Presented by Crystal Hillis Crystal Hillis Technical Communications Specialist.
Association of Independent Liberal Arts Colleges of Education February 17, 2012 Sarah Hick, Hamline...
-
Upload
shanon-crawford -
Category
Documents
-
view
213 -
download
0
Transcript of Association of Independent Liberal Arts Colleges of Education February 17, 2012 Sarah Hick, Hamline...
Association of Independent Liberal Arts Colleges of EducationFebruary 17, 2012Sarah Hick, Hamline UniversityMike Hillis, Pacific Lutheran UniversityFrank Kline, Pacific Lutheran UniversityDennis Sterner, Whitworth University
Frank Kline, Pacific Lutheran University
A performance assessment Conducted when students are teaching Allows for a complex and nuanced view
of teaching Subject specific
Performance being judged is a “learning segment” of 3 – 5 lessons
Planning instruction and assessment Context for learning Lesson plans/materials/assessment tools Planning commentary
Instructing and engaging students in learning Video clips (2-10 min. clips) Instruction commentary
Assessing student learning Student work samples Evidence of feedback Assessment commentary
Analyzing teaching Analyzing teaching commentary
External scoring—PearsonCost to candidate
Field test--$0 After field test < $300
Submitted electronically Direct submission to Pearson Through portfolio vender
Pearson hires scorers to review
Planning: Planning for understanding Using knowledge of students Planning assessment to monitor and support
Instruction: Engaging students in learning Deepening student learning
Assessment: Analyzing student work Using feedback to guide further learning Using assessment to inform instruction
Analyzing Teaching: Analyzing teaching effectiveness
Academic Language: Understanding development and demands Scaffolding students’ development Developing students’ academic language
Student Voice (Washington Only): Eliciting student understanding of targets Supporting student use of resources and monitoring their own progress Reflection on student voice evidence to improve instruction
The TPA doesn’t include everything! Classroom management Relations with family/community Collaborative skills Etc.
The TPA privileges certain skills: Writing Video production
Mike Hillis, Pacific Lutheran University
Peck, Gallucci, & Sloan (2010) suggested that there are three major domains that impact the implementation of program wide reforms:▪ 1) Negative rhetorical climate▪ 2) Scarcity of resources▪ 3) The protections and privileges of academic
freedom
Faculty and staff responses: “Another mandate? But we’re not done
with the previous one.” “Are we really to believe this will ultimately
change anything for the better?” “What’s the real agenda here? An
underhanded way to attack teacher education?”
“What’s wrong with you professional schools?”
Faculty and staff responses: “And when will we have the time for
this?” “We have to have our candidates ready
by when?” “Who has to pay for this? Do we receive
any stipends for completing this additional work?”
Faculty responses: “As long as it doesn’t affect me, I see no
problem with the development of the tool.”
“Any change to the curriculum must be approved by a faculty vote, right?”
“Why can’t you just say ‘no’?”
Respecting the concerns of faculty and staff Frustrations with the TPA implementation have
been pervasive and need to be continually acknowledged
Continuous communication strategies with faculty, staff, candidates, and the field. Yes, more meetings, but it’s also critical to
clarify your institution’s process through documentation ▪ E.g., “the TPA Corner”
Flexibility of plans “It’s a moving target” ▪ E.g., Washington State’s student voice addition
Faculty acceptance may come haltingly▪ E.g., Proposal to integrate TPA tasks into our
unit wide assessment system Integration through coursework
Work with individual faculty members to consider implementing pieces of the TPA into their courses
Educate key individuals at your institution Administrators who will be asked to lead the
efforts for full implementation Faculty members who will be involved in
preparing candidates for this assessment Field directors who will work closely with the K-
12 schools, candidates, and supervisors University supervisors who will be working with
candidates during the time of submission
Sarah Hick, Hamline University
•Districts•Schools•Principals•Cooperating Teachers•Students
Who expect
• Teacher-centered instruction• Non-critical thinking learning tasks
Clarify instructional expectations with co-op teacher and principal before placement.
Co-construct ideas to support candidate success.
Coach candidates in how to respond to challenges, negativity.
Propose a 3-hour “escape” from curriculum. Have candidates take baby-steps towards
student-centered learning right away.
RELEASE FORMS!Lack of availability of video cameras.Student behavior.Unfulfilled promises of video support.Teacher in view, students not.“Taping Day” crisis.
Be proactive with cooperating teachers Inform early, address pitfalls often. Involve them in release form “round up”
Encourage candidates to: Record early and often; Highlight and read release form to class; Film the classes with the most release forms; Cluster non-signers off camera; Teach well, film lots, choose lesson for TPA
later!
Forge partnerships with particular schools and districts.
Spread the word—inform and recruit!Rank cooperating teacher suitability
above other considerations n making placements.
Dennis Sterner, Whitworth University
The “Unfunded Mandate” Basic Understanding of the TPA Summary of What SOE Needs to
Accomplish Timeline of Implementation Human Resource Time for Faculty and
Staff Curricular Modifications Possible Parent Reactions Salary/Stipend Implications
Faculty; Cooperating Teachers; Supervisors
Understanding of TPASubject Specific Implications for
Content and Pedagogy
LibraryAdmissionsBusiness OfficeFinancial AidStudent Life
Frank Kline, Pacific Lutheran University
Washington Association for Colleges of Teacher Education (WACTE) Legislative mandate to test▪ Basic skills▪ Content▪ Pedagogy
Pedagogy Performance Assessment (PPA)▪ Developed by WACTE with State support
WACTE as a tool for support Tactical Support Team▪ Representatives from programs involved in a
Pilot Test▪ Support from University of Washington
Inservice opportunities▪ Scoring training during Pilot Test▪ Part of the 3 regular WACTE meetings▪ Field Placement officers
Don’t do this alone!Other universities can help!State agencies can be a source of
support
Dennis Sterner, Whitworth University