Getting Ready for ed TPATM Jennie Whitcomb University

Getting Ready for ed. TPATM Jennie Whitcomb University of Colorado at Boulder The ed. TPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the ed. TPA trademarks is 1 permitted only pursuant to the terms of a written license agreement.

Disclaimers: This resource powerpoint slide presentation was revised for 2013 -14. Some slides may not match the video associated with this resource exactly. This resource is provided for informational and support purposes only. There is no requirement that it be used asis or as a template by a program implementing ed. TPA. It can be used or modified by any participating institution or it can be used as a springboard for institutions to create their own support materials that address their contexts and needs. Please use © SCALE 2013 on any slides containing text or images pulled directly from ed. TPA Handbooks. 2

Menu of Webinars: Getting Ready for ed. TPATM Series Webinar Focus Audience ① Seeing the Big Picture Teacher Candidate School Partners University Supervisor ② Using ed. TPA Handbook as a Resource Teacher Candidate University Supervisor ③ Organizing for Success & Providing Guidance & Support: The Cooperating Teacher’s Role 3 Teacher Candidate School Partners University Supervisor

Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. TPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson. 4

What role does ed. TPA play in licensure? Summative assessment Multiple measure system Institution and/or state policy sets 5 passing score expectations consequences for not passing

Getting Ready for ed. TPA PART 3 Organizing for Success

Time on your side Make time to… 7 Understand the tasks Work on each task Take breaks Celebrate

Planning with your CT Watch Getting Ready for ed. TPA webinars together Decide class for ed. TPA Discuss curriculum & activities Map when you will teach Identify technology resources in your building Seek advice on parent permission forms 8

Identifying Resources Technology & Curriculum Video camera Scanner Computer set up to download & upload video Curriculum materials Allies 9 Tech savvy allies on campus, on school staff, or among family & friends Advisor or supervisor who is knowledgeable about ed. TPA tasks Supportive family, friends or colleagues who boost your spirits

In sum, to organize for success Manage time Confer and plan with the cooperating teacher Identify resources 10

Providing Guidance & Support: The Cooperating Teacher’s Role 11

What is my role as a cooperating teacher? ① ② ③ ④ ⑤ ⑥ 12 Identify focal class Guide understanding of curriculum organization in your classroom/school/district Secure video permission Record video Support in making time to work on ed. TPA Offer emotional support

When do teacher candidates do ed. TPA? Institutions set expectations and timelines 13

Task 1: Planning Instruction & Assessment Purpose/Key Features Know students and plan for them, not generically Develop 3 -5 lessons built around a central focus Plan instruction & assessment with student’s prior learning in mind Take into account knowledge of students’ development, backgrounds, assets, interests, and learning levels Set clear criteria for student learning that are tied to the learning objectives 14 CT’s Support Role Secondary: Guide your TC to select focal course/period Assist TC to access relevant information to complete Context section Confer with your TC as s/he selects a central focus, content standards, and learning objectives for ed. TPA Explain the general design of curriculum & assessments in use in your school/district Offer emotional support

Task 2: Instructing & Engaging Students in Learning Purpose/Key Features Document on video the ability to engage students and to guide students in deepening their understanding of the learning segment’s central focus CT’s Support Role 15 Assist your TC in securing video permission forms Assist your TC in accessing video recording equipment in your school (if available) Video record during the 35 days of learning segment Provide emotional support

Task 3: Assessing Student Learning Purpose/Key Features Analyze student thinking and learning Analyze student strengths and needs Use analysis of student performance to inform instruction 16 CT’s Support Role Assist your teacher candidate to understand assessment strategies Assist your teacher candidate to access scanning technology in your building Provide emotional support and guide time management

Acceptable Levels of Support 17 Explain general design of curriculum materials or instructional and assessment strategies Use rubric constructs or rubric language to provide teacher candidates with guidance on how their performance will be evaluated formally once submitted

Unacceptable Support Co-teaching or stepping in to clarify or reteach during the 3 -5 day learning segment Using ed. TPA rubrics to provide formal feedback or scores on drafts of ed. TPA tasks prior to submission Making choices of curriculum materials or instructional strategies for the candidate (other than pointing out those required by school/district) Providing your own analysis of k-12 pupil’s work or offering alternative responses to commentary prompts Providing coaching for teacher candidates perceived to be weak that is aimed at helping them pass ed. TPA Editing ed. TPA drafts 18

Once ed. TPA is done 19

What are my resources? ed. TPA Handbook & Templates Your Institution’s Handbooks or website ed. TPA website: http: //edtpa. aacte. org/ 20 Making Good Choices Video permission forms in English (and other languages as appropriate)

Thank you! Questions? Contact: edtpa@aacte. org 21