spa success stories: the umd experiencecaepnet.org/~/media/archive files/fall 2017...uteach...

CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

SPA Success Stories: The UMD

Experience

Kathy Angeletti, Ph.D.

Assistant Dean & Executive Director of Teacher

Education, University of Maryland

http://www.CAEPnet.org


University of Maryland:

Background Information

• Flagship Institution of University System of Maryland

Prepare approximately 300 teachers annually

Full array of educator preparation programs, including

13 initial teacher education program areas (early

childhood/special education, elementary, middle level,

secondary, PreK-12, and special education)

State of Maryland Mandates: Yearlong Internship in PDS;

PDS, MTTS, MCCRS, & State-Specific Diversity Standards



University of Maryland:

Institutional Priorities

• University Foci

Research University

UTeach Replication Site

Strong Academic Content/Inquiry Orientation

• College of Education Foci

InTASC

High Leverage Practices

Equity/Culturally Relevant Pedagogy

edTPA (MedTPA Collaborative)

Alignment with P12 Teacher Evaluations and Induction

(Align SPA Program Review Efforts with Institutional Priorities.)



SPA Report Design Considerations:

Meaningful and Manageable

• …Include assessments that provide meaningful,

RELEVANT information, are performance-based, and

involve P-12 partners

• …Incorporate data from multiple sources that are

used for decision-making, planning, and continuous

improvement (multiple measures approach)

• …Part of an assessment system that is continuous,

integrated, and systematic

(Build upon the good work you’re ALREADY doing.)



Required Assessments for Option A

• Assessment #1: State Licensure Exam for Content

Praxis II Content Knowledge Exam

• Assessment #2: Assessment of Content Knowledge

Customized by program (e.g., course grades)

• Assessment #3: Assessment of Planning

edTPA Planning & Instruction Tasks

• Assessment #4: ST/internship Assessment (PBA) Alignment with Danielson Clusters; some program-specific items

• Assessment #5: Candidate Impact on Student Learning

edTPA Assessment Task

• Assessments 6-8 (customized by program)



Relationship of SPA to Unit-Wide

Assessments (Program Review Option A)COE Unit Assessments for Teacher Preparation

Required SPA Assessments – Option A

Admissions “Portfolio” (includes gateway GPA in core classes within the discipline)

1. State Licensure Exam for Content – Praxis II

Foundational Competencies (professional dispositions assessment)

2. Assessment of Content Knowledge –customized by program

Praxis II (subject-specific assessment) 3. Assessment of Planning – edTPA Planning & Instruction Tasks

Performance Based Assessment (PBA), Unit assessment with customizable, programcomponents (subject-specific)

4. Student Teaching/Internship Assessment - PBA (new assessment; aligned with Danielson Clusters)

edTPA (subject-specific assessment)5. Assessment of Candidate Impact on Student Learning – edTPA Assessment Task

Maryland Teacher Technology Standards Portfolio

Assessments 6-8 – customized by program



UMD Success Story Highlights

• Tangible evidence of program improvements directly

attributable to the SPA Program Review process:

Revised lesson plan formats with greater attention to

differentiated instruction for diverse learners

Enhanced focus on assessment

Increased program coherence

• Required Assessments #1-#5 are all content-based.

• Choice to use edTPA for Assessments #3 and #5 supports

our COE’s research agenda for teacher preparation, and

promotes P12 involvement in performance-based

assessment of candidates.



The Interesting Case of edTPA:

Both a Challenge & an Opportunity

Faculty have to prove/make the case of alignment to

the SPA content standards, because some SPAs have

not done the alignment.

Results: Faculty did a deep-dive into the assessment,

which helped to promote a common language for

dialogue.

We’re exploring the potential for using edTPA to

elevate the teaching profession as a whole (promote

notion of a true PLC – engaging in conversations

around candidate/student work) and as an entrée into

induction (through the creation of a Professional

Growth Plan).



Perks for Involving P12 Partners

in Intern Assessment

Promotes culturally relevant pedagogy and a

common language for the profession

Possibility for CPD credit for mentor teachers who

participate in edTPA training

Mentors who work with interns on edTPA or who

participate in local evaluation cite impact it has on

their own instruction; Some are electing to seek

National Board Certification.



Perks for Involving P12 Partners

in Intern Assessment

Secondary aim – Elevate the teaching

profession/promote PLCs; improve the working

conditions of teachers (help reduce teacher attrition)

Currently exploring opportunities to promote the

impact of edTPA on induction as part of our PDS work

with local school district partners (Aim: Make better

use of school districts’ new teacher orientation

programs)



Creating a Culture of Evidence

Using Multiple Measures….

• Broad Assessment of Content Knowledge (Praxis II)

• Observation assessment (Unit-wide PBA assessment,

with subject-specific components) focused on

InTASC Standards and FFT, and which targets interns’

performance throughout the yearlong internship

• edTPA (Capstone Assessment – Planning, Instruction,

Assessment, & Analysis of Teaching with Attention to

Academic Language)

• Foundational Competencies (Professional

Dispositions Assessment – revised to align with MCEE)

• Maryland Teacher Technology Standards, MTTS

(Technology Assessment)



Lessons Learned…the hard way!!!

• Make P12 Partners an integral part of your day-to-day

operations -- e.g., include them as voting members of

key policy committees, etc.

• Embed SPA Program Reporting into existing efforts.

• USE the data you collect for program improvement.

• Use technology to collect data systematically and

regularly. Make the process as SIMPLE as possible!!!!

• Use the CAEP SPA Program Review Resources – SPA

Assessment Library, Program Report Forms/Rules, etc.

• Provide mechanism to monitor SPA Standards changes.



Next Steps/Challenges...

Transitioning to CAEP Standards

Alignment is key:

Develop a crosswalk of key assessments to multiple

standards sets that are constantly evolving/changing.

Do a Gap Analysis to identify areas for attention.

Institute a process for regular interaction with SPAs

for program updates.

Establish the reliability and validity of assessments

that are not nationally normed.

Employ greater use of Bloom’s Taxonomy in the

Development/Revision of Program Assessments.



Next Steps/Challenges...

Transitioning to CAEP Standards

Program Coherence is key:

Examine how data from key program assessments

inform other programmatic formative assessments

(triangulation of findings, etc.).

P12 Integration is key:

Expand involvement of P12 partners in assessment

(during pre-service and into induction).

Ensure key assessments are meaningful and

relevant to P12 practice (e.g., ensure alignment

with teacher evaluation systems, induction

processes, etc.).

MAKE IT MEANINGFUL & ENSURE WHAT YOU’RE DOING MATTERS!!!



Questions/Open Discussion

For More

Information….

Kathy Angeletti

[email protected]


spa success stories: the umd experiencecaepnet.org/~/media/archive files/fall 2017...uteach...

Documents