Current and Future Preparation for edTPA at Dowling College

S. Marshall Perry, Ph.D.Assistant Professor and edTPA Coordinator,

DOWLING COLLEGE LONG ISLAND, NEW YORK

Introductions to edTPA

• Me – Workshops, Webinars, Reading! Resources on http://http://edtpa.aacte.org/

• Faculty – PowerPoints, Workshops, Resources (particularly subject handbooks), Retreat

Introductions to edTPAEdTPA Retreat—Agenda

I. Introductions II. Overview of day, goals III. Supporting candidates completing edTPA IV. Small group review of rubrics, commentaries, and student artifacts

a. Planningb. Instructionc. Assessment

V. Reporting out and discussion VI. Lunch VII. Academic language overview VIII. Meetings within departments IX. Reporting out and discussion

a. Plans for coursesb. Plans for pilot edTPA portfoliosc. Needs for professional development resourcesd. Needs for meetings with students, field supervisors, school administrators

Introductions to edTPA

• Students – PowerPoints, testimonial videos, electronic reference materials:– Subject-Specific Handbooks– Rubrics– Commentary Prompts– Making Good Choices

Introductions to edTPA

• Field Supervisors and Seminar Leaders – Student Resources & Information on Acceptable vs. Unacceptable Forms of Support

Developing Capacity

• Reassessing and modifying:– course sequences– class requirements– student entrance requirements– Student teacher placement process

edTPA Tasks Course Alignment

Task 1

Planning for Instruction and Assessment Rubrics 1-5

***select two learners as a focus for this assessment one learning target related to one content area one learning target in another curricular area at least one must relate to IEP goal

Rubric Course

Planning for Alignment and Development of Knowledge and Skills

1 2108, 3110, 4193, 6410,7424, 7425

Planning Challenge and Support for Focus Learner(s)

2 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6431/6432, 7424, 7425

Justification of Instruction and Support

3 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6431/6432, 7424, 7425

Supporting Language/Communication Development for Access and Performance

4 2108, 2183, 3110, 3186, 4193, 6410, 6418, 6421, 6431, 7424, 7425

Planning Assessments to Monitor and Support Learning

5 2108, 2101, 3110, 4193, 6423, 6431/6432, 7424, 7425

Task 2 Instructing and Engaging the Focus Learner

Rubrics 6 – 10 ***analyze your teaching and the learning of the focus learner(s) in the video clips

Learning Environment 6 1081, 2108, 3110, 4193, 5402,

7424, 7425 Engaging the Focus Learner(s)

7 2101, 2108, 3110, 3186, 4193,

6418, 6423, 7424, 7425 Deepening Learning 8 2101, 2184, 3110, 4193,

6423, 7424. 7425 Supporting Teaching and Learning

9 2101, 2108, 3110, 3186,

4193, 6418, 6423, 7424, 7425

Analyzing Teaching Effectiveness 10 2108, 3110, 4193, 7424, 7425

Task 3 Assessing Learning

Rubrics 11 -15 ***use baseline data, daily assessment, and final assessment to analyze focus learner(s)’

progress document the feedback you gave

Analyzing Focus Learner(s) Performance

11 2183, 2184, 6410,6411,

Using Feedback to Guide Further Learning 12 2101, 2183, 2184, 6410, 6411, 6423

Learner Use of Feedback 13 2108, 3110, 4193, 7424, 7425 Analyzing the Focus Learner(s)’ Use of Language/Communication

14 2108, 3110, 4193, 6421, 6472, 7424, 7425

Using Assessment to Inform Instruction 15 2108, 3110, 4193, 7424, 7425

Including edTPA Tasks and Rubrics into Course Outlines Eric Shyman, Ed.D., B.C.S.E.

The below sample course outline is from an undergraduate course in Applied Behavior Analysis: Session Topic: Roots of Applied Behavior Analysis in Exceptionality Education Readings Due: Baer, Wolf, & Risley (1968); Chapter 1 EdTPA Standard: Rubric 3: Justification of Instruction and Support Session Topic: Preparing Behavioral Objectives Readings Due: Chapter 2, Alberto & Troutmann EdTPA Standard: Rubric 1: Planning for Alignment and Development of Knowledge and Skills Session Topic: Monitoring Behavior by Collecting Data Readings Due: Chapter 3, Alberto & Troutmann EdTPA Standard: Rubric 5: Planning Assessments to Monitor and Support Learning Session Topic: Functional Behavior Assessment Readings Due: Chapter 6, Alberto & Troutmann EdTPA Standard: Rubric 2: Planning Challenge and Support for Focus Learner(s) ***The rubrics to which the course topic corresponds was chosen based on instructor judgment regarding correspondence to the actual skill(s) employed and addressed by the course topic

The below sample course assignment/corresponding rubric is from the same undergraduate course in Applied Behavior Analysis, which corresponds to specific Tasks in edTPA (NOTE 1: As edTPA changes, these Task number correspondences will also require updating; NOTE 2: The sections from the assignment below does not represent the complete assignment, only specific parts to demonstrate the differences between the Tasks and corresponding components)

Project Assignment

This project requires students to conduct a behavioral assessment and prepare a written behavioral profile based on direct observation of a child. All papers must be typewritten and double-spaced. Students are expected to write clearly, express ideas concisely, and proofread papers for correct spelling, grammar, and punctuation. APA style is to be used for all papers. This assignment corresponds with the following CEC Standards:

Part I: Description of Learning Environment (edTPA Task 1)

1. Setting: School or Non-school (include district, community description, classroom setting, teacher, racial/ethnic makeup, ELL, etc.)

2. Description of target student, including age, grade level, race/ethnicity, culturally relevant information, and specific description of his exceptionalities (such as specific challenges, IEP classification, testing accommodations provided, etc.).

3. Describe, if possible, any family-specific information and how it may affect his or her learning or school performance.

4. Description of the target student’s behavior(s)

5. Characterize the types of social interactions observed in the class.

6. Characterize the target student’s emotional well-being.

Rubric for EDS 2183

(Initial Certification)

Criteria and Qualities

Distinguished

4

Satisfactory

3

Deficient

2

Comment:

Description of Learning

Environment

(edTPA Task 1)

The candidate provides a

comprehensive description of the

learning environment by

including all relevant details about cultural

understanding, emotional well-

being, and positive social interactions.

The candidate provides an adequate

description of the learning

environment by including some relevant details about cultural

understanding, emotional well-

being, and positive social interactions.

The candidate provides a poor description f the

learning environment by including few to

no relevant details about

cultural understanding, emotional well-

being, and positive social interactions.

Active Engagement with ELN

(edTPA Task 2)

The candidate provides ample evidence that he/she was

actively engaged with the individual

with ELN by providing a

comprehensive description of the

active instructional and intervention

processes.

The candidate provides some evidence that he/she was

actively engaged with the

individual with ELN by providing

an adequate description of the

active instructional and

intervention processes.

The candidate provides little evidence that he/she was

actively engaged with the

individual with ELN by providing

little to no description of the

active instructional and

intervention processes.

Environment in Which Diversity is

Valued

(edTPA Task 1)

The candidate provides ample

evidence that the learning

environment was one in which

diversity is valued and help their

general education colleagues to

The candidate provides adequate

evidence that the learning

environment was one in which

diversity is valued and help their

general education

The candidate provides little to no evidence that

the learning environment was

one in which diversity is

valued and help their general

education

Developing Capacity

• Hard copies of relevant student resources bundled into a guide– Steps to edTPA submission– Suggested consent form

DOWLING COLLEGE

GUIDE TO EDTPA

S. Marshall Perry, Ph.D. edTPA Coordinator

Patrick Johnson, Ph.D.

Academic Chair

Robert Manley, Ph.D. Dean

DOWLING COLLEGE

SCHOOL OF EDUCATION 150 IDLE HOUR BOULEVARD

OAKDALE, NY 11769

TABLE OF CONTENTS

Letter from John King, Ed.D. .................................................................................... i

Letter from Patrick Johnson, Ph.D. .......................................................................... ii

Letter from S. Marshall Perry, Ph.D. ....................................................................... iii

Making Good Choices: a Support Guide for edTPA Candidates ......................... 1

Planning Your edTPA Submission.......................................................................... 34

Suggested Consent Form .......................................................................................... 35

Using the Pearson ePortfolio System ...................................................................... 36

Video Compression Guide ....................................................................................... 50

Guidelines for Supporting Candidates Completing edTPA ................................. 51

Developing Capacity

• Purchase Video Equipment– Canon VIXIA HF R40 Camcorders– Canon WM-V1 Bluetooth Wireless

Microphones– Ravelli APLT4 Tripods– LowePro Edit 110 Camera Bags

• Develop Checkout Guidelines

Developing Capacity

• Building on Faculty Strengths to Support Students:– Lesson Plan Template– Academic Language Glossary

Developing Capacity

• Developing relationships with K-12 partners

Developing Capacity

• Meeting with students, particularly those in full-time seminars. Three times during the spring to explicitly address subject-specific content in the Planning, Instruction, and Assessment tasks.

• Answering questions over email

Moving Forward

• Reassess resource usage/needs• Continued professional development,

including Arts & Sciences faculty• Assessing graduating students to find out what

we could have done to help them prepare• Assisting students that need to retake part or

all of edTPA

Moving Forward

• Analyzing aggregated student responses to inform future course alignment and curricular content, at the class-, department-, and school-levels.

• Developing strategies to integrate edTPA content into earlier courses

ThanksDOWLING COLLEGESchool of Education

150 Idle Hour BoulevardOakdale, NY 11769

Robert Manley, Ph.D.Dean

Patrick Johnson, Ph.D.Academic Chair

Wendy Ehrensberger,  Ed. DProfessor

Eric Shyman, Ed.D., B.C.S.E.Assistant Professor

S. Marshall Perry, Ph.D.Assistant Professor and edTPA Coordinator,

perrysm@dowling.edu

DOWLING COLLEGE LONG ISLAND, NEW YORK