valid and reliable instruments for educator preparation programs (vari-epp) student teaching form...
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Valid and Reliable Instruments for Educator Preparation Programs (VARI-EPP)
Student Teaching Form(VE-ST Form)
Implementation Team OCTEO UpdateWednesday, October 28 2:30 – 3:30 PM
VARI-EPP Coordination Team: Erica Brownstein, Kristall Day, and Carolyn Kaplan
VARI-EPP Student Teaching Form
VE-ST Form: The ATV of Instruments
VARI-EPP Student Teaching FormHistory of Valid and Reliable Instruments Project
OSTP
Professional Standards(InTASC)
Research(Ball,
Marzano, etc.)
EnablesVE-ST FormMeasures ST Performance
Used forDataFormative assmt. - for student teachers
Prog. improvement- Availability and program use of
comparison mean scores (aggregated from all users)
The VE-ST Form Process
VARI-EPP Partners role in the process
VARI-EPP Student Teaching Form
What data are collected?
All IHEs
IRR IHEs
Data- VE-ST Consensus Score- edTPA scores- OAE scores- Demographics
Data plus - three observations - IRR Supervisor final evaluation
VARI-EPP Student Teaching Form 28 institutions At least 10 institutions
collecting data in fall Should have received a data
collection spreadsheet & instructions
VARI-EPP Student Teaching Form
Project Timeline• Instrument DevelopmentSummer 2014
• Pilot ImplementationSpring 2015
• Data Analysis: Implementation, Feedback, Content ValidityJune 2015
2015- 2016• Instrument RevisionJuly 2015
• Training Module 2.0 Development: For supervisor use of formsSummer 2015
• Implementation of VE-ST Form Version Two: Implementation TeamAugust 2015 to May 2016
• Data AnalysisJanuary 2016
VARI-EPP Student Teaching Form
What to expect for remainder of year
• Second review by content experts• Request for IRR demographicsNovember 2015
• Release of training version 3.0Early December 2015
• Selection of IRR IHEsLate December 2015
• Fall data due to Ohio State for analysisJanuary 4, 2016
• Training webinar for IRR IHEsEarly January
• Submit form to CAEP for advanced rubric evaluationWinter 2016
• Updated data collection form and webinarFebruary 2016• Spring data due to Ohio State for analysis• IRR funds dispensed to IRR supervisors after data submission
June 2016
• Release of training version 4.0Summer 2016
VARI-EPP Student Teaching FormSubset of IHEsInter-Rater Reliability
(IRR) Study• Different (and in addition to) statistical analyses• Spring term only• Two supervisors will observe the same student teacher
• Supervisor: University-assigned supervisor, completes duties as assigned, completes VARI-EPP form as formative and summative
• IRR Supervisor: A minimum of 3 observations, completes VARI-EPP form as summative
• IRR Supervisor receives $200
• If chosen to be part of the IRR study, the institution will receive• A spreadsheet with designated columns for data collection
• Detailed instructions and webinar for how to complete the study
VARI-EPP Student Teaching Form
IRB Update
Many IHEs have been approved to begin
Non-FWA IHEs will hear from OSU IRB soon NIH Training required
If unsure, please contact Kristall Day ([email protected])
VARI-EPP Student Teaching Form
Pedagogy Alignment Dispositions Alignment Planning for Instruction and Assessment Professional Commitment and Behaviors
A. Focus for Learning: Standards and Objectives/Targets
OSTP 4.1 InTASC 7a
A. Participates in Research and/or Evidence-based Professional Development
OSTP 7.2 CAEP 1.2
B. Materials and Resources OSTP 4.7 InTASC 7b
B. Demonstrates Effective Communication with Parents or Legal Guardians
OSTP 3.4 InTASC 10d
C. Assessment of P-12 Learning OSTP 2.3 InTASC 6b
C. Demonstrates Punctuality OSTP 7.1 InTASC 9o
D. Differentiated Methods OSTP 4.5 InTASC 2c
D. Meets Deadlines and Obligations OSTP 7.1 InTASC 9o
Instructional Delivery E. Preparation OSTP 7.1 InTASC 3d
E. Learning Target and Directions OSTP 4.3 InTASC 7c
Professional Relationships
F. Critical Thinking OSTP 4.6 InTASC 5d
F. Collaboration OSTP 6.3 InTASC 10b
G. Checking for Understanding & Adjusting Instruction thru Formative Assessment
OSTP 3.2 InTASC 8b
G. Advocacy to Meet the Needs of Learners or for the Teaching Profession
OSTP 3.4 InTASC 10j
H. Digital Tools and Resources OSTP 4.7 CAEP 1.5
Critical Thinking and Reflective Practice
I. Safe and Respectful Learning Environment
OSTP 5.1, 5.2, 5.5 InTASC 3d
H. Responds Positively to Constructive Criticism
OSTP 7.2 InTASC 9n
Assessment J. Data-Guided Instruction OSTP 3.3
InTASC 6c
K. Feedback to Learners OSTP 3.4 InTASC 6d
L. Assessment Techniques OSTP: 3.1 InTASC 7d
Analysis of Teaching M. Connections to Research and Theory OSTP: 4.4
CAEP 1.2
VARI-EPP Student Teaching Form
Tools Available to VARI-EPP Partners
Two-page project description for interested stakeholders, administrators, etc. Supervisor Checklist The Form The ‘Look Fors’ Document Consensus Form for conference
Item Exceeds Expectations (3 points)
Meets Expectations (2 points)
Emerging (1 point)
Does Not Meet Expectations (0 points)
Instructional Delivery E. Learning Target and Directions
Articulates accurate and coherent learning targets AND Articulates accurate directions/explanations throughout the lesson AND Sequences learning experiences appropriately
Articulates an accurate learning target AND Articulates accurate directions/ explanations AND Sequences learning experiences appropriately
Articulates an inaccurate learning target AND/OR Articulates inaccurate directions/explanations
Does not articulate the learning target OR Does not articulate directions/ explanations
Sources of Evidence:
Observation of teaching Pre/post observation conferences Conversations with and/or documentation from the mentor teacher Posted learning objectives/targets
Possible Evidence:
Exceeds/Meets Expectations Emerging/ Does Not Meet Expectations Targets are prominently and visibly posted in the classroom
o “Learning target/goal is a clear statement of knowledge or skill as opposed to an activity or assignment” (Marzano, p.1).
Begins lesson by stating target and/or goals Revisits targets and goals throughout the lesson Summarizes the targets at the end of the lesson Directions are concise, systematic, and logical
o Learners know what they should be doing in the classroom Learning tasks align with targets
Targets/goals are NOT prominently and visibly posted Begins lesson without discussing targets or goals Sequence of lesson is not logical Directions to learners are confusing and include too
much/too little information o Learners seem confused or ask many
questions to know what to do
VARI-EPP Student Teaching Form
Thank you for your patience…
With the rollout of Training 2.0 Feedback from supervisors informed revisions
Version 3.0 will be available in early December (or earlier) May need to enlist assistance of other institutions with other LMSs
We are investigating how to simplify the use of Training Module 3.0 in other systems
VARI-EPP Student Teaching Form
FAQ
What to do if my students have multiple placements? What do I use for ongoing observation?
Isn’t the VE-ST Form an observation tool? Are institutions developing or going to develop their own cut
scores?
VARI-EPP Student Teaching Form
Discussion Questions
In small groups, please discuss Why participate? What are the obstacles? What would you like to share? What is working? Not working?
RECONVENE Group reporting
Questions? Comments? Project Process Future
VARI-EPP Student Teaching Form
Current Partners: We need your help! Development of Assessment Questions for Training Version 3.0
Questions encouraging trainees to examine form/ ‘Look Fors’ document Due by November 23 For example:
For more information, and to volunteer, please contact Carolyn ([email protected])
To earn an “exceeds expectations” score for “Digital Tools and Resources” row, what criteria should a student teacher display in their instruction?
The student teacher discusses and uses a variety of developmentally appropriate technologies that are relevant to learning objectives/targets of the lesson.
The student teacher discusses and uses a variety of developmentally appropriate technologies that engage learners in the demonstration of knowledge or skills.
The student teacher discusses and uses a variety of developmentally appropriate technologies that extend learners’ understanding of concepts.
All of these
VARI-EPP Student Teaching Form
It’s great to be in the same room!! If you have any questions AT ANY TIME, feel free to contact:
Name Email Phone Topic
Erica Brownstein [email protected] (614) 292-1414“Big Picture” Project Questions, Rubric Questions
Kristall Day [email protected] (614) 292-5044 IRB, Data Collection, Timeline
Carolyn Kaplan [email protected] (614) 292-2581Online Training Module, Data Collection, Timeline
James Yao [email protected] (614) 292-2581 Data Collection
VARI-EPP Student Teaching Form
And onward we go!