Teacher Performance Assessment ed TPA Agenda Goals Prepare

Teacher Performance Assessment (ed. TPA) Agenda Goals: Prepare for the ed. TPA Answer questions 1. Review Assignment 2. Consider some resources 3. Practice 4. Important Reminders 4. Adjourn

The ed. TPA Tasks and the Cycle of Effective Teaching “The three ed. TPA tasks represent a cycle of effective teaching (i. e. , teaching that is focused on student learning). The planning task documents your intended teaching, the instruction task documents your enacted teaching, and the assessment task documents the impact of your teaching on student learning. The three tasks and the evidence you provide for each are framed by your understandings of your students and their learning. As you develop, document, and teach your lessons, you will reflect upon the cyclical relationship among planning, instruction and assessment with a focus on your students’ learning needs. ” Page 2 of the Assessment Handbook (Elem Lit and Math)

ed. TPA Tasks Task 1 Planning for Instruction and Assessment: Write/select lesson plans: a 3 -5 lesson segment of your unit. Task 2: Instructing and Engaging Students in Learning: Teach the lessons. Video tape a teaching event (no longer than 15 minutes). Tape more than you need! Task 3: Assessing Student Learning

Pear$on … • Electronic platform; • Provides assistance for technical questions; • Provides prompts for each step of the process; • Provides a template for completing the ed. TPA.

Consult the charts! Evidence Chart – task 1

Consult the other charts! The “Understanding Rubric Level Progression” documents

Let’s Practice: Assessment Rubric 11: Analysis of Student Learning How does the candidate analyze evidence of student learning? Rubric 12: Providing Feedback to Guide Further Learning What type of feedback does the candidate provide to focus students? Rubric 13: Student Use of Feedback How does the candidate support focus students to understand use the feedback to guide their further learning? Rubric 14: Analyzing Students’ Language Use and (Literacy) Learning How does the candidate analyze students’ use of language to develop content understanding? Rubric 15: Using Assessment to Inform Instruction How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction?

Tasks • Consider the learning targets, student work samples, and student descriptions; • Consider the excerpted bits from Task 3; • Examine one (or two) of the assessment rubrics (11 -15) in order to be clear what you have to do to meet the criteria for the rubric; • Pick one or more of the excerpted bits from Task 3 and bullet point your responses to address the rubric requirements; • Prepare to share and explain.

Generalization Learning Target: The student will demonstrate understanding that in founding the nation, taking a position to be a Patriot or a Loyalist involved personal risks in terms of livelihood and personal safety. Evidence of learning: • Takes a position to be a Loyalist or Patriot; • Provides specific examples based on the historical record of events involved in taking such a position (at least 2); • Includes at least one plausible reason for his/her position. Writing Skill Learning Target The student will write an opinion on a topic (choosing to be a Patriot or Loyalist), supporting a point of view with reasons and information. (Common Core Grade 5) Evidence of learning: • Introduces a topic or text clearly, states an opinion, and creates an organizational structure in which ideas are logically grouped to support the writer’s purpose; • Provides logically ordered reasons that are supported by facts and details; • Links opinion and reasons using appropriate words, phrases, and clauses (e. g. , consequently, specifically); • Provides a concluding statement or section related to the opinion presented.

Special areas of note… • Video • Arrange for someone to video tape for you; • Make sure you can hear students speaking; • Make sure everything works; • Tape more than you will actually use; • Video cameras are available for checkout. • Keep student work samples—EVERYTHING! • Keep notes on your reflection after each teaching segment. Professional and ethical responsibilities: • Permissions • Confidentiality

What else? The Canvas pages for TEED 5028 and 5029 have, links to requirements and resources for the ed. TPA

Scoring and Grading Three is the level of achievement on all rubrics. • “preponderance of evidence” for each rubric… • Pearson manages the scoring of the ed. TPA. Passing Score • Total score of 35 for all ed. TPAs with the exception of World Languages which is 30. • Student Voice section will be scored but not counted in total score.

You can do this! SP 13: 44/1 FA 13: 38/0 SP 14: 36/0 FA 14: 41/2 50. 3 47. 0 47. 6 46. 6

What else? Linked on Canvas there’s a Voice. Thread to assist as you engage in writing the ed. TPA.

Timeline & Supports FA 15 Cohort • ed. TPA Teaching April -> May (Timing arranged with cooperating teacher and supervisor) • Monday, June 13 , —Wednesday, June 15 Work independently or with peers to complete (not begin!) & polish the ed. TPA (Don’t polish it too long!) • Thursday, June 16, 5: 00 PM Last possible minute for submission of ed. TPA to Pearson (Don’t wait until the last minute!!)