Association of Independent Liberal Arts Colleges of EducationFebruary 17, 2012Sarah Hick, Hamline UniversityMike Hillis, Pacific Lutheran UniversityFrank Kline, Pacific Lutheran UniversityDennis Sterner, Whitworth University

Frank Kline, Pacific Lutheran University

A performance assessment Conducted when students are teaching Allows for a complex and nuanced view

of teaching Subject specific

Performance being judged is a “learning segment” of 3 – 5 lessons

Planning instruction and assessment Context for learning Lesson plans/materials/assessment tools Planning commentary

Instructing and engaging students in learning Video clips (2-10 min. clips) Instruction commentary

Assessing student learning Student work samples Evidence of feedback Assessment commentary

Analyzing teaching Analyzing teaching commentary

External scoring—PearsonCost to candidate

Field test--$0 After field test < $300

Submitted electronically Direct submission to Pearson Through portfolio vender

Pearson hires scorers to review

Planning: Planning for understanding Using knowledge of students Planning assessment to monitor and support

Instruction: Engaging students in learning Deepening student learning

Assessment: Analyzing student work Using feedback to guide further learning Using assessment to inform instruction

Analyzing Teaching: Analyzing teaching effectiveness

Academic Language: Understanding development and demands Scaffolding students’ development Developing students’ academic language

Student Voice (Washington Only): Eliciting student understanding of targets Supporting student use of resources and monitoring their own progress Reflection on student voice evidence to improve instruction

The TPA doesn’t include everything! Classroom management Relations with family/community Collaborative skills Etc.

The TPA privileges certain skills: Writing Video production

Mike Hillis, Pacific Lutheran University

Peck, Gallucci, & Sloan (2010) suggested that there are three major domains that impact the implementation of program wide reforms:▪ 1) Negative rhetorical climate▪ 2) Scarcity of resources▪ 3) The protections and privileges of academic

freedom

Faculty and staff responses: “Another mandate? But we’re not done

with the previous one.” “Are we really to believe this will ultimately

change anything for the better?” “What’s the real agenda here? An

underhanded way to attack teacher education?”

“What’s wrong with you professional schools?”

Faculty and staff responses: “And when will we have the time for

this?” “We have to have our candidates ready

by when?” “Who has to pay for this? Do we receive

any stipends for completing this additional work?”

Faculty responses: “As long as it doesn’t affect me, I see no

problem with the development of the tool.”

“Any change to the curriculum must be approved by a faculty vote, right?”

“Why can’t you just say ‘no’?”

Respecting the concerns of faculty and staff Frustrations with the TPA implementation have

been pervasive and need to be continually acknowledged

Continuous communication strategies with faculty, staff, candidates, and the field. Yes, more meetings, but it’s also critical to

clarify your institution’s process through documentation ▪ E.g., “the TPA Corner”

Flexibility of plans “It’s a moving target” ▪ E.g., Washington State’s student voice addition

Faculty acceptance may come haltingly▪ E.g., Proposal to integrate TPA tasks into our

unit wide assessment system Integration through coursework

Work with individual faculty members to consider implementing pieces of the TPA into their courses

Educate key individuals at your institution Administrators who will be asked to lead the

efforts for full implementation Faculty members who will be involved in

preparing candidates for this assessment Field directors who will work closely with the K-

12 schools, candidates, and supervisors University supervisors who will be working with

candidates during the time of submission

Sarah Hick, Hamline University

•Districts•Schools•Principals•Cooperating Teachers•Students

Who expect

• Teacher-centered instruction• Non-critical thinking learning tasks

Clarify instructional expectations with co-op teacher and principal before placement.

Co-construct ideas to support candidate success.

Coach candidates in how to respond to challenges, negativity.

Propose a 3-hour “escape” from curriculum. Have candidates take baby-steps towards

student-centered learning right away.

RELEASE FORMS!Lack of availability of video cameras.Student behavior.Unfulfilled promises of video support.Teacher in view, students not.“Taping Day” crisis.

Be proactive with cooperating teachers Inform early, address pitfalls often. Involve them in release form “round up”

Encourage candidates to: Record early and often; Highlight and read release form to class; Film the classes with the most release forms; Cluster non-signers off camera; Teach well, film lots, choose lesson for TPA

later!

Forge partnerships with particular schools and districts.

Spread the word—inform and recruit!Rank cooperating teacher suitability

above other considerations n making placements.

Dennis Sterner, Whitworth University

The “Unfunded Mandate” Basic Understanding of the TPA Summary of What SOE Needs to

Accomplish Timeline of Implementation Human Resource Time for Faculty and

Staff Curricular Modifications Possible Parent Reactions Salary/Stipend Implications

Faculty; Cooperating Teachers; Supervisors

Understanding of TPASubject Specific Implications for

Content and Pedagogy

LibraryAdmissionsBusiness OfficeFinancial AidStudent Life

Frank Kline, Pacific Lutheran University

Washington Association for Colleges of Teacher Education (WACTE) Legislative mandate to test▪ Basic skills▪ Content▪ Pedagogy

Pedagogy Performance Assessment (PPA)▪ Developed by WACTE with State support

WACTE as a tool for support Tactical Support Team▪ Representatives from programs involved in a

Pilot Test▪ Support from University of Washington

Inservice opportunities▪ Scoring training during Pilot Test▪ Part of the 3 regular WACTE meetings▪ Field Placement officers

Don’t do this alone!Other universities can help!State agencies can be a source of

support

Dennis Sterner, Whitworth University