What is TPAC what does it mean for

What is TPAC? what does it mean for you? TPAC IMPLEMENTATION AT THE UNIVERSITY OF ILLINOIS AT CHICAGO SPRING 2012

The Teaching Performance Assessment Consortium (TPAC) TPAC will create a common version of an initial teacher licensing assessment that can be used nationwide to make preparation and licensing performance-based and predictive of teacher effectiveness in supporting student learning.

Partnering States source: SCALE @ Stanford University

TPA-national assessment q. A nationally available assessment of readiness to teach for novices. q. The assessment is focused on student learning q. Teachers apply knowledge of subject matter and subject-specific pedagogy,

TPA -national assessment q. Develop and apply knowledge of their students‟ varied needs. ” q. Consider research/theory about how students learn. q. Reflect and act on evidence of the effects of their instruction on student learning.

UIC AND TPA q. You are part of a field test study and you will have to make your TPA submission online (TASKSTREAM) by the April 15 th deadline. q. As a participant in this assessment, you will have an opportunity to develop a collection of materials (LEARNING SEGMENT) that represents the ways in which you teach students in your “student teaching” classroom. q. When developing your materials, you will be prompted to synthesize what you have learned throughout your preparation program and apply it with the students you currently teach during student teaching.

Accountability Your TPA submission will have to demonstrate evidence of the qualities of teaching performance that inspire, engage, and sustain students as learners.

TPAC Artifacts of Practice Planning • Instructional and social context • Lesson plans • Handouts, overheads, student work • Lesson Commentary Instruction • Video Clips • Instruction Commentary Assessment • Analysis of Whole Class Assessment • Analysis of learning of 2 students • Feedback to 2 students • Instructional next steps • Commentary Daily Reflections Final Retrospective Reflection Commentary Evidence of Academic Language Development

Multiple Measures Assessment System Embedded Signature Assessments TPAC Capstone Assessment Integration of: Child Case Studies Analyses of Student Learning METHODS /Curriculum /Teaching Analyses q Planning q Instruction q Assessment q Reflection with attention to Observation/Supervisory Evaluation & Feedback Academic Language

Targeted Competencies PLANNING ASSESSMENT • Planning focused, sequenced instruction • • Analyzing student work Using assessment to inform instruction Using feedback to guide further learning • Using knowledge of students to inform teaching • • Planning assessments to monitor and support student REFLECTION learning • Monitoring student progress and adjusting instruction INSTRUCTION • Engaging students in learning • Deepening student learning during instruction ACADEMIC LANGUAGE • • Understanding language demands and resources Developing students’ academic language repertoire

Rubric Levels • Is the candidate ready for independent teaching (i. e. , to be the teacher of record)? • Rubric Levels → Level 1 – Skills of a novice not ready to teach → Level 2 -Some skill but needs more practice to be teacher-of-record → Level 3 – Acceptable level to begin teaching → Level 4 – Solid foundation of knowledge and skills → Level 5 – Stellar candidate, in the top 5% of candidates

TASKSTREAM You will submit your TPA on Taskstream in either Elementary Literacy or Elementary Math

TPA ON TASKSTREAM In this assessment, you will describe, analyze, and evaluate the teaching of a series of 3 -5 literacy or math lessons referred to as a Learning Segment.

TPA ON TASKSTREAM LITERACY: Consistent with the Common Core Standards a learning segment prepared for this assessment should reflect a balanced literacy curriculum that attends to foundational skills and strategies, word knowledge, conventions, language development, and positive literate environments.

TPA ON TASKSTREAM MATH: Consistent with the Common Core Standards and the Principles and Standards for School Mathematics (NCTM, 2000), a learning segment prepared for this assessment should reflect a balanced approach to mathematics, including opportunities for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills as well as to communicate precisely.

TPA ON TASKSTREAM NEED TO COMPLETE FOUR TASKS! 1. Planning, Instruction and Assessment 2. Engaging Students and Deepening Student Learning 3. Assessing Student Learning 4. Analyzing Teaching

TPA ON TASKSTREAM LEARNING SEGMENT q. FOCUS CLASS q. CONTEXT FOR LEARNING q. LEARNING SEGMENT: 3 -5 LESSONS q. CENTRAL FOCUS: INCLUDE STANDARDS AND OBJECTIVES q. CONSIDER LANGUAGE DEMANDS AND ACADEMIC LANGUAGE (EL. 10 -12) q. WRITE A LESSON PLAN FOR EACH LESSON IN THE LEARNING SEGMENT q. SUBMIT INSTRUCTIONAL MATERIALS: HANDOUTS, ETC. q. SUBMIT ASSESSMENT TOOLS/PROCEDURES ( 5 ARTIFACT PAGES PER LESSON)

TPA ON TASKSTREAM EVIDENCE OF TEACHING PRACTICE: ARTIFACTS AND COMMENTARIES To complete the assessment, you will submit artifacts and commentaries as evidence of how you planned and implemented instruction to develop student learning in literacy or in math.

TPA ON TASKSTREAM EVIDENCE OF TEACHING PRACTICE: ARTIFACTS Artifacts represent the authentic work of you and your students. They include… Ølesson plans Øcopies of instructional and assessment materials Øone or two video clips of your teaching Østudent work samples.

TPA ON TASKSTREAM EVIDENCE OF TEACHING PRACTICE: ARTIFACTS

TPA ON TASKSTREAM EVIDENCE OF TEACHING PRACTICE: COMMENTARIES The commentaries are your opportunity to describe your artifacts, explain the rationale behind their use, and analyze and reflect on what you learned about your teaching practice and your students’ learning. ØPLANNNG COMMENTARY (9 pages max). ØINSTRUCTION COMMENTARY (4 pages max). ØASSESSMENT COMMENTARY (8 pages max). ØANALYZING TEACHER COMMENTARY (2 pages max).

TPA ON TASKSTREAM EVIDENCE OF TEACHING PRACTICE: COMMENTARIES

TPA ON TASKSTREAM EVALUATION AND SCORING CRITERIA The evidence you submit will be judged on five dimensions of teaching: ØPlanning, ØInstruction, ØAssessment, ØAnalyzing Teaching and ØAcademic Language.

TPA ON TASKSTREAM EVALUATION AND SCORING CRITERIA ØExamine the rubrics used to score your performance. ØThey are linked electronically to each task and prompt. ØThe descriptors in the five level rubrics address a wide range of performance representing the knowledge and skills of a novice not ready to teach (Level 1) to advanced practices of a highly accomplished beginner (Level 5). ØLevel 3 or above to pass. ØWhen preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning and writing.

ACTIVITY THINK, PAIR, AND SHARE FOCUS CLASS: CHALLENGES AND REWARDS IDENTIFY A LEARNING SEGMENT: HOW DOES IT “FIT” INTO THE CURRICULUM? WHAT CAME BEFORE? AFTER? CENTRAL FOCUS: KEY ACTIVITIES: KEY ASSESSMENTS: