Teacher Performance Assessment (TPA)The University of ToledoFaculty SenateOctober 9, 2012

Why now?

How has Ohio responded to the national pressure?Ohio House Bill 1 (passed in 2009, established a new licensure structure for Ohio educators, effective in 2011).HB 1 transfers responsibility for approving teacher preparation program from the State Board to the Chancellor of the Board of Regents.Directs the Chancellor, jointly with the State Superintendent, to:Establish metrics and educator preparation programs for the preparation of educators and other school personnel (Ohio Educator Preparation Metrics), and (2) provide for inspection of the institutions (accreditation process).Through HB 1, Ohio is the first in the nation to require a four-year induction program (Resident Educator).

Ohio Teacher Career Continuum

Continuum of Support and Assessment for Teachers

Teacher Career Ladder

Teacher Performance Assessment Model

Why a teacher performance assessment for pre-service teachers?The Ohio Educator Preparation Metrics include a statewide teacher performance assessment.

Prior to HB 1 Ohio required Praxis III, a performance based assessment used during the induction year of teaching. Praxis III was line item budgeted.The new performance assessment requirement is an unfunded mandate.

Teacher Performance Assessment (TPA) BackgroundThree-year grant to create a National Teacher Performance AssessmentCo-PIs ~ Linda Darling-Hammond & Ray Pecheone (Stanford University)Based upon the Performance Assessment for Teacher Candidates (PACT) from California

What is the Teacher Performance Assessment (TPA)?The Teacher Performance Assessment (TPA) is a student-centered, multiple measure assessment of teaching.It is designed to be educative and predictive of effective teaching and student learning.

Project PartnersAACTE (American Association of Colleges for Teacher Education)CCSSO (Council of Chief State School Officers)Stanford UniversityLead IHE in Each State (Wright State, for Ohio)IHEs in Each State (All 51 teacher preparation programs in Ohio are participating in the pilot)State Education Agencies (ODE & OBR)

National Progress/ParticipationStates = 25Campuses = 180+Teacher Candidates = 8,000Scorers (IHE and K-12) = 900Subject Specific design/review team members (including national subject matter project representatives) = 120+Content Validation Reviewers = 200+Benchmarkers and Scoring Trainers = 120Bias Review Members = 10

Partnering States

TPA Targeted CompetenciesPLANNING (Task 1)Planning for content understandingsUsing knowledge of students to inform teachingPlanning assessments to monitor and support student learningINSTUCTION (Task 2)Engaging students in learningDeepening student learning during instructionASSESSMENT (Task 3)Analyzing student workUsing feedback to guide learningUsing assessment to inform instructionANALYZING TEACHING (Task 4)Reflecting/analyzing teaching effectivenessACADEMIC LANGUAGEIdentifying Language DemandsSupporting students academic language developmentEvidence of language use

Records of Practice/Evidence

Rubric ProgressionEarly novice highly accomplished beginnerRubrics are additive and analyticCandidates demonstrate:Expanding repertoire of skills and strategiesDeepening of rationale and reflectionTeacher focus student focusWhole class generic group individuals

Rubric Blueprint

Task Name: Rubric TitleGuiding QuestionLevel 1Level 2Level 3Level 4Level 5Struggling candidate, not ready to teachSome skill but needs more practice to be teacher-of-recordAcceptable level to begin teachingSolid foundation of knowledge and skillsStellar candidate

Pearsons Role in the TPAPearson has been selected as Stanfords operational partner.Pearson will provide assessment services to deliver the TPA nationally.Pearsons involvement will result in sustainability of the product.Pearson will train and certify scorers, provide a scoring platform and report results for the operational TPA.

Ohios Next StepsAs soon as possible Ohios teacher performance assessment requirement must be identified (i.e., candidate licensure requirement vs. program requirement).In December 2012 Ohio Teacher Preparation Programs Report Cards are scheduled to be released. If adopted, TPA data will be included as part of the report card.In 2013 the Ohio Teacher Evaluation System Model begins for all K-12 schools. This system focuses on teacher performance and student growth and results will appear on the Report Card. This system is aligned with TPA.

Questions

Teacher education institutions find ourselves sitting at the center (some would say a target) of a national conversation about:

Raising and measuring student achievement Evaluating Teacher Effectiveness Improving Preparation and induction Evaluating teacher preparation

*So what do we have at the end of our five years. We will end with a model that provides a coherent apprenticeship and seamless transition throughout the four-year Ohio Residency Model, and a program that can be sustained over time. At the university, we will haveMultiple Pathways to TeachingMasters Residency ProgramMathematics, Science, and Foreign Language120 graduates - all guaranteed positions in CCSUndergraduate Pathways~ 600 teachers in all licensure areas

*So what do we have at the end of our five years. We will end with a model that provides a coherent apprenticeship and seamless transition throughout the four-year Ohio Residency Model, and a program that can be sustained over time. At the university, we will haveMultiple Pathways to TeachingMasters Residency ProgramMathematics, Science, and Foreign Language120 graduates - all guaranteed positions in CCSUndergraduate Pathways~ 600 teachers in all licensure areas

*So what about TPA is it our Superman here to save the day?*So what about TPA is it our Superman here to save the day?*It is building momentum since its inception in early 2009*Five of the 20 states are accelerated states New York, Massachusetts, Tennessee, Washington, West Virginia, and Ohio*It is building momentum since its inception in early 2009*It is building momentum since its inception in early 2009**The Ohio Teacher Evaluation System Models impact on pre-service teacher development is unknown.

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