TEACHING PERFORMANCE ASSESSMENT ASSESSMENT FOR GRADUATING TEACHERS ELEMENTS

TEACHING PERFORMANCE ASSESSMENT: ASSESSMENT FOR GRADUATING TEACHERS ELEMENTS 1, 2 AND 3

IN THIS PRESENTATION 1. Purpose of the presentation 2. Brief background (TPA/Af. GT) 3. Purpose of the Af. GT 4. Structure of the instrument 5. Roles and responsibilities

PURPOSE OF THE PRESENTATION Provide an overview of the Af. GT instrument Provide information on the explicit requirements of the instrument elements 1, 2 and 3 Develop a shared understanding of what this will mean for you (our students and the schools who host them for professional placements) It’s important that we have shared knowledge of the tool so we work together for great learning outcomes for pre service teachers

BACKGROUND Teaching Performance Assessment Robust assessment of pre-service teachers is vital in giving students, families and schools confidence that graduates from Australian initial teacher education programs are effectively prepared for entry into the profession. The Accreditation of initial teacher education programs in Australia: Standards and Procedures (2015) (Standards and Procedures) requires that all pre-service teachers successfully complete a rigorous assessment (teaching performance assessment) that covers the breadth of teaching practices to ensure that they are classroom ready by the time they graduate. (AITSL) https: //www. aitsl. edu. au/deliver ite programs/teaching performance assessment/fact sheet teaching performance assessment program standard 1. 2

BACKGROUND Assessment for Graduate Teachers (Af. GT) Af. GT Consortium Initial version trialled in 2017 Ongoing moderation between universities Evaluations to determine validity, reliability and impact National research Research is being conducted to provide evidence and data to inform and enhance ITE practice and policy At this time there are eight universities which are members of the consortium This year, faculty reps have attended a number days of moderation and will attend more in the future

PURPOSE • The Assessment for Graduate Teachers (Af. GT) is a summative, capstone teaching performance assessment. It is designed to assess a Pre Service Teacher’s (PST) teaching as measured by the Australian Professional Graduate Standards for Teachers (Australian Institute for Teaching & School Leadership (AITSL), 2017) at the completion of their initial teacher education program. It has been developed in response to Program Standard 1. 2 (AITSL, 2016, p. 8): • Program design and assessment processes require PSTs to have successfully completed a final year teaching performance assessment prior to graduation that is shown to: • a) be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting • b) be a valid assessment that clearly assesses the content of the Graduate Teacher Standards • c) have clear, measurable and justifiable achievement criteria that discriminate between meeting and not meeting the Graduate Teacher Standards • d) be a reliable assessment in which there appropriate processes in place for ensuring consistent scoring between assessors • e) include moderation processes that support consistent decision making against the achievement criteria.

STRUCTURE OF THE INSTRUMENT • 4 Elements Planning for teaching and learning Analysing teaching practice Assessing for impact on student learning Expanding practice Elements 1 to 3 build on each other and are part of the summative assessment in the final unit. They are completed in order. Element 4 can be completed independently of the other three elements. Total word count excluding lesson planning is 2400 for Elements 1 3 and 600 for Element 4

ELEMENT 1: PLANNING FOR TEACHING AND LEARNING In this Element, the focus is on the pre service teacher’s capacity to understand the context of their placement and their planning for student learning in relation to the specific goal/s of the sequence of lessons, and the ways in which they will judge their impact on student learning. PSTs will need to pass Element 1 to demonstrate that the Australian Professional Standards for Graduate Teachers (AITSL, 2016) are met. The APSGT Standards being assessed in Element 1 are: 1. 1, 1. 2, 1. 3, 1. 5, 2. 1, 2. 2, 2. 3, 3. 2, 3. 4, 4. 1, 4. 5, 5. 1, 5. 2, 5. 3 and 5. 4.

On the ‘cover page’ prior to this page, PSTs are required to provide some background information about the school and class more generally: school location and name of traditional lands of Indigenous People, school sector, enrolment numbers, characteristics, year level, number of students in class and description of physical spaces where teaching takes place This section might be discussed in your initial meeting together at the school

Our students will need to have a deep understanding of the Standards in order to be able to ‘ensure they address’ each of them within the appropriate element

Our students have a permission letter to give out to students in the class which explains this process to parents – they need to get this sent home as soon as possible upon commencing the placement (or even beforehand)

ELEMENT 2: ANALYSING TEACHING PRACTICE In this Element, the focus is on the pre service teacher’s capacity to understand the implications of pedagogical practice on student learning and to demonstrate that they meet the APSGTs that relate to pedagogical practice. PSTs will gather data (via video, mentor, student, and peer (if available) feedback), on two Key Pedagogical Segments (KPSs). The first KPS should be early in the sequence of lessons; the second should be towards the end of the sequence of lessons. PSTs will be required to analyse their teaching, showing consideration for the complexity and interrelation of learning and teaching, reflection on the learning goals, and the role of professional judgements that have been made in their teaching. PSTs will need to pass Element 2 to demonstrate that the Australian Professional Standards for Graduate Teachers (AITSL, 2016) are met. The APSGT Standards being assessed in Element 2 are: 1. 2, 3. 1, 3. 3, 3. 5, 3. 6, 4. 2, 4. 4 and 6. 3.

In cases where video recording is not possible, an audio recording (for example on a mobile phone) may suffice In order to complete the assessment tasks, the following activities need to be undertaken: • Video record sections of two lessons that you have taught, ensuring compliance with the requirements in Section 4: Procedures and Guidelines for Video-recording. • Choose a segment of 6 to 10 minutes in each recording that demonstrate an aspect of your teaching and the students engaged in learning. These segments are referred to as your two Key Pedagogical Segments (KPSs). Your recordings should be unedited because they are capturing key moments in your teaching and of the students’ learning. • Seek mentor teacher feedback, student feedback, and peer feedback (if available), for the two KPSs. (The written feedback from your mentor teacher will need to be submitted for each of your KPSs. ) The written feedback mentors provide to their PST will be vital in supporting them to complete the tasks

E 2 (2)is also 375 words. Video submissions are to be uploaded and recorded and may be referred to by the marker but are not ‘assessed’ for quality or for teacher activity. Written feedback from mentor teacher is also uploaded as a file which can be referred to as above.

ELEMENT 3: ASSESSING FOR IMPACT ON STUDENT LEARNING In this Element, the focus is on the pre service teacher’s capacity to analyse the implementation of a targeted summative assessment task and determine the extent to which all students in the class have been able to achieve the overarching learning goals of the sequence of lessons. PSTs will need to pass Element 3 to demonstrate that the Australian Professional Standards for Graduate Teachers (AITSL, 2016) are met. The APSGT Standards being assessed in Element 3 are: 1. 2, 1. 5, 5. 1, 5. 2, 5. 3, and 5. 4.

• ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 3 • 1. Produce a data display that supports rigorous interpretation of whole class responses to the summative assessment task. • 2. Critically analyse the assessment data you collected from the whole class and discuss your findings considering aspects such as distribution of scores, patterns, trends and unexpected results. • 3. Justify the (de identified) written feedback provided to selected students about their learning using your critical analysis of the assessment data. • 4. Evaluate the effectiveness of your use of assessment strategies, supporting your evaluation with your understanding of research into how students learn • 5. Analyse the assessment moderation processes you undertook to determine student attainment and evaluate the efficacy of these processes. • 6. Justify the next steps you would take for teaching your three selected students and the class as a whole using your evaluation of assessment data along with your understanding of research into how students learn. • This element is 900 words in total

Our students need to understand what is meant by a ‘data display’ and mentor teachers will be key to supporting them to do this and to gather appropriate data Students have covered this in other units and we encourage mentors to demonstrate how they use such aspects in their own work

Focused analysis of three students but only 150 words per student Need to ensure that there is the opportunity to engage in some form of moderation during the placement

Note the requirement to specifically consider the three focus students AND the whole class generally Note further reference to ‘research into how students learn’

ELEMENT 4: EXPANDING PRACTICE In this Element, the focus is on the pre service teacher’s capacity to make situational judgments about typical circumstances that they may encounter during their teaching career, but which have not previously been assessed elsewhere in Elements 1 to 3. PSTs will need to pass Element 4 to demonstrate that the Australian Professional Standards for Graduate Teachers (AITSL, 2016) are met. The APSGT Standards being assessed in Element 4 are: 1. 4, 1. 6, 2. 4, 3. 1 and 4. 3. Disability and inclusion, diversity, challenging behaviours, and education of students from Aboriginal and Torres Strait Islander backgrounds are included in this element

• ASSESSMENT TASKS & SUB-TASKS OF ELEMENT 4 • 1. A link to a Qualtrics survey will be sent to you and you will respond to the four different scenarios provided. An assessment rubric will accompany each scenario. • 2. Insert your name, student number and student email address as prompted. • 3. You will have 24 hours in which to complete Element 4 from the time that you start entering your responses. • 4. Read the scenario carefully. • 5. For each scenario, you are required to choose one of the options, A to D, and to then justify your decision. Your responses can be in either bullet points or prose. The indicative word count for each justification is between 100 and 150 words • 6. When complete, save and then submit your responses by following the prompts.

Assessment Rubrics have been developed for each component of the task Each component refers directly to the professional standard being assessed – some standards are assessed more than once in the instrument G+ = student has ‘more than’ met the graduate standard G= student as met the graduate standard G = student has not met the standard U= not enough evidence to make any judgement

ROLES AND RESPONSIBILITIES University Staff School Mentors and Coordinators Pre service teachers (note, School Principals are also asked to participate in some research activity (survey/interview) after placements and can opt in or out of this)

SCHOOL PROFESSIONAL EXPERIENCE COORDINATORS The School’s Professional Experience Co ordinator will be principally involved in supporting mentor teachers who are supervising pre service teachers who are on their final placement in the school. Their role is very similar to that of the mentor teacher, and it is possible that the School’s Professional Experience Co ordinator might also participate in the moderation of school students’ work, as required in Element 3. The School’s Professional Experience Co ordinator will be the school’s main point of contact with the university and will be well placed to advise on how the mentor teacher’s report and the PST’s progress through the Af. GT align with each other. At the conclusion of the practicum, the School’s Professional Experience Co ordinator will be invited to participate in an online survey and a focus group discussion to evaluate the effectiveness of the A f. GT processes.

MENTOR TEACHERS Although the Af. GT will be marked by a university-based teacher educator, Mentor Teachers can support the assessment process by: • Familiarising themselves with the Af. GT, in particular, the manner in which the PST is implementing the task during their final practicum placement. • Understanding the relationship with the final practicum placement report i. e. that it complements the Af. GT as it provides another perspective on the PST’s teaching performance. • Assisting PSTs to incorporate the Af. GT task within the timeframe of the final practicum placement. This means supporting PSTs to schedule and plan the implementation of the Af. GT at the start of the practicum placement. • Ensuring that the PST informs them about the implementation plan, including the timeframe and the specific sequence of lessons to be used for Af. GT purposes (i. e. Elements 1 3). • Ensuring that PSTs are supported to use their knowledge and skills to undertake their Af. GT tasks. This means the focus is on supporting PSTs to demonstrate their teaching capacity and attainment of graduate APST through written feedback on teaching plans, videoed lessons and student assessments. • Ensuring that the feedback they give PSTs helps them to analyse and reflect on their teaching performance, including the impact that their teaching is having on students in their classrooms. Feedback may be provided through professional discussions about the PTS’s teaching practice. • Assisting PSTs to work through the administrative processes associated with the Af. GT (for example, distributing and collecting opt out consent forms from parents/carers and students re video recording lessons and collecting student assessment samples). • Provide feedback and assessment reports to the university teacher education provider as required. • Continually liaise with the relevant university teacher educator regarding how best to collaborate and coordinate support for the PSTs.

PRE-SERVICE TEACHERS PSTs will need to recognise the responsibility they have in completing the Af. GT assessment as a summative, capstone teaching performance assessment. They will be proactive in undertaking this assessment by: • Ensuring that they understand the purpose, significance and benefits of the A f. GT, including the relationship of the Af. GT to the final practicum report. • Building their capacity throughout the course to undertake the A f. GT, enabling them to successfully apply learning from various subjects and professional experiences. • Developing a plan for implementing the A f. GT in a timely and effective manner. This plan will need to be supported by the academic/s supporting them to ensure accurate and realistic understanding of expectations and requirements. • Monitoring their progress in implementing the A f. GT instrument, by continually reviewing their process and testing their efforts against the A f. GT rubric • Seeking assistance from academic staff and mentor teacher as required and in accordance with their roles and responsibilities. • Accessing available support services and educational resources as required. • Familiarising themselves with relevant technologies and administrative procedures. • Complying with expectations and requirements for undertaking and submitting the A f. GT.

SUMMARY Af. GT is a capstone assessment task which our graduating PSTs will be undertaking for the first time in 2019 in their final placement unit SPECs, Mentors and PSTs will all need to be familiar with the task (particularly Elements 1, 2 and 3) in order to support PST success during placement