Teacher Performance Assessment at CSU

Report
Brian Yusko
Associate Dean of Academic Programs
Subject and grade-level specific
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HB 1 requires all teacher education institutions to develop common
metrics to submit to the state
Metrics were developed by the Ohio Board of Regents in consultation
with the teacher education institutions
TPA is one of the metrics.
TPA will be aligned with the summative assessment for the Ohio
Resident Educator program.
Ohio is one of 21 other states moving towards adoption of the TPA and is
also one of 5 “accelerated states.” The current Ohio timeline:
 2010-2011: Pilot at least one task in at least one content area (CSU
piloted all three tasks with 8 students in 3 content areas)
 2011-2012: Full implementation of TPA in at least one content area
(CSU goal is to implement TPA with at least half of all student
teachers in Spring 2012)
 2012-2013: Full implementation of TPA in all content areas
 2013-2014: Full, high-stakes implementation of TPA
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Discipline specific
Integrated assessment
Student centered
Analytic feedback and support
Represents a complex view of teaching: Multiple measures
Instructional and Social Context
Learning Segment of 3 to 5 Hours/Days
Task 1: Planning
Task 2: Instructing
Instruction and
and Engaging
Assessment
Students in Learning
• Context for Learning • Video Clip(s)
• Lesson Plans
• Instructional
• Instructional materials Commentary
• Assessment Plan
• Planning
Commentary
Task 3: Assessing
Student Learning
• Analysis of whole class
assessment
• Analysis of 2 “focus
student” work samples
• Feedback to 2 “focus
students”
• Assessment
Commentary
• Evidence of academic language development
• Evidence of reflection through daily reflections and commentaries
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Planning
Instruction
Assessment
Academic Language
Reflection
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Oral and written language used for academic
purposes
Language necessary for students to learn content
in schools
The means by which students develop and express
content understandings
Includes the “language of the discipline”
(vocabulary and functions and forms of language
associated with learning outcomes in a particular
subject) and the “instructional language” used to
engage students‟ in learning content.
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Supervisors will help student teachers
complete the TPA
All 3 tasks will be submitted to Pearson for
scoring
Pearson will maintain the data, train scorers
and oversee scoring, and provide scores back
to institutions.
Scorers include faculty, school administrators,
and other subject-area experts.
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Scorer training (optional but recommended)
Read relevant TPA Handbook(s)
Share handbook with student teachers at orientation
Provide consent forms to student teachers to distribute
to the class where they will be completing the TPA
Incorporate discussion and submission of TPA tasks
into seminars
Assist with videotaping
Provide formative assessment and guidance on each
task
Assist with submission to Pearson
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Elementary: Literacy and Mathematics
Middle Childhood
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Physical Education
Secondary:
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English Language Arts
History-Social Studies
Mathematics
Science
English Language Arts
History-Social Studies
Mathematics
Science
Special Education
Early Childhood
Expected but not yet released
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Visual Arts
World Languages
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Visit the Ohio TPA web site:
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http://www.ohiotpa.org
To apply to be a scorer visit:
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http://tpafieldtest.nesinc.com

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