Teacher Performance Assessment

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Teacher Performance
Assessment (TPA)
The University of Toledo
Faculty Senate
October 9, 2012
Why now?
How has Ohio responded to the
national pressure?

Ohio House Bill 1 (passed in 2009, established a new licensure structure
for Ohio educators, effective in 2011).

HB 1 transfers responsibility for approving teacher preparation program
from the State Board to the Chancellor of the Board of Regents.

Directs the Chancellor, jointly with the State Superintendent, to:


Establish metrics and educator preparation programs for the preparation of
educators and other school personnel (Ohio Educator Preparation Metrics),
and (2) provide for inspection of the institutions (accreditation process).
Through HB 1, Ohio is the first in the nation to require a four-year
induction program (Resident Educator).
Ohio Teacher Career Continuum
Preservice
Undergraduate and
Graduate Pathways
to Teaching
Ongoing Support
Four-Year
Residency
Continued
Professional
Development
Continuum of Support and Assessment for Teachers
Teacher Career Ladder
Preservice
Preparation
Resident
Teacher
License
(4 year)
Professional
License
(5 year)
Senior
Professional
License
(5 year)
Teacher Performance Assessment Model
Lead
Professional
License
(5 year)
Why a teacher performance
assessment for pre-service teachers?

The Ohio Educator Preparation Metrics include a “statewide teacher
performance assessment.”

Prior to HB 1 Ohio required Praxis III, a performance based assessment
used during the induction year of teaching.

Praxis III was line item budgeted.

The new performance assessment requirement is an unfunded mandate.
Teacher Performance Assessment (TPA)
Background

Three-year grant to create a National Teacher
Performance Assessment

Co-PIs ~ Linda Darling-Hammond & Ray
Pecheone (Stanford University)

Based upon the Performance Assessment for
Teacher Candidates (PACT) from California
What is the Teacher Performance
Assessment (TPA)?

The Teacher Performance Assessment (TPA)
is a student-centered, multiple measure
assessment of teaching.

It is designed to be educative and predictive of
effective teaching and student learning.
Project Partners

AACTE (American Association of Colleges for Teacher Education)

CCSSO (Council of Chief State School Officers)

Stanford University

Lead IHE in Each State (Wright State, for Ohio)

IHEs in Each State (All 51 teacher preparation programs in Ohio are
participating in the pilot)

State Education Agencies (ODE & OBR)
National Progress/Participation

States = 25

Campuses = 180+

Teacher Candidates = 8,000

Scorers (IHE and K-12) = 900

Subject Specific design/review
team members (including
national subject matter project
representatives) = 120+

Content Validation Reviewers =
200+

Benchmarkers and Scoring
Trainers = 120

Bias Review Members = 10
Partnering States
TPA Targeted Competencies

PLANNING (Task 1)



Planning for content
understandings

Using knowledge of students to
inform teaching

Planning assessments to
monitor and support student
learning

ASSESSMENT (Task 3)

Analyzing student work

Using feedback to guide learning

Using assessment to inform
instruction
ANALYZING TEACHING (Task 4)

INSTUCTION (Task 2)

Engaging students in learning

Deepening student learning
during instruction

Reflecting/analyzing teaching
effectiveness
ACADEMIC LANGUAGE

Identifying Language Demands

Supporting students’ academic
language development

Evidence of language use
Records of Practice/Evidence
Planning
Lesson Plans
Handouts, overheads,
student work
Lesson Commentary
Instruction
Video clip(s)
Teaching Commentary
Instructional and
Social Context
3-5 Days
Analysis of Teaching
Daily Reflection Notes
Reflective Commentary
Assessment
Analysis of Whole Class
Assessment
Analysis of learning of two
students
Evidence of Academic Language
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 group  individuals
Rubric Blueprint
Task Name: Rubric Title
Guiding Question
Level 1
Level 2
Struggling Some skill
candidate, but needs
not ready
more
to teach
practice to
be teacherof-record
Level 3
Acceptable
level to
begin
teaching
Level 4
Level 5
Solid
Stellar
foundation candidate
of
knowledge
and skills
Pearson’s Role in the TPA

Pearson has been selected as Stanford’s operational partner.

Pearson will provide assessment services to deliver the TPA
nationally.

Pearson’s involvement will result in sustainability of the product.

Pearson will train and certify scorers, provide a scoring platform and
report results for the operational TPA.
Ohio’s Next Steps

As soon as possible Ohio’s teacher performance assessment
requirement must be identified (i.e., candidate licensure requirement
vs. program requirement).

In December 2012 Ohio Teacher Preparation Programs Report Cards
are scheduled to be released. If adopted, TPA data will be included as
part of the report card.

In 2013 the Ohio Teacher Evaluation System Model begins for all K12 schools. This system focuses on teacher performance and student
growth and results will appear on the Report Card. This system is
aligned with TPA.
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