current and future preparation for edtpa at dowling college s. marshall perry, ph.d. assistant...
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Current and Future Preparation for edTPA at Dowling College
S. Marshall Perry, Ph.D.Assistant Professor and edTPA Coordinator,
DOWLING COLLEGE LONG ISLAND, NEW YORK
Introductions to edTPA
• Me – Workshops, Webinars, Reading! Resources on http://http://edtpa.aacte.org/
• Faculty – PowerPoints, Workshops, Resources (particularly subject handbooks), Retreat
Introductions to edTPAEdTPA Retreat—Agenda
I. Introductions II. Overview of day, goals III. Supporting candidates completing edTPA IV. Small group review of rubrics, commentaries, and student artifacts
a. Planningb. Instructionc. Assessment
V. Reporting out and discussion VI. Lunch VII. Academic language overview VIII. Meetings within departments IX. Reporting out and discussion
a. Plans for coursesb. Plans for pilot edTPA portfoliosc. Needs for professional development resourcesd. Needs for meetings with students, field supervisors, school administrators
Introductions to edTPA
• Students – PowerPoints, testimonial videos, electronic reference materials:– Subject-Specific Handbooks– Rubrics– Commentary Prompts– Making Good Choices
Introductions to edTPA
• Field Supervisors and Seminar Leaders – Student Resources & Information on Acceptable vs. Unacceptable Forms of Support
Developing Capacity
• Reassessing and modifying:– course sequences– class requirements– student entrance requirements– Student teacher placement process
edTPA Tasks Course Alignment
Task 1
Planning for Instruction and Assessment Rubrics 1-5
***select two learners as a focus for this assessment one learning target related to one content area one learning target in another curricular area at least one must relate to IEP goal
Rubric Course
Planning for Alignment and Development of Knowledge and Skills
1 2108, 3110, 4193, 6410,7424, 7425
Planning Challenge and Support for Focus Learner(s)
2 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6431/6432, 7424, 7425
Justification of Instruction and Support
3 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6431/6432, 7424, 7425
Supporting Language/Communication Development for Access and Performance
4 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6421, 6431, 7424, 7425
Planning Assessments to Monitor and Support Learning
5 2108, 2101, 3110, 4193, 6423, 6431/6432, 7424, 7425
Task 2 Instructing and Engaging the Focus Learner
Rubrics 6 – 10 ***analyze your teaching and the learning of the focus learner(s) in the video clips
Learning Environment 6 1081, 2108, 3110, 4193, 5402,
7424, 7425 Engaging the Focus Learner(s)
7 2101, 2108, 3110, 3186, 4193,
6418, 6423, 7424, 7425 Deepening Learning 8 2101, 2184, 3110, 4193,
6423, 7424. 7425 Supporting Teaching and Learning
9 2101, 2108, 3110, 3186,
4193, 6418, 6423, 7424, 7425
Analyzing Teaching Effectiveness 10 2108, 3110, 4193, 7424, 7425
Task 3 Assessing Learning
Rubrics 11 -15 ***use baseline data, daily assessment, and final assessment to analyze focus learner(s)’
progress document the feedback you gave
Analyzing Focus Learner(s) Performance
11 2183, 2184, 6410,6411,
Using Feedback to Guide Further Learning 12 2101, 2183, 2184, 6410, 6411, 6423
Learner Use of Feedback 13 2108, 3110, 4193, 7424, 7425 Analyzing the Focus Learner(s)’ Use of Language/Communication
14 2108, 3110, 4193, 6421, 6472, 7424, 7425
Using Assessment to Inform Instruction 15 2108, 3110, 4193, 7424, 7425
Including edTPA Tasks and Rubrics into Course Outlines Eric Shyman, Ed.D., B.C.S.E.
The below sample course outline is from an undergraduate course in Applied Behavior Analysis: Session Topic: Roots of Applied Behavior Analysis in Exceptionality Education Readings Due: Baer, Wolf, & Risley (1968); Chapter 1 EdTPA Standard: Rubric 3: Justification of Instruction and Support Session Topic: Preparing Behavioral Objectives Readings Due: Chapter 2, Alberto & Troutmann EdTPA Standard: Rubric 1: Planning for Alignment and Development of Knowledge and Skills Session Topic: Monitoring Behavior by Collecting Data Readings Due: Chapter 3, Alberto & Troutmann EdTPA Standard: Rubric 5: Planning Assessments to Monitor and Support Learning Session Topic: Functional Behavior Assessment Readings Due: Chapter 6, Alberto & Troutmann EdTPA Standard: Rubric 2: Planning Challenge and Support for Focus Learner(s) ***The rubrics to which the course topic corresponds was chosen based on instructor judgment regarding correspondence to the actual skill(s) employed and addressed by the course topic
The below sample course assignment/corresponding rubric is from the same undergraduate course in Applied Behavior Analysis, which corresponds to specific Tasks in edTPA (NOTE 1: As edTPA changes, these Task number correspondences will also require updating; NOTE 2: The sections from the assignment below does not represent the complete assignment, only specific parts to demonstrate the differences between the Tasks and corresponding components)
Project Assignment
This project requires students to conduct a behavioral assessment and prepare a written behavioral profile based on direct observation of a child. All papers must be typewritten and double-spaced. Students are expected to write clearly, express ideas concisely, and proofread papers for correct spelling, grammar, and punctuation. APA style is to be used for all papers. This assignment corresponds with the following CEC Standards:
Part I: Description of Learning Environment (edTPA Task 1)
1. Setting: School or Non-school (include district, community description, classroom setting, teacher, racial/ethnic makeup, ELL, etc.)
2. Description of target student, including age, grade level, race/ethnicity, culturally relevant information, and specific description of his exceptionalities (such as specific challenges, IEP classification, testing accommodations provided, etc.).
3. Describe, if possible, any family-specific information and how it may affect his or her learning or school performance.
4. Description of the target student’s behavior(s)
5. Characterize the types of social interactions observed in the class.
6. Characterize the target student’s emotional well-being.
Rubric for EDS 2183
(Initial Certification)
Criteria and Qualities
Distinguished
4
Satisfactory
3
Deficient
2
Comment:
Description of Learning
Environment
(edTPA Task 1)
The candidate provides a
comprehensive description of the
learning environment by
including all relevant details about cultural
understanding, emotional well-
being, and positive social interactions.
The candidate provides an adequate
description of the learning
environment by including some relevant details about cultural
understanding, emotional well-
being, and positive social interactions.
The candidate provides a poor description f the
learning environment by including few to
no relevant details about
cultural understanding, emotional well-
being, and positive social interactions.
Active Engagement with ELN
(edTPA Task 2)
The candidate provides ample evidence that he/she was
actively engaged with the individual
with ELN by providing a
comprehensive description of the
active instructional and intervention
processes.
The candidate provides some evidence that he/she was
actively engaged with the
individual with ELN by providing
an adequate description of the
active instructional and
intervention processes.
The candidate provides little evidence that he/she was
actively engaged with the
individual with ELN by providing
little to no description of the
active instructional and
intervention processes.
Environment in Which Diversity is
Valued
(edTPA Task 1)
The candidate provides ample
evidence that the learning
environment was one in which
diversity is valued and help their
general education colleagues to
The candidate provides adequate
evidence that the learning
environment was one in which
diversity is valued and help their
general education
The candidate provides little to no evidence that
the learning environment was
one in which diversity is
valued and help their general
education
Developing Capacity
• Hard copies of relevant student resources bundled into a guide– Steps to edTPA submission– Suggested consent form
DOWLING COLLEGE
GUIDE TO EDTPA
S. Marshall Perry, Ph.D. edTPA Coordinator
Patrick Johnson, Ph.D.
Academic Chair
Robert Manley, Ph.D. Dean
DOWLING COLLEGE
SCHOOL OF EDUCATION 150 IDLE HOUR BOULEVARD
OAKDALE, NY 11769
TABLE OF CONTENTS
Letter from John King, Ed.D. .................................................................................... i
Letter from Patrick Johnson, Ph.D. .......................................................................... ii
Letter from S. Marshall Perry, Ph.D. ....................................................................... iii
Making Good Choices: a Support Guide for edTPA Candidates ......................... 1
Planning Your edTPA Submission.......................................................................... 34
Suggested Consent Form .......................................................................................... 35
Using the Pearson ePortfolio System ...................................................................... 36
Video Compression Guide ....................................................................................... 50
Guidelines for Supporting Candidates Completing edTPA ................................. 51
Developing Capacity
• Purchase Video Equipment– Canon VIXIA HF R40 Camcorders– Canon WM-V1 Bluetooth Wireless
Microphones– Ravelli APLT4 Tripods– LowePro Edit 110 Camera Bags
• Develop Checkout Guidelines
Developing Capacity
• Building on Faculty Strengths to Support Students:– Lesson Plan Template– Academic Language Glossary
Developing Capacity
• Meeting with students, particularly those in full-time seminars. Three times during the spring to explicitly address subject-specific content in the Planning, Instruction, and Assessment tasks.
• Answering questions over email
Moving Forward
• Reassess resource usage/needs• Continued professional development,
including Arts & Sciences faculty• Assessing graduating students to find out what
we could have done to help them prepare• Assisting students that need to retake part or
all of edTPA
Moving Forward
• Analyzing aggregated student responses to inform future course alignment and curricular content, at the class-, department-, and school-levels.
• Developing strategies to integrate edTPA content into earlier courses
ThanksDOWLING COLLEGESchool of Education
150 Idle Hour BoulevardOakdale, NY 11769
Robert Manley, Ph.D.Dean
Patrick Johnson, Ph.D.Academic Chair
Wendy Ehrensberger, Ed. DProfessor
Eric Shyman, Ed.D., B.C.S.E.Assistant Professor
S. Marshall Perry, Ph.D.Assistant Professor and edTPA Coordinator,
DOWLING COLLEGE LONG ISLAND, NEW YORK