Ohio TPA:
Implementing a TPA Task
Facilitator ~ Donna Hanby
Donna.hanby@wright.edu
3/24/11 ~ 2-3 PM
Ohio Teacher Performance Assessment
Participants
Pilot I IHEs =
The University of Cincinnati, The University of
Dayton, The Ohio State University and Wright State University (+ ODE &
OBR) are partners within the TPAC national grant.
Pilot II IHEs =
Akron, Antioch, Ashland, Bluffton,
Bowling Green, Capital, Cedarville, Cleveland, Defiance, Findlay,
Franciscan, Heidelberg, Hiram, Kent State, Lake Erie, Lourdes,
Malone, Miami, Muskingum, Notre Dame, Ohio Christian, Ohio
Northern, Ohio University, Ohio Wesleyan, Otterbein, Rio Grande,
Shawnee State, Toledo, Wilmington, Wooster, Youngstown State
69% Participating IHEs
Agenda/Topics to Be Covered
Goals for Implementation of Tasks
Who should be involved
Task Elements
Rubrics
Timeline
Feedback
4/9/2015
Goals for Implementation
Complete one task in a TPA
content area with a small group of
teacher candidates
Assist by being the “guide on the
side”
Monitor progress to completion
4/9/2015
Who’s Involved
Teacher Candidates
Clinical Faculty (school/university)
TPA Coordinator/Contact Person
Program Coordinator
Support Staff
Administration (school/university)
4/9/2015
Tasks
Task 1 – Planning Instruction &
Assessment
Task 2 – Instructing & Engaging
Students in Learning
Task 3 – Assessing Student Learning
Final Retrospective Reflection (Task 4)
4/9/2015
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.
Task 1 In Detail (Elements)
Context for Learning
About the school (elementary, middle,
high school)
Specific features of school or classroom
setting
Cooperating teacher requirements that
might impact planning or delivery of
instruction (standardized tests, pacing
etc.)
Context
Time devoted to subject
Ability grouping/tracking
Textbook or instructional program
Other resources
Students: Grade level(s), # of
males/females, ELL, GT, IEPs or 504 plans
Chart required
accommodations/modifications
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)
Planning Rubrics: Primary Sources of
Information
Task 1: Context for Learning
Context Information for Understanding & Assessing Candidate’s
Decisions
Context Commentary – description of students’ development –
content, language, social skills, and perhaps community resources
relevant to the unit
Context For Learning Form – time available for teaching
class/subject, number of English Learners and Proficient English
Speakers vs. number of students, number of students with identified
special needs, textbook and other resources
GQ11 (Supporting Academic Language Development)
Context Commentary, for students’ language development
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
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 Criteria
Student Work Samples
Evidence of Feedback
Assessment Commentary
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
Assessment Rubrics
Assessing Student Learning
GQ6 (Analysis of Student Work)
Standards/objectives assessed (Assessment Commentary, question 1)
Evaluative Criteria or Rubric
Assessment Commentary (especially questions 2, 3, 4, 5)
Student Work Samples (to help you see how candidate actually applied the
evaluative criteria and the correspondence of the evidence in student work to
conclusions drawn)
GQ7 (Assessment Informing Teaching)
Assessment Commentary, question 7
GQ8 (Using Feedback to Promote Student Learning)
Assessment Commentary, question 6
GQ12 (Supporting Academic Language Development)
Assessment Commentary, questions 5 and 7
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 permission forms from parents and prepare for filming.
Video 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.
Instruction Rubrics
Task 2: Planning Assessment & Instruction
GQ1 (Establishing a Balanced Instructional Focus)
Lesson Plans (standards, objectives, assessments, instructional strategies and learning tasks, resources)
Instructional & Assessment Materials (to help understand the plans in more detail)
Planning Commentary
GQ2 (Accessible Content)
Instructional Materials (to help understand the plans in more detail)
Planning Commentary
GQ3 (Assessment Design)
Lesson Plans (standards, objectives, informal and formal assessments)
Instructional Materials (to help understand the plans in more detail)
Planning Commentary
GQ11 (Understanding Language Demands)
Planning Commentary
GQ12 (Supporting Academic Language Development)
Lesson Plans (standards, objectives, assessments, instructional strategies and learning tasks, resources)
Planning Commentary
Timeline
Meet with the Teacher Candidates to determine a
specific timeline for the task(s) they will be completing
Determine time around time in the classroom to
complete the particular task(s) for the TPA assessment
Plan completion around other major student teaching
requirements
Consider substitution of current requirements if similar to
a TPA task (i.e., Task 3 vs. Impact on Ss Learning)
Backwards Planning
Checking in at specific times from developed timeline to
check on progress to date or remind candidates where
they should be at a point in time
TPAC Feedback
The TPAC assessment plays a role in recommending a candidate for a teaching
credential, either as a course assignment or as a direct contributor to a
recommendation for a teaching credential. Therefore, it is important that faculty,
supervisors, cooperating teachers, peers, and other educators offering assistance
understand the distinction between appropriate and inappropriate support to
candidates as they work on completing the TPAC assessment.
The TPAC assessment should document the work of candidates and their students in
their classrooms; educators offering support should discourage any attempts to
fabricate evidence or plagiarize work. Given the demonstrated value of collegiality in
education and the placement of the TPAC assessment within an educational program,
TPAC encourages collaboration but is also interested in ensuring the authenticity of
the portfolio submission. Therefore the boundaries between acceptable and
unacceptable support are being made explicit in this document to support a
consistent understanding across TPAC institutions.
©Stanford Center for Assessment, Learning and Equity
November 8, 2010
Appropriate Feedback
Acceptable forms of support for constructing the TPAC assessment include:
Explaining the general design of curriculum materials or instructional and assessment
strategies, leaving it to candidates to make selections and/or adaptations based on
perceptions of their students’ strengths and needs and on the content to be taught.
Making referrals to professional and research articles on issues the candidate is
thinking about, curriculum materials, experienced teachers, and TPAC support
documents. Many, if not most, candidates will use or adapt curriculum materials
developed by others; they should just cite the source, including materials from
experienced teachers. It is up to each candidate to explain how the materials are
appropriate for their students and the relevant learning objectives and standards.
Asking probing or clarifying questions that encourage candidates to deepen their
analysis of and reflection on the artifacts, commentary prompts, and/or their
responses and to communicate these analyses and reflections more clearly.
©Stanford Center for Assessment, Learning and Equity
November 8, 2010
Unacceptable Feedback
Unacceptable forms of support for constructing the TPAC assessment include:
Making choices of curriculum materials or instructional strategies (other
than those required by the cooperating teacher/school/district) for the
candidate
Providing your own analysis of the candidate’s students or artifacts or
offering alternative responses to commentary prompts
Suggesting specific changes to be made in a draft TPAC assessment rather
than asking questions aimed at helping candidates reflect on a draft and
reach their own conclusions about needed changes
Providing intensive coaching for candidates perceived to be weak that is
aimed at helping them pass the TPAC assessment rather than at improving
their teaching competence, e.g., extensive focused feedback on repeated
drafts leading to the final submission
Editing the TPAC assessment
©Stanford Center for Assessment, Learning and Equity
November 8, 2010
Feedback Summary
In summary, educators and peers providing
support to candidates completing TPAC
assessments should take care that it reflects the
understanding of the candidate with respect to the
teaching and learning during the learning segment
documented and is an authentic representation of
the candidates work.
©Stanford Center for Assessment, Learning and Equity
November 8, 2010
Next Steps…
Candidates and faculty will have an
opportunity to provide feedback about the
task experience through an on-line survey.
TPA contacts will also be asked to provide
feedback about the TPA experience this
term.
4/9/2015
Q & A’s
Questions …
relative to the implementation
of a task?
4/9/2015
Additional Resources
http://www.ohiotpa.org
http://www.aacte.org/index.php?/Program
s/Teacher-Performance-AssessmentConsortium-TPAC/teacher-performanceassessment-consortium.html
http://www.pacttpa.org
Thanks for attending the first
Ohio TPA Webinar!