edTPA Orientation August 9, 2018 Key Takeaways from Making Good Choices Key points: What are your key takeaways from reading Making Good Choices? (After reading it, what is in your head next to edTPA) Demystifying the edTPA: Burning Questions Todays Session: Well address the

Who What When Where Why (if not in that exact order) The Who Does It: Preservice teachers in 40 (and counting) states edTPA is the first and only nationally available, educator-designed, subject-specific performance assessment for beginning teachers.

edTPA is in the implementation stage in North Carolina and will become a requirement for a North Carolina beginning teaching license in September 2019. It is an NC requirement for teacher preparation programs, including at Duke. North Carolina is one of 40 states currently participating in edTPA. Participation Map: http://edtpa.aacte.org/state-policy The Duke MAT program joins 786 other

edTPA was developed for the profession, by the profession by SCALE (Stanford Center for Assessment, Learning, and Equity) in 2009, and it was constructed with the broad involvement of professional educators. edTPA was field tested in 2013 with more than 12,000 teacher candidates and has gone through multiple revisions. Came from a response to legislation in CA. Started off as a grassroots movement from

faculty, who recruited teachers to create. Pearson handles the official scores (but didnt come from Pearson). (Other option is PPAT from Praxis created by testing company.) The Who Done It The Why: There used to be a different portfolio as part of educator preparation (each institution had its own portfolio that had to meet state requirements).

Youre not doing anything extra: edTPA is taking the place of a different project that wasnt nationally normed. Lots of similarity with National Board (modeled off of National Board Certification portfolio). The good, the bad, and the corny (stay positive) It is scored by Pearson; It costs $300;

It is a beast of an endeavor, requires a lot of time; There are no shortcuts to reading the handbook and getting into the nitty gritty and just putting in the time. Pearson scorers are current or former (within past 5 years) teachers and educators who go through long and rigorous training; random checks of inter-rate reliability;

Program in Education will cover the cost of your edTPA; It truly is about effective teaching in that it connects planning to instruction to assessment gets at the heart of how will you know if ALL students got it? edTPA forces you to think about how The What: the Big Picture Task 1 Task 3 Task 2

Copyright 2016 Board of Trustees of the Leland Stanford Junior University. The WHAT it looks like Artifacts Commentaries/Templates Task 1: Planning Context for Learning Lesson Plans Additional Instructional Materials Blank Assessments Planning Commentary

Task 2: Instruction Video clips Supporting Documentation Instruction Commentary Task 3: Assessment 3 student work samples Evaluation criteria for chosen assessment Optional: if feedback is not written on samples, audio or video file w/ optional transcription

Optional: video for academic language requirement Assessment Commentary Task 1: Planning Stage of Teaching Build students content understanding Support students learning needs The artifacts and commentaries required for Task 1 include: Context for learning (demographic information about the classroom and school community); Use knowledge of your students to plan effectively

Lesson plans Leverage assessments to monitor student learning Blank assessments Additional instructional materials Task 2: Instruction Learning environment Students engagement in learning Deepening students thinking Subject-specific pedagogy The artifacts and commentaries required for Task 2 include: Video Clips Supporting documentation (e.g., if video is difficult to hear,

you can include transcript) Instruction commentary (commentary on video clips) Task 3: Assessment Analysis of student learning (Doesnt have to be summative assessment formative works!) Samples of feedback provided to students Evidence of supporting students use of feedback The artifacts and commentaries required for Task 3 include: Three student work samples with feedback on the samples Evaluation criteria for chosen assessment

Assessment commentary Addressing Diverse Needs of Learners: Task 1 and Task 3 Task 1 throughout: Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). Task 3: Select 3 student work samples to illustrate your analysis of patterns of learning within and across learners in the class. At least 1 of the samples must be from a student with specific learning

needs. These 3 students will be your focus students. Summarize the learning of the whole class, referring to work samples from the 3 focus students to illustrate patterns in student understanding across the class. Importance of Academic Language Academic language: the way you think and talk school invisible thing that surrounds us when you enter school; At each stage of edTPA you are being asked to consider academic language;

You cant assume when students walk in the classroom that they know what comparing/contrasting means; Teach specific strategies to your students to help them be able to access and use academic language (e.g., analyze, compare /contrast, etc.); Describe in English and describe in science might be different language and syntax; The HOW

You pick ONE CLASS and design a learning segment of 3-5 consecutive LESSONS for that class. lesson plans, you video record yourself You write teaching those lessons, and you collect assessment data during the lessons. At each stage, you reflect and write about what you Learning Segment A learning segment is a part of a

unit connected by standards and objectives, a central focus, and academic language demands (a snapshot) 3 - 5 consecutive lessons that are approximately 3 - 5 hours of instruction FOR ONE CLASS. You can use the MAT lesson plan template (theres not an edTPA lesson plan template) How it is scored: 5 rubrics per task = 15 rubrics Each is scored on a scale of 15 3 is proficient Possible total score of 75 Two or more condition codes in one task = no score for edTPA Two readers from Pearson Three weeks to get your scores

back Target Score and Why Target score: 40 (its what NC is considering for its target score) edTPA policy by state: https://secure.aacte.org/apps/rl/res_get .php?fid=1014&ref=edtpa If you might teach in another state: look up what their cut score is (if they have one) https://www.edtpa.com/PageView.aspx? f=GEN_StateRequirements.html If you dont get a 40 or above As per NC legislation passed

in Fall 2017, if you receive a 48 or above on the edTPA and have an undergraduate GPA of 3.75 or higher, you qualify for a bonus as a Highly A highly qualified graduate is paid a monthly supplement of the equivalent of the difference in salary of a Bachelor level teacher with zero years of experience and 3 years of experience, if teaching in a low performing school for the first 3 years of employment. 2 years of experience, if licensed and teaching in EC, science, technology, engineering or mathematics

for the first 2 years of employment. edTPA has 27 different subjects /assessments Handbooks for each subject area (50-ish pages and different rubrics depending on subjects) The When and Where Submission date: drop dead date: January 31 to Pearson

Internal deadline: well submit in class on Wednesday, January 23 (receive voucher then, time required for technical components submit to Chalk and Wire and transfer to Pearson) Youll collect artifacts/ record, etc. from ONE CLASS from your first semester internship Well spend four sessions in MAT 743 in the fall on edTPA (one more with Carlo, two will involve reviewing portfolios from Class of 2018, one with SAMS talking about academic language)

BIG assignment for September 5 Read and annotate your handbook Create one-pager edTPA resources on: MAT Wordpress site and edTPA site https://sites.duke.edu/matprogram/edtpa/ Video permissions (share with your mentor teacher you want them ready to go for day one)

Templates Handbooks Videotaping guidelines Academic language http://www.edtpa.com/Home.aspx Duke library has resources for editing

video We have iPads if you want to check them out A few other thoughts: Video permission slips! First thing to think about / take care of at the start of your student teaching. Your mentor teacher may know a little or not much about edTPA but many have been through NBCT

Proprietary nature of materials: have to be password protected (Duke Wordpress site) Plan in advance to video A LOT more than youll need Think small, specific, focused for lessons Questions

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