Exhibit 4.a
TI.4.a Evidence of TI Progress
The following are exemplars of progress in each of the themes of our initiative. Further detail is provided in
each of the standards.
Evidence for Theme: Helping candidates come to terms with unintentional barriers and bias. ………………2
Logic Model for Vertical Planning of Commitment to Diversity (in progress)
Evidence for Theme: Implementing a reliable and valid Teacher Performance Assessment to improve the
consistency and quality of teacher effectiveness. ………………………………………………………………………………….2
TPA report for the University of Cincinnati
Evidence for Theme: Embedding courses in schools and better integrating courses with field experiences.
…………………..………………………………………………………………………………………………………………………………………………..4
Syllabus SPED 511 (NB: p. 13-15)
Evidence for Theme: Adding more and earlier field experiences. …………………………………………………………….6
Descriptions of field experiences
Evidence for Theme: Preparing teachers for city schools. ………………………………………………………………………….7
Increased use of city schools for placements
Evidence for Theme: Implementation of research-based strategies. …………………………………………………………8
Syllabus
Evidence for Theme: Academic language development. …………………………………………………………………………...9
TPA Academic Language
Evidence for Theme: Reflection. …………………………………………………………………………………………………………………10
Syllabus for Schooling and Teaching (NB: outcomes page 1, assignments page 2)
TPA Reflection in tasks
1
Exhibit 4.a
2
Evidence for Theme: Helping candidates come to terms with unintentional barriers and bias. Logic Model for
Vertical Planning of Commitment to Diversity (in progress)
INPUTS
Program
Investments
Student groups
Professional
organizations
Learning
communities
Urban Mentors
Teacher
Preparation
faculty
Connections
across
programs
Incorporation
of adjuncts
OUTPUTS
Activities
Developing
comprehensive
list of courses/
schedules for
quarters and
semesters
See LM Semester
Curriculum
Map.xls
Getting
stakeholders
together
Get reading
mandate people
together
Market programs
Outputs
OUTCOMES
Participants
Develop SoE syllabi;
Statement in all
syllabi about
contextualized and
cultural learning
value (through 4
years)
Show ownership of
key terms from
Milner’s 5 Pillars
and their
positionality related
to those terms
Urban Field
experiences
Short term
(learning)
Bloom’s Tax.: expand
perceptual field
Do what students
need
UC SoE
faculty,
instructo
rs, and
students
Milner’s 5 Pillars:
Cultural/color
blindness
Cultural conflict
Myth of Meritocracy
High Expectations
(funds of knowledge)
Contextualized/
situated learning
CEC definition
Building towards TPA
Semester schedules
needed
Intermediate
(action)
Long term
(conditions)
Lesson planning
and
implementation of
differentiated
instruction and
assessment of
student learning.
Culturally
situated response
Case studies
What is the one
thing you would
change about
school?
Teacher Portfolio
reflecting CEC
definition, 5 Pillars
of Repertoire of
Diversity, TPA
-Positive impact on
teacher candidate
learning and
pedagogy.
-Improve studentteacher
relationships.
-Improve student
achievement
-Positive
classroom climate.
-Develop personal
history and
positionality
related to race and
diversity
-1st, 2nd, and 4th
year survey on
race & diversity
awareness and
response (ex.,
Gorski at
edchange)
Objective:
Teacher Candidates engage in consistent and critical activities to identify opportunity gaps and address them in their
pedagogy throughout 4 years of coursework.
Process Measure (formative evaluation):
Outcomes Measure (summative
Candidates develop a diversity repertoire
evaluation):
?
Evidence for Theme: Implementing a reliable and valid Teacher Performance Assessment to improve the
consistency and quality of teacher effectiveness.
The TPAC (Teacher Performance Assessment Consortium) is an initiative to develop an assessment of the
competence of pre-service teachers, a prototype for a national teaching performance assessment. The goals are
to develop “a nationally accessible teaching performance assessment” that “will allow states, school districts
and teacher preparation programs to share a common framework for defining, and measuring a set of core
teaching skills that form a valid and robust vision of teacher competence. As states reference data generated
from this tool to inform teacher licensure, recruitment and tenure, they will establish a national standard for
relevant and rigorous practice that advances student learning.”



Three-year grant to create a national Teacher Performance Assessment
Based upon the Performance Assessment for Teacher Candidates (PACT) from California
Co-PIs are Linda Darling-Hammond & Ray Pecheone
Exhibit 4.a
3
Project Partners: American Association of Colleges for Teacher Education (AACTE), Council of Chief State School
Officers (CCSSO), Stanford University
Ohio Accelerated Intuitions: University of Cincinnati, Wright State University, Ohio State University and
University of Dayton.
Ohio Education Agencies (SEA): Ohio Department of Education & Ohio Board of Regents
Projected Outcomes:










A robust, complex, multifaceted assessment of teaching candidates in action
A reliable and valid teacher performance assessment that could be used to improve the consistency and
quality of teacher effectiveness
An outcome database that could be used by school districts to track teacher performance across the
continuum of teachers’ careers
Information that states could use to inform teacher quality initiatives, issue initial teacher licenses, and
make accreditation decisions
An evidence-based methodology for making systematic decisions about recruitment, professional
development and continuation of employment
A national technology platform for data management, analysis and reporting of teacher outcomes
connected to student outcomes
An empirical foundation for developing a more coherent national agenda for teacher quality assessment
A professional development tool for in-service teachers
A set of common expectations for pre-service teacher performance
A way to compare teacher candidates’ proficiencies across Ohio’s teacher preparation institutions
(metrics required by House Bill 1) during the second/third year of the Resident Educator Program
Ohio Context: House Bill 1 -- Educator Preparation Programs:


Transfers responsibility for approving teacher preparation programs from the State Board of Education
to the Chancellor of the Ohio Board of Regents and expands the duty to include approval of preparation
programs for teachers and other school personnel
Directs the Chancellor, jointly with the Superintendent of Public Instruction, to establish metrics for
teacher preparation and staff development. One of those metrics will be similar to the Teacher
Performance Assessment.
TPA Handbooks:






World Languages, Music, Physical Education, Art, Elementary Literacy, Elementary Mathematics,
Secondary Social Studies – History, Secondary English Language Arts, Secondary Mathematics,
Secondary Science
Special Education & Early Childhood Handbooks will be posted this spring for use in the autumn
TPAC seeks participants from the five accelerated states to serve as content area developers and
reviewers for the creation of the remaining content area TPA Handbooks.
4 Tasks (Planning, Instruction, Assessment & Reflection)
11 Rubrics (1 to 4 range)
Time Required to Complete Tasks (3 to 4 months)
Exhibit 4.a
4
Embedded Signature Assessments: The TPA system consists of two components: (1) Embedded Signature
Assessments and (2) the culminating Teaching Event, the common portfolio assessment that is completed during
student teaching. Our goal is to provide our candidates with opportunities to design signature assignments that
reflect the key components of the Teacher Performance Assessment (e.g., differentiating instruction,
videotaping learning segments and reflecting on those segments, aligning objectives with activities and
assessments, providing meaningful feedback to students, and reflecting on what might have been done
differently and what might be done next).
E-Platforms: Tk20 is providing a temporary server for Ohio to support the uploading of TPA portfolios (word
documents & video clips).
Timeline:




2010-11 (Spring Pilots) - Approximately 300 portfolios were submitted and scored across all areas in
Ohio; approximately 90 UC School of Education candidates piloted TPA in a range of areas (e.g.,
Elementary Mathematics, Secondary Science, Secondary Social Studies, Secondary Mathematics, and
Secondary English Language Arts).
2011 – 2012: Full Implementation - Every candidate in every licensure area where TPA Handbooks are
available will complete the full assessment – UC School of Education Licensure Requirement
2012 – 2013: Full Implementation Under Semesters - Every candidate in every licensure area where TPA
Handbooks are available will complete the full assessment – UC School of Education Licensure
Requirement
2013 – 2014: Full Implementation - Every candidate in every licensure area where TPA Handbooks are
available will complete the full assessment – Ohio Licensure Requirement
Evidence for Theme: Embedding courses in schools and better integrating courses with field experiences.
Syllabus SPED 511 (NB: p. 13-15)
Tentative Practicum and Course Schedule
Please note that changes to the schedule that follows will be made as needed throughout the quarter. It is your
responsibility to keep up with changes. If you are unable to make it to your placement or class, it is your
responsibility to contact your mentor teacher, supervisor, and professor, as soon as possible.
M, W, F 11:30-1:30 – Flexed as needed to accommodate Rothenberg’s student schedules
Week 1
Tutoring Tasks
Class Topics




Course overview
What is reading?
Reading assessment and
interpretation

Talking to parents



Week 2

Structured observation of
student
Interview the student
Word list
Complete spelling
inventory
Complete parent and
Class Readings and Due
Dates
 Chapters 1-3, Appendix
A (Jennings, Caldwell, &
Lerner, 2010)
 Section 2 (Leslie &
Caldwell, 2010)

Sections 3-9 (Leslie &
Exhibit 4.a
Tutoring Tasks

Week 3
Week 4


teacher interviews
Begin QRI or Emergent
Literacy Assessments
Complete all assessments
Lesson plans and
subsequent reflections
Class Topics




Assessing and interpreting
writing
Analysis and interpretation of
your assessment data
Common Core Standards
Completing the assessment case
Instructional framework and
lesson planning
Writing goals and objectives
Progress monitoring
Session planning



Balanced-literacy framework
Early literacy
Writing instruction




Class Readings and Due
Dates
Caldwell, 2010)
 Review Chapter 2 (Bear
et al., 2008)







Week 5

Lesson plans and
subsequent reflections

Word recognition


Week 6

Lesson plans and
subsequent reflections

Reading fluency


Week 7

Lesson plans and
subsequent reflections

Vocabulary development and
listening comprehension

Week 8

Lesson plans and
subsequent reflections

Narrative text comprehension

Week 9

Lesson plans and
subsequent reflections

Expository text comprehension


Week 10

Arrange closing activity


Formal reading assessment
Teaching reading to ELLs



Sections 10-12 (Leslie &
Caldwell, 2010)
Review Chapter 3 (Bear
et al., 2008)
Draft if Part 1 & 2 of
Assessment Report is
Due
Chapters 7 & 13
(Jennings, Caldwell, &
Lerner, 2010)
Review Ch. 1 (Bear et al.,
2008)
Assessment case due
Instructional framework
due
Review Chapter that
corresponds to your
student’s spelling level
(Bear et al., 2008)
First video reflection
due
Chapter 9 (Jennings,
Caldwell, & Lerner,
2010)
First video reflection
due
Chapter 10 (Jennings,
Caldwell, & Lerner,
2010)
Chapter 11 (Jennings,
Caldwell, & Lerner,
2010)
Chapter 12 (Jennings,
Caldwell, & Lerner,
2010)
Last reflection video
due
Chapter 4 & 14
Last reflection video
due
Intervention plan due
March 12th by midnight
5
Exhibit 4.a
6
Assessment Report: NCATE Key Assessment
Sound instructional decisions rely heavily upon assessments. Candidates will be required to develop an
assessment case study with one student at Rothenberg. The purpose of assessments are to better understand
student literacy abilities by helping teachers understand what students know how to do, what they use and
confuse (Bear, Invernizzi, Templeton, & Johnston, 2008), and what they do not yet know how to do compared to
their grade level or expected performance level. Effective teachers use assessments to inform instruction that
meets the needs of individual students.
You will administer reading assessments (e.g., emergent reader assessment or the Qualitative Reading Inventory
– 5), the Bear et al. (2008) spelling inventory, and a Student Writing Assessment. All assessments administered
to your student must be audio recorded, on tape or digitally, so that you can do an adequate job of scoring the
assessments. All forms that were completed should be in the appendix of the report. Thus, complete them
fully and legibly. Once your assessments are complete, you will write an assessment report, which will be
provided to the school’s teacher and family. Thus, reports should be well written, avoiding excessive use of
jargon, and be error free. Students are encouraged to use peer editors or seek assistance from the University of
Cincinnati’s writing center should writing be an area of weakness. Reports should be organized as follows. Bullet
points should be replaced with narrative descriptions of data contained in tables.
Evidence for Theme: Adding more and earlier field experiences.
The following field experiences have been institutionalized:
Year 1:
Introduction to Education – all candidates– 10 clock hours in a large urban, high poverty school
Introduction to Exceptionalities – all candidates -10 clock hours in a large urban, high poverty school
Year 2:
Educational Psychology – all candidates- 10 clock hours in a large urban, high poverty school
Introduction to Middle Childhood Education - 10 clock hours in a large urban, high poverty school
Exhibit 4.a
7
Evidence for Theme: Preparing teachers for city schools. Increased use of city schools for placements
% of Candidates in Cohort in Inner Urban Field Experiences
100
90
80
70
ECE
Percent
60
MDL
50
SEC
SPED
40
All Programs
30
20
10
0
07A
08A
09A
Items on the Detailed Dispositions Form:
Characteristics of Effective Urban Teachers
Persevere despite challenges that may arise
Demonstrate commitment to carrying out all objectives, activities, and projects to promote high standards
Describe challenges through multiple lenses
Demonstrate unique paths to problem solving
Hold high expectations
Emphasize strengths rather than deficits
Demonstrates self-examination regarding relationships
Creates learning opportunities adapted to diverse populations
Ardently interested
Persistence
Value of children's learning
Putting ideas into practice
Approach to at-risk students
Professional/personal orientation to students
Professional/personal orientation to bureaucracy
Professional/personal orientation to fallibility
Strong planning and organization
Exhibit 4.a
8
Evidence for Theme: Implementation of research-based strategies. (Behavior Change Course – Dr. Todd
Haydon)
4. Have acquired an array of empirically validated positive intervention and habilitative strategies that may
be adapted for use in a variety of settings and with a variety of learners [CEC Standards 4, 6]
Course Requirements, Expectations & Evaluation Procedures :
1. Article Critique: Choose 1 article on a topic that interests you from The Journal of Applied Behavior
Analysis, Journal of Behavioral Education, Education and Treatment of Children, Research in
Developmental Disabilities, or another journal that evaluates the principles of behavior. The article must
be empirical and data-based (i.e., it must use a research design and present observational data.) The
article must also have been published within the last 5 years. If you are in doubt whether the article you
have selected fits the criteria for this assignment, please see me. Write a 75 to 100 word abstract for the
article you select. An abstract provides a brief synopsis of the article and summarizes the introduction
(purpose), method, results, and discussion (meaning of the results). Also, provide a 100 to 150-word
critique of the article. What did you find most interesting? How could the results of the study be used to
influence your practice in the classroom? What are the limitations of the study, in your view? Each
critique should be no more than five pages in length, typed, double spaced, in a 12-point font. At the top
of the abstract, please type the full reference in APA style. Please attach a copy of the article to your
abstract. (Note: Some journals are web based and you can access the full text of relevant studies from
your computer at home.)
2. Applied Project– Implement an applied project to change the behavior of an individual with whom you
live or work. Take baseline data on the behavior before you begin the intervention. Implement an
intervention to change the behavior and take data on the individual’s progress (You may need to read
additional chapters in your text for more information on taking data and graphing it). Make changes to
the intervention as needed and as suggested by your data. Write a synopsis of the project. The paper
should describe the individual, the behavior changed (and why it was important to change the
behavior), the data collection methods used, the procedures for baseline and intervention, the results
(including a properly-drawn graph), and any recommendations you have for future implementation of or
changes to the intervention, along with a rationale for these recommendations. This paper should be 5
to 10 pages, typed, double-spaced, in a 12 point font.
Exhibit 4.a
Evidence for Theme: Academic language development.
9
TPA Academic Language
Academic language is the language used in textbooks, in classrooms, and on tests. It is different in structure and
vocabulary from the everyday spoken English of social interactions. Academic language has been described as
the specialized set of words, grammar, and organizational strategies used to express complex ideas, higher order
thinking processes and abstract concepts (Zwiers, 2008). Even students who speak English well often have
trouble comprehending the academic language used in classrooms.
In May of 2004, the National Council of Teachers English (NCTE) issued a Call to Action citing the unique aspects
of literacy that are encountered by students within the academic discourses of their content area classes.
Because the demands of academic expository discourses differ from more familiar forms such as literary or
personal narrative (Kucer, 2005) NCTE charged teachers with the responsibility of “make(ing) visible to students
how literacy operates within the academic disciplines” (National Council of Teachers of English [NCTE], 2004).
Within the Teacher Performance Assessment (TPA) framework, academic language is the oral and written
language needed by students to understand and communicate in the academic disciplines for specific purposes
and audiences. Academic language often requires the inclusion of context information to make the meaning
clear for a distant audience. It has long been accompanied by visuals such as illustrations and charts, and is
beginning to incorporate multi-media as well as oral and written forms. Academic language genres include the
specialized vocabulary, linguistic features, and textual resources associated with genres within a field (e.g.,
literary criticism, explanations of historical phenomena, lab reports). It also includes instructional language
needed to participate in learning and assessment tasks, including discussing ideas and asking questions,
summarizing instructional and disciplinary texts, following and giving instructions, listening to a mini-lesson,
explaining thinking aloud, giving reasons for a point of view, and answering multiple-choice questions or writing
essays to display knowledge on tests.
In the Teacher Performance Assessment, teaching candidates must identify the language demands of the
learning segment that they create. They must describe the language their students will need to effectively
participate in the classroom tasks, demands related to listening, speaking, reading, writing, and shifting between
those modalities. These demands can be vocabulary, linguistic features of genres, and other language demands
related to participating in learning tasks (e.g., sharing ideas with a partner, listening to instructions). Particular
language demands vary with the purpose and audience. Academic language is often aimed at communicating
with distant audiences when assumptions and needed context need to be made explicit. The degree of language
demand also varies with the cognitive complexity of the content, a student’s current language development, a
student’s relevant knowledge and experience, and the context in which the language demand occurs (e.g.,
participating in a discussion with or without notes). Candidates should be able to show how they draw on
students’ language strengths (including language abilities in another language or context) and supply scaffolds to
enable students to understand or produce language beyond their current level of mastery.
Candidates must also show how their planning, instruction, and assessment support academic language
development.
The Three “F” Words . . .
FUNCTION: Making the language explicit to expand students’ control over language and improve their language
choices according to the purpose and audience for the message
FORMS: Offering structures for developing as well as expressing explanations, evaluations, and analyses
FLUENCY: Developing students’ fluency in academic language forms and functions that provides access to the
“language of school” and academic success
Exhibit 4.a
10
References:
Corbo, E. (2011). Learning through language: A study of the appropriation of academic language
of sixth grade learners across content areas.(Unpublished doctoral dissertation).
University of Cincinnati, Cincinnati, OH.
Kucer, S. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school
settings (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
National Council of Teachers of English (2004) NCTE Position Statement Guideline. Retrieved from
http://www.ncte.org/positions/statements/adolescentliteracy
Stanford Center for Assessment, Learning and Equity (2011). TPAC Assessment. Stanford, CA: Stanford
Center for Assessment, Learning and Equity.
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. Newark, DE:
Jossey-Bass.
Evidence for Theme: Reflection.
Syllabus for Introduction to Education (NB: outcomes page 1, assignments page 2)
 Thinking Journal: 10 entries (or substituted quizzes) questioning readings and lecture/discussion
material will be assigned. Each response paper should demonstrate an understanding of the assigned
topics and themes as well as an analysis of an aspect of that material that is particularly interesting,
troubling, or challenging to you. Draw connections to your own experiences with teaching and
schooling when possible. Papers will be graded with a 2-point rubric which will be posted on Blackboard
prior to the first thinking journal assignment.
TPA Reflection in tasks
In the Teacher Performance Assessment, candidates describe, analyze, and evaluate the teaching of a 3-5 lesson
“learning segment”. The assessment is built around the proposition that successful teaching is based on
knowledge of subject matter and subject-specific pedagogy, developing knowledge of one’s students, reflecting
and acting on evidence of the effects of instruction on student learning, and considering research/theory about
how students learn.
The Teacher Performance Assessment is focused on student learning. To complete the assessment, candidates
describe their plans and what they actually did to achieve student learning (the “what”), provide a rationale for
their plans and an analysis of the effects of their teaching on their students’ learning (the “so what”), and
analyze and reflect on the resulting student learning to plan next steps in instruction or improvements in their
teaching practice (the “now what”).
TPA TASK
Planning
What to Do
 Provide relevant information about your instructional context
by completing the Context for Learning Information.
 Select a learning segment of 3-5 lessons (or, if teaching within
a large time block, about 3-5 hours of connected instruction)
that supports student learning of specific objectives.
What to Submit
 Context for Learning
Information
 Lesson Plans for Learning
Exhibit 4.a
 Determine what content and related academic language you
will emphasize.
 Consider your students’ strengths and needs. create an
instruction and assessment plan for the learning segment,
and write lesson plans.
 Respond to commentary prompts to describe your students
and teaching context, and explain your thinking in developing
the plans and how they reflect what you know about your
students as well as research/theory.
 As you are teaching, complete daily reflections by answering
the prompts.




Segment
Instructional Materials
Assessment Tools and
Criteria
Planning Commentary
Daily Reflections
11