use evidence from specific student work samples and the whole class to analyze patterns. + Task #3: Assessing Student Learning - Commentary Refer to specific feedback that you have given to support your explanations. Provide evidence of students’ use of academic language (See your handbook for specific guidelines and expectations). Describe next steps for instruction. + Task #3: Assessing Student Learning Now – let’s take a look at your edTPA Handbooks In goups of two or three – review the guidelines for Assessing Student Learning and the Commentary. If you have time – also examine the rubrics. + What did you notice? What do you wonder? + Mechanics Chalk & Wire is the UWSP platform used to store, edit, complete, and submit your edTPA Portfolio Evaluation, scoring, and delivery of results to candidates and programs is conducted by Pearson + www.chalkandwire.com/uwsp Getting Started with Chalk and Wire Chalk and Wire subscription codes must be purchased at the UWSP Bookstore One Year Subscription begins at first log in Refer to the Timeline for Completion of the edTPA First Time Creating Log in your first edTPA Portfolio Navigation through the Table of Contents Uploading Files + 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 + In Conclusion and In General cont. Begin thinking about which lesson you want to write up, video record and show your assessments. Talk with your Cooperating Teachers about the edTPA. Let them know what you will need to do. Proceed with securing permission to video record your teaching in the classroom. + To Do Please read, sign and date the edTPA Video Recording and Resource Requirements for Wisconsin Teacher Candidates (in your folder) and leave with us. Please sign and date the Permission to Share My edTPA + Resources for Assistance with edTPA UWSP School of Education-edTPA http://www.uwsp.edu/education/Pages/e dtpa.aspx Wisconsin Department of Public Instruction http://tepdl.dpi.wi.gov/epp/edtpa Chalk & Wire www.chalkandwire.com/uwsp + Campus Contacts for Support with edTPA Cathleen Olds Director of Field Experience, UWSP colds@uwsp.edu Leslie McClain Professor, School of Education, UWSP lmcclain@uwsp.edu + *** Next Support Session: Friday February 26, 2016 9:00 – 12:00 Peer Editing of Task 1 and Task 2 & 3 Details 1:00 - 4:00 Independent edTPA work time Your edTPA submission is due to Pearson no later than March 17, 2016.