Creating, Implementing, and Researching Supports for the

Creating, Implementing, and Researching Supports for
the Secondary Science edTPA:
The First Year
Conference on Emerging Evidence and Promising Practices
Albany, NY
June 18, 2014
American Museum of Natural History
Masters of Arts in Teaching Program
• New York City
• Scientific research and education institution
• 200+ scientists
• MAT Program
Graduate level teacher preparation program
Urban teacher residency model
Earth and planetary science
5 year pilot through NYSED and RTTT
Additional funding through NSF & Noyce
Residency Model
1st Summer Academic Year 2nd Summer
School Residency
(online and onsite)
Courses in Science and Pedagogy
(online and onsite)
Overview of Presentation
• Strong scaffolding
• Needed to develop quickly
• Program is rigorous already
• Ongoing formative assessment
• Examples of scaffolding and formative
• How did the program’s candidates do on the
edTPA exam?
Formative Tasks as Formative Assessments
• We embedded formative tasks (SCALE, 2013) in
• We used these formative tasks as formative
• Students also evaluated their “strengths and needs.”
• We used the formative assessments and students’
self-evaluations to design workshops to support
edTPA submissions.
Formative Tasks in Coursework
• Context for Learning
• Introduced in summer courses
• Required for all AMNH MAT e-Portfolio entries
• Task 1: Planning for Instruction and Assessment
• Candidates used edTPA-based lesson template
throughout program to plan and teach lessons for
multiple course assignments in the fall
• Instructors used edTPA-like rubrics to assess
• SCI 670, SCI 665, EDU 620
Lesson Plan Template
Scan and put in here
Formative Tasks in Coursework
• Task 2: Instructing and Engaging Students in
• EDU 620 – Curriculum & Instruction
• Developed and taught lesson: Analyzing and
Interpreting Data
• Video and Commentary
• Task 3: Assessing Student Learning
• EDU 620
Analyzing Instructor Feedback
• Extensive feedback on formative tasks with edTPA-like rubrics
• Analyzed the feedback from the instructor to determine
where candidates needed more support
• Candidates were confused by academic language (see also Canty,
2014; Hundley, 2013).
• Candidates were not adept at analyzing student work to inform
instruction nor at structuring opportunities for students to use
teacher feedback (SCALE, 2013a).
• Candidates had difficulty relating personal, cultural, and
community assets to science content.
• Candidates had difficulty including research and theory in
Introduction to edTPA Workshop
• Rationale/Overview of edTPA
• Overview of Secondary Science Tasks (pp. 6-8 of handbook)
• Linking of tasks to formative assignments: Candidates’ self-assessments
• Homework for Feb. 19th:
• Context for Learning
• Learning Segment Plan
• Videotaping in schools – finalizing permission for your class
• Review of AMNH edTPA timeline (April 17th deadline)
• Overview of the Digication upload tool
• Evaluation of the session
Summary of Candidates’ Self-Assessments
• Academic language
• Development of science understandings through language
• Syntax and discourse
• Assessment
• Identifying patterns of learning
• Giving feedback to students
• Next instructional steps
• Linking students’ prior learning and personal, cultural,
and community assets to content
• Using theory
Workshops 1-5
• Based in our assessments of formative tasks, along
with candidates’ self-assessments using these tasks
• Five full day Workshops
• General Pattern:
Working with Rubrics
Mini-lessons to address needs
Time for independent work and peer review
Troubleshooting and Questions
Homework: edTPA Task to bring in for next workshop’s peer
• Workshop evaluations
Connecting Students and Content
1. Think about the content for your learning segment.
Prior Learning
Nature of Science
What do they know?
What can they do?
What do they know?
What are they learning?
What are they learning
to do?
What are they learning
about NOS?
Connecting Students and Content
2. What do you know about your students?
What are your
How do your
assets connect
to the content
in the learning
Connecting Students and Content
Instruction Commentary Question
3b. Describe how your instruction linked
students’ prior learning and personal, cultural,
and community assets with new learning.
3a. Explain how your instruction engaged
students during a scientific inquiry in using data
and science concepts to construct an evidencebased explanation of a real world phenomenon
during a scientific inquiry explaining how data
and relevant science concepts support their
4b. Explain how you facilitated your students’
organization and analysis of data (i.e., looking for
patterns, identifying outliers, and/or exploring
similarities and differences in findings) during a
scientific inquiry.
Implications for Planning
Workshop Evaluation: Workshop I
Connecting students and science
• I am still confused on how to relate culture and community assets to an ES
• What community assets might I use to help NYC kinds connect to
• Sometimes the structure of the day is too constricting and makes me
flustered when I only have x amount of time to do y amount of work.
• We need way more time to just work on our lesson plans.
• I would have appreciated more time to work independently with my peers in
a less structured way.
Connecting theory and practice
• I need more practice with connecting research/theory with informing my
• Talk/review different theory of education. Maybe provide a table with
description of theories and examples.
• What distinction does edTPA make between scientific explanations and
scientific arguments?
edTPA Scores
• National pass rate 67%
• New York State pass rate 84%
• AMNH MAT pass rate 93% (14 out of 15 candidates)
• AMNH MAT scores ranged from 32 to 61, with an average of 50
• Strongest:
• Rubric 2: Planning to Support Varied Student Learning Needs (3.8:3.1
• Rubric 5: Planning Assessments to Monitor and Support Student
Learning (3.7:3.2 +5)
• Rubric 9: Subject Specific Pedagogy: Analyzing Data (3.3:2.7 +6)
• Weakest:
• Rubric 6: Learning Environment (2.8:3.2 -4)
• Rubric 8: Deepening Student Learning (3.0:3.0)
• Rubric 13: Student Use of Feedback (2.6:2.6)
Next Steps
• Continue and deepen our analysis (self-study research)
• Clarify and solidify where edTPA formative tasks exist across
courses (CMP)
• Develop and implement lessons earlier in the year for weak
categories (e.g., in residency meetings)
• Time line:
• Push milestones for drafts to earlier
• Increase number of sessions, and space them out more
• Allow one full week out-of-residency for writing and peer review
• Continue peer review
• Recognize and allow for each candidates’ work preferences

similar documents