Teacher Performance Assessment
(TPA): Scorer Training Overview
An Overview…
by Donna Hanby
donna.hanby@wright.edu
Setting the Context
• Traditional
vs.
Alternative
Teacher
Preparation
Programs
• House Bill 1
• PIII
Transition
to Resident
Educator
House Bill 1
 Transfers responsibility for approving teacher preparation
programs from the State Board to the Chancellor of the Board of
Regents
 Directs the Chancellor, jointly with the State Superintendent, to:
(1) establish metrics and educator preparation programs for the
preparation of educators and other school personnel, and (2)
provide for inspection of the institutions.
 Through HB1, Ohio is first in the nation to require a four-year
induction program (Resident Educator)
Career Ladder
Preservice
Preparation
Resident
Teacher
License
Professional
License
Senior
Professional
License
Teacher Performance Assessment Model
Lead
Professional
License
Accountability
Outcome
Metrics
Performance
Pre-Service
Not
Effective
More coursework or enter different area of study
Effective
Recommended for resident educator license
• Content Knowledge: Praxis II
• Performance Assessment: TPA
Teacher Residency
• Formative assessment coupled with
goal setting and coaching
Not
Effective
PAR
Program
Not
Effective
Employment terminated
Effective
• Annual summative assessment based
on multiple measures of educator
effectiveness including student growth
Annual Teacher Evaluation
• Formative assessments that inform
Effective
Not
Effective
Continue with Residency
Not
Effective
Recommended for Five Year
Professional License
Employment terminated
PAR
Program
Effective
PD and coaching support
• Annual summative assessment based
on multiple measures of educator
effectiveness including student growth
Effective
Continue as Teacher
Informs decisions: retention,
dismissal, tenure, promotion,
compensation
TPA Background

Three-year grant to create a National Teacher Performance
Assessment

Based upon the Performance Assessment for Teacher
Candidates (PACT) from California (http://www.pacttpa.org)

Co-PIs ~ Linda Darling-Hammond & Ray Pecheone
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 (University of Dayton, University of
Cincinnati & The Ohio State University)

SEAs (ODE & OBR)
National Progress to Date

Commitments from 20+ participating pilot states, including State Ed
Agencies (OBR/ODE) and Institutions of Higher Education IHEs

Field-based state and IHE review of the California PACT assessment
methodology, upon which this initiative is based

Conducted an alignment study with INTASC teaching standards, as
well as state developed teaching standards

Implemented tasks last spring in accelerated IHEs and provided
feedback

Convened design team of leading measurement experts and researchers
to inform the development of the TPA
Ohio’s TPA Timeline

Ohio became one of 20+ States engaged in TPA in spring of 2009.

Ohio became one of five accelerated states in late spring of 2010.
Others are Massachusetts, Minnesota, Tennessee and Washington.



Summer 2010, Four Year timeline completed with the TPAC team at Stanford
University (3 IHE reps and 2 OBR reps attended).
Nov. 2010, State TPA meeting with 47 IHEs attending.
Dec. 2010, MOUs distributed to all 51 IHEs by Chancellor (4 yr timeline) 70%
returned to date.

Jan. 2011, Ohio trained 12 Trainers-of-Training.

April 2011, Scorer Training to be held (300+ assessments).
April – May 2011

April ~ State scorer training

April/May – calibrate scorers & assess portfolios

May 30 - Submit Results to Stanford

Fall 2011 – All Ohio IHEs will complete the full assessment cycle

Becomes high stakes in 2013 as one of House Bill 1’s Metrics for
Teacher Education Institutions
A MULTIPLE MEASUREMENT ASSESSMENT
Embedded Signature Assessments
— examples —
Child
Case
Studies
Analyses of
Student
Learning
Curriculum
/Teaching
Analyses
The Capstone
Teaching Event
Teaching Event
Demonstrates :
‣Planning
‣Instruction
‣Assessing
‣Reflecting
‣Academic Language
Observation/Supervisory Evaluation & Feedback
RP
13
Content Assessments
There are six content assessments currently being utilized nationwide:

Elementary Literacy

Elementary Math

Secondary Math

Secondary English/Lang. Arts

Secondary Science

Secondary History/Social Science
What do Candidates Do for TPA?
A Content-Specific Teacher Work Sample that includes:
Planning
Instruction and Assessment – Task 1
Instructing
Assessing
& Engaging Students In Learning – Task 2
Student Learning – Task 3
Retrospective
Academic

Reflection – Task 4
Language
Theory into Practice application
What is submitted and
by what means?

An electronic portfolio with the three to five days of
planning, instructing ( including a 15-20 minute video),
assessment, and reflection

Unique IDs will be assigned to each T. candidate and
calibrated scorer for each portfolio to be scored

Portfolio artifacts will be kept on an IHEs home assessment
system (Chalk & Wire, Taskstream etc.) for accreditation
needs AND portfolio constructed/submitted to a separate
server to protect identity and to be assessed

Results returned to candidate and program end of term
How is it completed?

During the student teaching experience in 3-5 lessons the teacher
candidate will be teaching

It includes planning, instructing, assessing, and reflecting over 3-5
consecutive lessons to be taught (such as within a unit of study)

A faculty/supervisor may assist to determine a timeline to
complete the portfolio

It will then be completed electronically (like other key
assessments) and scored by a trained/calibrated assessor
Task 1
Purpose
The Planning Instruction & Assessment task asks the candidate to:
•
Describe plans for the learning segment and explain how they are
appropriate for the students and the content being taught;
•
Demonstrate the ability to organize curriculum, instruction, and
assessment to help diverse students meet standards for the content; and,
•
Develop academic language related to the content.

Evidence ~ to select, adapt, or design learning tasks and materials that
offer students equitable access to the content.
TPA TASK # 1: Planning Instruction
and Assessment

Describe school and classroom context.

Describe students’ academic development, language abilities, social and
emotional development, and family and community assets.

Describe modifications planned for students with specific learning needs.

Identify what will be taught in the content area.

Describe plans to teach content in ways to support student learning.

Describe how student learning will be monitored while teaching.

Identify the language needed to process and express the content.
Commentary
7-9 single-spaced pages





Summarize content focus (big idea/essential question)
Describe how knowing Ss influences choices of instructional
strategies for learning
How do plans support student learning of content and academic
language
Monitoring student learning during the learning segment
Reflection (research/theory guiding strategies)
Evidence provided:

Context for Learning form

Context for Learning commentary

Lesson plans

Copies of handouts, assessments, and other materials
needed to understand the learning and assessment tasks

Planning commentary
Task 2: Instructing and Engaging Students
in Learning
Purpose
The
Instructing and Engaging Students in Learning
task asks to demonstrate how one facilitates students’
developing understanding of skills and strategies to
comprehend or compose text.
Evidence
of engaging students in meaningful tasks,
monitor understanding, and use responses to students to
guide their learning.
Task 2
Instructing & Engaging Students in Learning
Identify
lessons where students are engaged in using relevant skills and
strategies to comprehend and/or compose text. One lesson is selected for
filming.
Collect
Video
permission forms from parents and prepare for filming.
the lesson.
Review
the video to identify one or two video clips that meet requirements.
Respond
to commentary prompts to analyze your teaching and your
students’ learning in the video clip(s).
To Submit:
Video Clip(s) ~ Video Label Form ~ Instruction Commentary
Video Taping Specs
Content
Maximum Minutes
# of Clips
Elementary Literacy
15
1-2
Elementary Math
15
1-2
Secondary Math
20
1-2
Secondary Science
20
2/10 minutes each
History/Social Science
20
2/10 minutes each
English/Lang. Arts
20
2/10 minutes each
Video Guidelines
A
video clip should be continuous and unedited, with no interruption in the events. If two clips are
used, the two clips must come from the same lesson.
The
clip(s) can feature either the whole class or a targeted group of students.
Both
the teacher candidate and their students should be visible and clearly heard on the video
submitted.
Tips
for recording a class on video should be available from one’s program.
Before
videotaping, gain the appropriate permission from parents/guardians of the teacher candidate’s
students and from adults that appear on the video.
Instruction Commentary

2-4 single-spaced pages

Describe strategies used to engage Ss in learning tasks to develop skills & strategies to
build their understandings of the specific content.

Cite language supports seen in the clip to help Ss understand content and/or build their
academic language skills.

Describe strategies for eliciting student thinking and how ongoing responses further their
learning.

Reflection – student learning of concepts and academic lang. If done over, what might
have been done to take advantage of missed opportunities or to improve the learning of Ss
with diverse learning needs and characteristics.
Task 3: Assessing Student Learning
Purpose

The Assessment of Student Learning task asks to assess student achievement, diagnose
student learning strengths and needs, and inform instruction.
Provide evidence to:

1) develop evaluation criteria aligned with big idea or essential question, standards, and
learning objectives;

2) analyze student performance on an assessment in relation to student needs and the
identified learning objectives;

3) provide feedback to students; and

4) use the analysis to identify next steps in instruction for the whole class and individual
students.
Task #3: Assessing Student Learning

Describe the variation in student learning based on whole class and individual
student performance.

Describe how your feedback specifically addressed your students’ learning needs.

Analyze what students learned based on an assessment that is aligned with the
content learning goals.
Task 3 Commentary

Refer to lesson plans & cite specific standards/objectives that are measured by
the assessment chosen for analysis

Create a summary of student learning for the whole class relative to the
evaluation criteria

Discuss what most students appear to understand well, and, if relevant, any
misunderstandings, confusions, or needs for greater challenge apparent for
some or most. Cite evidence to support analysis from the three student work
samples you selected.

For two specific Ss – strengths/challenges, conclusions from the work sample,
feedback influencing their Individual needs and opportunities for them to
apply the feedback given

Reflection on student performance on assessment, next steps, individual next
steps for the two students
Task 3
Assessing Student Learning
Analyze
student performance across the class from one assessment completed during the
learning segment.
Identify
three student work samples that illustrate class trends in student understanding.
Select
two focus students from the class whose learning you will analyze in more depth,
and for whom you will document feedback on their work.
Respond
to commentary prompts to analyze the extent to which the whole class met the
standards/objectives, analyze the individual learning of two focus students and describe
your feedback to them, and identify next steps in instruction based on your analysis.
What to submit:
Evaluation
Evidence
Criteria
of Feedback
Student Work Samples
Assessment Commentary
Retrospective Reflection

Reflection is incorporated throughout TPA

During Planning, Instruction and Assessing

There is also a culminating Retrospective Reflection (Task 4)
incorporated at the end of the total TPA portfolio
Academic Language
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 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.
(See Appendix A for Content-Specific Academic Language).
Scoring

Scoring in accelerated states should include:

Independent scoring by scorers who have not supervised the candidate

Random selection of 10-15% of portfolios submitted for double-scoring

Double scoring of any portfolio receiving more than 4 of 11 scores at
rubric level “1”

The portfolio can be a requirement to be passed during student teaching
(like BCI, FBI etc.) but should not be “graded” as part of the student
teaching course… Passing is determined by the calibrated scorer(s) not the
instructor of the student teaching course.
Ohio Spring TPAC Timeline
SPRING TPAC ASSESSMENT COMPLETED IN STUDENT TEACHING (SPRING TERM) DUE TO IHE REP MAY 2
APRIL 15-16 SCORER TRAINING
APRIL 29 SCORER CALIBRATION
DUE DATE
APRIL 30- MAY 6 ASSESSMENT
ASSIGNMENTS MADE REGIONALLY
MAY 20 RETURN COMPLETED
ASSESSMENTS TO DH FROM TOT
TRAINERS
MAY 21 DOUBLE SCORING
SAMPLE AS NEEDED, RETURNED
TO DH BY MAY 25
OHIO ASSESMENTS SENT TO
STANFORD, ELECTRONICALLY
AND BY DISC/FLASHDRIVE BY
MAY 26
Thanks!
For
Participating
In
This
National
Initiative!!!
Next Steps…
Room Assignments:
Check-in
& meals
The Capitol Room (#6)
Elementary
Literacy
The Worthington Room (#7)
Elementary
Mathematics
The Ohio Room (#10)
Secondary
English-Language Arts
The Westerville Room (#2)
Secondary
History-Social Science
The Powell Room (#1)
Secondary
Mathematics
The Board Room (#8)
Secondary
Science
The Dublin Room (#9)