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Elem edTPA Training ECU

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Information about Elem edTPA Training ECU
Education

Published on February 18, 2014

Author: lizloveshockey1

Source: slideshare.net

Description

Materials from ECU edTPA training conducted in Charlotte on 2.18.14.
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Supporting Teacher Candidates in edTPA 2014 DR. KRISTEN CUTHRELL DR. LIZ FOGARTY COLLEGE OF EDUCATION DEPARTMENT OF ELEMENTARY EDUCATION AND MIDDLE GRADES EDUCATION cuthrellma@ecu.edu, fogartye@ecu.edu

Our Context

edTPA at ECU 600 500 400 Generation 300 # Programs 200 100 0 2009-10 2010-11 2011-12 2012-13

ELEM edTPA Data Planning*   Instruction*   Assessment*   Analyzing Teaching   Academic* Language   Spring 2012 n=164   3.17   3.22   3.24   3.19   3.10   Fall 2012 n=143   3.38   3.33   3.34   3.27   3.28   Spring 2013 n=162   3.50   3.49   3.44   3.39   3.33   *There was a statistically significant difference among semesters on the combined dependent variables: F(10, 924)=3.77, p<.01; Pillai’s Trace=.08; partial eta squared=.04. When the results for the dependent variables were considered separately, four of the five variables considered separately reached statistical significance after a Bonferroni adjustment was performed and the adjusted alpha level was determined to be .01.

Clinical Teacher • Daily interaction/ guidance with intern • Clinical support in internship   ELEM 4324 University Supervisor ELEM 4526 Instructor ELEM 4325 Instructor     Instructional Coach (PCS and GCS) • 10 credits • 4 observations, plus 6 hours debriefing with intern • Clinical support in internship • 1 credit • online seminar • University support in application of classroom management strategies • 1 credit • online seminar with a few mandatory Professional Development sessions • University support in edTPA completion and submission • weekly interaction/ guidance with intern • 3-4 observations, plus coaching sessions • Clinical support in internship

Stages of Concern Affinity Activity Reflect on preparing and supporting candidates when implementing the edTPA Write your concerns on sticky notes — one detail on each sticky note. (If you have 10 concerns, you should have 10 sticky notes.) Don’t worry about writing in complete sentences. Place your sticky notes on the chart paper quickly without talking with other group members. Don’t worry about where you put them on the paper. The idea is to remember and write as many concerns as you can. Working in your group, start organizing sticky notes that seem to be about the same thing. Look for ideas that have something in common, and put those ideas/sticky notes together in groups. Do not talk during this step. Now talk with your group about category titles for each cluster of sticky notes on your chart. Answer or ask questions about why certain details are on the chart or why they were grouped a certain way. Once your group has decided on titles or headings for each group of sticky notes, write these on the chart at the top of each group. Share out with the larger group.

What to Consider —  Generation 1: Do candidates, faculty, and clinical teachers understand the assessment? —  Generation 2: Do candidates participate in formative coursework in preparation for the assessment? Do faculty understand how the formative components build? —  Generation 3: Is this high stakes for candidates? Are interns receiving the same message and support?

Stages of Concern: Take-Away BINGO —  Create a 4x3 chart on a sheet of paper. —  In each cell, write one of your group’s concern categories. —  Add your own concern categories following the generation discussion. —  As we work through the tasks and rubrics, listen for support strategies associated with your concerns. —  Place a heart on that concern when you hear a strategy.

Challenges and Successes in Implementation

Candidate Relevance —  Prioritizing the edTPA —  Unrelated to past coursework —  Viewed it as a hoop to jump through

Candidate Relevance —  Connected to prior coursework and best practices for effective teacher —  edTPA work day —  Full day trainings —  Developing a common language regarding planning, instruction, assessment ¡  CT, US, IC —  PODs —  ELEM 4325-seminar —  Recommended edTPA work schedule

Faculty Buy-in —  Providing options for fitting the edTPA within existing coursework/ internship —  Academic Freedom

Faculty Buy-in —  Start anew. Don’t try to fit edTPA into existing requirements. ¡  edTPA due date before ALL DAYS —  Over time, small groups taking ownership of pieces of the pie Faculty serve as US ¡  Faculty see growth in interns as they plan, teach, assess ¡  •  Shared language surrounding candidate performance •  Drilling down into data

Understanding edTPA Content —  Literacy strategy —  Requisite Skills —  Academic Language ¡  All stakeholders working under different definitions —  Re-engagement —  Whole group and small group

Understanding edTPA Content —  Increasing conversations Across programs and within ¡  Course Alike Meetings: Across levels ¡  —  Curriculum Summits —  Providing time and space for the conversations Group norming ¡  Co-teaching of courses ¡  —  Recommended edTPA work schedule —  Making Good Choices Central Focus handout is extremely helpful.

Appropriate Guidelines for Support —  Lawn mowing/safety netting ¡  Creates issues in selfefficacy and resiliency —  Fidelity of results ¡  Progress reports, dispositions, other reporting forms —  Validity/reliability of data for program improvement

Appropriate Guidelines for Support —  Leveled the playing field: growing the candidate’s potential-some need more time —  Consistent message with one voice ¡  PODs ¡  Tenured/tenure track faculty assuming responsibility for edTPA instruction in summative performance (Sn 2 Seminar) ¡  Regular communication/ discussions —  Recommended Schedule for edTPA completion

Local Evaluation —  Fidelity in scoring —  Training —  Need for large numbers of scorers —  Electronic platform —  Scoring Schedule

Local Evaluation —  Group norming ¡  Rubber hits the road regarding program data ¡  Builds program coherence and consistency —  Assigning evaluation managers ¡  Data analysis —  Retake process —  Data Summit

Unpacking the Tasks/Rubrics Teacher Candidate Sample TEACHER CANDIDATE SAMPLE HTTPS://WWW.TASKSTREAM.COM/TS/MANAGER90/ PORTFOLIOSFORFACULTYTRAINING PASSWORD: FEB032014

Assessment   of  Impact   Assessment   of   Innova-ons   Scale  Up   Process   Sophomore 1 (ELEM 2123) • VGR 2/18/14 Next   Steps   Continuum of Developing Expertise: Templates, Processes, and Rubrics Sophomore 2 (ELEM 3000) • Lesson Template and Rubric • Mini Unit Template and Rubric • VGR • Curriculum • Diversity Junior 1 (ELEM 3100, 3200, 3300) • Lesson Plan Template and Rubric • Unit Template Rubrics • VGR • ISLES 1 • Junior 1 Performance Assessment • Junior 1 Instruction Rubric • ELEM 3300 K-2 Practicum • Academic Language (edTPA) Junior 2 (ELEM 3500, 3600) • Lesson Plan Template and Rubric • Unit Template Rubrics • VGR • ISLES 2 • Junior 2 Performance Assessment • Junior 2 Instruction Rubric • ELEM 3600 3-5 Practicum • Differentiation Senior 1 (ELEM 4525) • Lesson Plan Template and Rubric • ISLES 3 • Senior 1 Instruction Rubric • Co-Teaching • Instructional Coaching Senior 2 (ELEM 4324, 4325) • Lesson Plan Template and Rubric • edTPA • VGR (minus the video) • Co-Teaching • Instructional Coaching • PODs 21

Exploring the CODE Innovations —  Lesson guidelines, templates, and rubrics —  JR Performance Assessment —  ISLES —  VGR —  PODs —  Retake —  Senior 2 Training Brainstorm Supports —  Explore the innovation with your group. http://bit.ly/O2rWBX —  Target one area of program concern and brainstorm how the innovation can support candidates.

Debriefing: Task 1

Debriefing: Task 2

Debriefing: Task 3

BINGO Take-Away

Questions? —  Questions, Concerns, Ideas, Suggestions… —  Ask now or —  Send an email Liz Fogarty fogartye@ecu.edu ¡  ¡  Kristen Cuthrell cuthrellma@ecu.edu

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