ceedar presentation wareoldham sept. 1...9/1/17 2 smallgroupdiscussion%% %...

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Prac%ce-‐Based Clinical Experiences: Linking Assessment and Instruc2on in Literacy

Sharon M. Ware, Ph.D. Ashley C. Oldham, Ph.D.

School of Education Department of Special Education

University of St. Joseph

Context for Presentation •  In order for teacher candidates to be Learner Ready Day One, EPP’s must provide robust and distributed prac%ce-‐based opportuni%es across teacher preparaAon programs.

•  PracAce opportuniAes must be spread across a candidates preparaAon program and scaffolded over Ame and focused on evidence-‐based prac%ces.

Developing Quality Fieldwork Experiences for Teacher Candidates A Planning Guide for Educator Preparation Programs and District Partners

February 2017

Developing Quality Fieldwork Experiences for Teacher Candidates A Planning Guide for Educator Preparation Programs and District Partners

February 2017

Developing Quality Fieldwork Experiences for Teacher Candidates

Connecticut Workgroup 9

An intended outcome of shared planning among preparation faculty, school-based educators, and school leaders is to ensure that pedagogical knowledge acquisition addressed in courses in EPPs will be tightly linked to application in LEA classrooms and with students.

EPPs vary depending on age of intended students (elementary or secondary), discipline (content or specialization), and level of license (initial, advanced, specialized). EPPs are structured

differently depending on undergraduate or graduate education contexts. Regardless, all EPPs move along a sequence from the beginning, to the middle, and to the end of the program, leading to acquisition and demonstration of the competencies that a teacher candidate needs before being recommended for certification or licensure.

Using the construct of beginning, middle, and end, we recommend that EPP designers think about the following:

It is recommended that all stages incorporate partnership and collaboration between the EPP faculty and school-based educators in planning, executing, and evaluating the quality of the experiences. The following two sections titled Planning Field Experiences and Implementing and Evaluating Field Experiences include suggestions of potential decisions for partners to consider together.

It is recommended that all stages incorporate partnership and collaboration between the EPP faculty and school-based educators in planning, executing, and evaluating the quality of the experiences.

Continuum of Experiences

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Small Group Discussion What literacy knowledge and skills do teacher candidates need to be learner ready day one?

Self-‐Assessment

Evaluate exisAng pracAce-‐based opportuniAes in literacy

Overview of Practice-‐based Clinical Experiences: Special Education Literacy

•  PracAce-‐based opportuniAes are embedded within clinical methods courses in literacy for special educators. •  Teacher candidates demonstrate their understanding of evidence-‐based literacy pracAces by: 1.  Analyzing literacy data 2.  Planning a series of intervenAon lessons using evidence-‐

based pracAces in literacy 3.  ImplemenAng intervenAon lessons 4.  Analyzing the impact of instrucAon and determining next

steps for instrucAon •  Candidates observe one another, reflect on their own pracAce, and engage in structured reflecAon and analysis acAviAes aligned to key concepts, vocabulary and tasks from edTPA.

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Assessment Steps: 1.  Learning the Assessments 2.  Scaffolded and collaboraAve analysis of case study

data 3.  PracAce administering the assessment in class with

partners 4.  ImplemenAng the assessment with the actual

student 5.  Analyzing data collaboraAvely 6.  IdenAfying student specific area of need(s)

Case Example from Reading: Two students

Connecting Assessment to Instruction

• Building from a Firm Founda%on: Explicit Instruc%on o Modeling, Guided PracAce, Independent PracAce

o CorrecAve Feedback o High-‐levels of student engagement o Maximizing OpportuniAes for Students to Respond

o InstrucAonal Scaffolding


•  Iden%fying specific evidence-‐based prac%ces and corresponding resources for teacher candidates.

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•  Iden%fying specific evidence-‐based prac%ces and corresponding resources for teacher candidates. •  Some examples: o Code-‐based reading strategies o Paragraph Shrinking o Self-‐Regulated Strategy Development in WriAng (SRSD)


•  Lesson Planning Template and Commentary Ques%ons • Key Components: o Explicit instrucAon o Evidence-‐based PracAces (EBPs) in Literacy o ConnecAng InstrucAon to Assessment o Language and tasks aligned with edTPA handbook for SPEC (Adapted from Snakenborg, 2016)

Adapted from Snakenborg, 2016

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Small Group Activity: Review samples of candidate lesson plans from clinical experience

Implementing Intervention Lessons

• Before implementa%on: • Provide opportuniAes for candidates to prepare to teach in their group. • Candidates respond individually (in wriAng) to guiding quesAons designed to support criAcal thinking about planning and implemenAng high quality instrucAon.

Small Group Activity: Review samples of candidate written responses about planning


• During Implementa%on: • Using an observaAonal tool(s) that scaffold and support candidates while implemenAng intervenAon lessons § Faculty ObservaAon and Feedback § Peer ObservaAon and Feedback § Self-‐Assessment

Small Group Activity: Review samples of observation tools

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• ANer implementa%on: Post implementaAon discussion, reflecAon and follow-‐up wricen reflecAon that facilitates discourse around planning, instrucAon, and assessment. • Aligned to: •  Explicit InstrucAon Framework •  Evidence-‐based pracAces in literacy • Key edTPA language and commentary quesAons

Small Group Activity: Review samples of candidate written responses after teaching

•  Analyze the learner’s progress toward the learning goal as reflected in the lesson objecAves.

•  Analyze instrucAonal supports provided to student •  The summary can be presented in a table or described in several paragraphs.

•  Analyze if the intervenAon provided access to the content, did or did not impact learning

•  IdenAfy next steps for instrucAon Small Group Activity: Review samples of candidate’s analysis of instructional impact

Analyzing Impact of Instruction

•  Analyzing performance of focus students

Small Group Activity: Review samples of candidate’s analysis of instructional impact

Analyzing Impact of Instruction

Applied Clinical Performance Assessment Katlyn Corey

• Summarize the learner’s progress toward the learning goal as reflected in the lesson objectives. The summary can be presented in a table or described in several paragraphs.

Overall, Angel made significant progress towards the learning goal as reflected by his improved performance between the pre and post assessments. On the initial pre-assessment, Angel scored a 0/5 on the background knowledge interview, which indicates that he did not seem to have any background knowledge of the various components that make up a quality opinion essay. When asked what an opinion was, he responded he did not know. When given guided support, he was able to distinguish between an opinion and fact, but could not explicitly state that an opinion is something you believe. Angel identified a topic sentence as, “The sentence at the beginning of a story.” And responded that more reasons is probably better [in an essay], but could not yet identify three reasons as the starting point for a good opinion essay. In addition, Angel responded “I don’t know” to questions about transitional words and their purpose. Moreover, when asked what was missing from a sample, Angel responded “I don’t know” which indicates that he did not yet have an understanding of explaining reasons with details. When questioned about an ending sentence, Angel responded, “You end a story with the end.” This indicates that he did not yet know that a quality essay ends with a sentence that wraps it up. It is also important to note that Angel repeatedly used the word “story” in his responses, indicating that he might not be familiar with the differences between narrative and argumentative text types. On the model text analysis, Angel was able to identify the topic sentence, two reasons, one explanation, one transition word, and the ending sentence. However, it is

Assessment Sources Pre-Assessment Scores Post-Assessment Scores

Background knowledge interview 0/5 = 0% 5/5 = 100%

Model text analysis 6/11 = 55% 11/11 =100%

Writing Sample 7/15 = 47% 11/15 = 73%

SRSD Self-Regulation Strategies Positive Self-Statements Self-ReportBefore: 1During: 1After: 0*Angel reported what he said to himself as he wrote and instructor recorded and categorized .

Positive Self-Statements Self-ReportBefore: 3During: 4After: 3*Angel used tally heet to indicate when he said/thought positive self-statements then discussed which ones he said after writing.

Post-Assessment (Summative) Re-administer pre-assessment to determine if progress has been made. - Acquired Knowledge interview (what is an

opinion, parts of opinion essay, transition words, explanations, ending sentence).

- Model text analysis - Writing sample - SRSD self-regulation strategies

Changes made to lesson objectives and/or assessments: Overall, the scope and sequence of the unit was of the appropriate challenge level for Angel, therefore there were no significant changes made to the lesson objectives. An objective was added to lesson four which targeted improving supported reasons with explanations as this seemed to be an area that needed more attention (based on performance in lesson three). There were only two minor changes made to the original plans for assessment. As stated in the notes section on the pre-assessment, the instructor opted to not measure Angel’s knowledge of rich and engaging vocabulary as his performance on all other parts indicated he was not yet ready to access this content. Thus, this section was not filled out in the pre-assessment and was cut out of the post-assessment. In addition, the original plan for measuring Angel’s ability to use positive self-talk strategies during his writing included anecdotal data by the instructor. However, as stated in lesson reflections, eliciting verbal responses from Angel was challenging. Therefore, the instructor created tally heets so that Angel could self-monitor when he was using the strategies and thinking of them “in his head” or quietly to himself.

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Important Considerations • Balance of covering criAcal course content while also providing a meaningful clinical experience •  Ensuring the instrucAonal sessions are scheduled with enough frequency and duraAon to support K-‐12 student growth. •  Challenges of scheduling pracAce-‐based learning opportuniAes with teacher candidates who work full-‐Ame and take addiAonal courses. •  Support needed for faculty to develop and maintain strong partnerships with districts and community agencies

QuesAons?

References Archer, Anita L., and Charles A. Hughes. Explicit instrucAon: EffecAve and efficient teaching. Guilford Press, 2011.

Diamond, L., & Thorsnes, B. J. (2008). Assessing reading: MulAple measures for kindergarten through twelkh grade. ConsorAum on Reading Excellence. 2550 Ninth Street Suite 102, Berkeley, CA 94710.

Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful wriAng strategies for all students. EducaAon Review.

Honig, B., Diamond, L., & Gutlohn, L. (2000). Teaching Reading: Sourcebook for Kindergarten through Eighth Grade. Arena Press, 20 Commercial Boulevard, Novato, CA 94949-‐619

Developing Quality Fieldwork Experiences for Teacher Candidates: A Planning Guide for Educator PreparaAon Programs and District Partners hcp://www.sde.ct.gov/sde/lib/sde/pdf/talent_office/ceedar/ceedar_qualfieldexperguide_022717.pdf

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