Posts Tagged ‘edTPA’
Do you need help analyzing evidence from candidates’ performance assessments to inform program improvement? Are you preparing for a CAEP accreditation visit or state program review? Or perhaps you’re looking for new ideas for recruiting and supporting a more diverse candidate pool? Find the guidance you need at AACTE’s Quality Support Workshop, August 10-12 in Minneapolis.
The views expressed in this post do not necessarily reflect the views of AACTE.
At City University of New York’s Lehman College in the Bronx, our early childhood education students are known for their strong work ethic and resilience. Most are working parents, some with long commutes to class on public transit, and approximately 70% are bilingual, having learned English as a second language.
Early on in the edTPA process, we set out to disprove the contention that teachers of very young children – our teachers work with kids as young as 2 years old – would not score well on the assessment. It’s true that it can be challenging to reflect and write about giving feedback to such young students, especially when some of our teachers struggle with written English. But our students led the way in determining developmentally appropriate ways to provide feedback, and they documented their work during writing workshops on the weekends.
How Lunch and edTPA Strengthened an Elementary School’s Partnership With Its Local Educator Preparation Program
The author, assistant principal at Pepperell Elementary School in Lindale, Georgia, is one of several PK-12 educators who presented on their experiences with edTPA and their partnerships with educator preparation providers at last month’s 2016 edTPA National Implementation Conference in Savannah, GA.
Do you want to strengthen relationships between PK-12 administrators and educator preparation faculty? Try going out for lunch.
That’s how the relationship between Pepperell Elementary School, where I’m an assistant principal, and the Shorter University School of Education really took off.
I was at lunch a few years ago with Kristy Brown, who supervises student teaching for Shorter. I told her my staff needed professional development in teaching writing skills to our diverse learners. She said she needed classrooms to host teacher candidates for their clinical experiences.
This article originally appeared on the Illinois State University news site. It is reposted here with permission. The views expressed in this article do not necessarily reflect the views of AACTE.
Last fall semester, Blake Slutz ’15 was among Illinois State University’s 47 special education graduates. He and his fellow new alumni all passed the edTPA test during their student teaching semesters. Their success was not isolated. Across the university’s entire education program, the largest in the state, 99% of teacher candidates passed the assessment. Illinois State’s performance far exceeded the national average of 85%.
It’s axiomatic that experts in a field are better equipped than outsiders to design interventions that will work. Yet in education, we face a constant barrage of external reform efforts that fail to incorporate professional knowledge and expertise—and they just don’t work.
This point is reinforced in recent research out of the National Education Policy Center. In this study, Marilyn Cochran-Smith and her colleagues at Boston College (MA) examine the evidentiary base underlying four national initiatives for teacher preparation program accountability and improvement. They find that only one of the initiatives—the beginning-teacher performance assessment edTPA, designed and managed by the profession—is founded on claims supported by research. With a measure that is valid, scoring that is reliable, and therefore results that are accurate, we have a serious tool for program improvement.
A new policy brief out of the National Education Policy Center (NEPC) reviews the evidentiary base underlying four national initiatives for teacher preparation program accountability and finds that only one of them—the beginning-teacher performance assessment edTPA—is founded on claims supported by research. The other three mechanisms included in the study are the state and institutional reporting requirements under the Higher Education Act (HEA), the Council for the Accreditation of Educator Preparation (CAEP) standards and system, and the National Council on Teacher Quality (NCTQ) Teacher Prep Review.
Holding Teacher Preparation Accountable: A Review of Claims and Evidence, conducted by Marilyn Cochran-Smith and colleagues at Boston College (MA), investigated two primary questions: What claims does each initiative make about how it contributes to the preparation of high-quality teachers? And is there evidence that supports these claims? In addition, researchers looked at the initiatives’ potential to meet their shared goal of reducing educational inequity.
The growing conversation, contentious or not, in the teacher preparation community at large about how to prepare great educators is good for the profession and PK-12 students—and is also helping to improve edTPA support and assessment, Stanford University’s Ray Pecheone told 350 educators at the recent AACTE Annual Meeting.
Pecheone, executive director of the Stanford Center for Assessment, Learning, and Equity (SCALE), said during the February 25 edTPA breakfast session, “The fact that the profession is having this dialogue about what makes an effective teacher is critical. Engage it! Embrace it! Through this dialogue edTPA has gotten better. It’s a continuous improvement model.”
The annual National edTPA Implementation Conference will be held March 31 – April 2 at the Savannah Marriott Riverfront in Savannah, GA. The program planning committee seeks session proposals by Monday, February 15, from implementers of edTPA, the PK-12 community, and others involved in supporting teachers and candidates in using the assessment.
The conference, “Building Bridges to Highly Accomplished Teaching: From Preservice to Teacher Leader,” aims to include interactive sessions to share and develop practices, perspectives, and research aligned with the following strands:
Although we may not have read it in a while or considered it with a lot of thought, we all have a conceptual framework for our programs. When we are faced with implementing new policies or considering other innovations, though, our conceptual framework is an essential guide that helps our programs undergo change while retaining their core identity.
At a session we attended last month at the Tennessee edTPA® Conference, faculty from the University of Tennessee, Knoxville (UTK), demonstrated how sticking to their conceptual framework allowed them to embrace a new assessment without having to “jump through hoops.” Jennifer Jordan and her UTK colleagues intentionally and continually referenced their conceptual framework as they discussed how their institution considered integrating edTPA while also following the mantra, “We’re not going to give up who we are!”
The second annual Tennessee edTPA Conference was held November 12–13 at Tennessee Technological University in Cookeville. Attendees from 13 Tennessee institutions, and one guest from North Carolina, collaborated to learn more about edTPA and develop new skills to share with faculty, staff, and candidates on their campuses.
The growing interest in edTPA across the state was evidenced by this year’s attendance, which grew by about 10% to 130 educators. The busy first-day agenda included a keynote presentation on the recently released edTPA Administrative Report, 13 breakout sessions, and lunch conversations among attendees with similar responsibilities. The second day was equally full, with local evaluation training facilitated by Cathy Zozakiewicz from the Stanford Center on Assessment, Learning, and Equity.