Mindy Schreiner Scirri, Ph.D. Susan Krickovich, Ed.D. Assistant Professor Education Department Chair, edTPA Coordinator Daemen College Daemen College

NYSATE/NYACTE

October 16, 2015

Dr. Mindy Scirri Dr. Susan Krickovich

Assistant Professor

edTPA scoring trainee

edTPA seminar instructor

Education Department Chair

Associate Professor

edTPA “Diva”/Coordinator

Our Charges:

Examine the content and structure of the tests

Compare this to infrastructure and program plans, including curriculum alignment

Design a support structure to get us through while we did the real work of changing/modifying our course offerings

Basically…. Running with scissors and building the car as we were driving it!

Childhood Elementary/ Special Education Dual Certification: 100% pass rate on the Elementary Education edTPA across a variety of initial student ability levels (three cohorts)

1. Professional development and teamwork

2. Emergency seminars and boot camp

3. Insertion of parallel task assignments into coursework

4. Revision of the capstone seminar course, (serendipitously) titled Teaching to the Standards

Pilot—Dr. K “voluntold” to participate

Support from cIcu (conferences and internal PD)

Webinars

Conference representation with “Report Outs”

Department retreats

Local evaluation

Program assessment

Juniors were freaking out!

Designed seminar and boot camp around significant components and anticipated gaps/challenges based on coursework ◦ Textbook analysis of foundational courses

◦ Assignment inventory

◦ Incoming data (pre- and post-assessment of boot camp & initial edTPA results)

Engaged in tight-loose types of discussions

Foundational Courses—Freshmen Level ◦ Introduction of unit design and formative lesson plan

Reading Course Sequence—Sophomore Level ◦ Informal analysis of common misconceptions and developmental

approximations ◦ Creation of parallel tasks and rubrics

Content Area and Math Courses—Junior Level ◦ Social studies ◦ Math (focus on Task 4)

Special Education Courses—Junior and Senior Level ◦ Increased challenges of differentiation, scaffolding, and multiple learning

targets/goals ◦ Movement from formative to capstone lesson plan model

Peer Lessons Throughout!

Adoption/Adaptation of Debbie Layzell formative lesson plan

25 books collection using F&P levels, edTPA Elementary Education glossary vocabulary

Two learning segments: composition and reading

Lower Division ◦ Disability types and vocabulary

Upper Division ◦ Formative lesson plan for students with mod/severe disabilities (within

the context of a learning segment)

Methods Practicum Course

◦ Formative lesson plan for peers—one student nonverbal

◦ Practicum journal—context for learning (the positives!)

◦ Learning segment using capstone lesson plan plus commentary

◦ Assessment project

◦ Re-engagement project

Additional skills gained from Special Education courses that help with the Elementary Education edTPA ◦ Focus on multiple learning targets/goals—The big picture! ◦ Targeting of communication skills ◦ Instruction on how to use task analysis ◦ Emphasis on scaffolding, differentiation, and prompting ◦ Practice implementing IEP goal-related skills practice ◦ Exploration of alternative assessment/progress monitoring methods ◦ Integration of an ELA/math strategy within social studies/science ◦ Exercise of re-engagement of non-math instruction ◦ Consideration of varied cognitive levels: whole-group versus small-

group/individual; use of age-appropriate materials ◦ Challenge of (observed) instruction in a self-contained classroom

“Teaching to the Standards” already in place ◦ Learning experiences—TLQP; Dr. Jeff Arnold

Provision of SWIVL technology Technology (videotaping, editing, scanning) support Peer review based on same tenets as faculty culture of peer

review already present (NYSATL) edTPA timeline Mini-lessons related to the former seminar topics (gaps) Bridge week Submission technology support Seminar discussions/reflections

Distributive practice model over time

Scaffolding of parallel tasks through general education and special education curriculum

Resultant spiraling of instruction and Gradual Release of Responsibility for edTPA preparation across the program

Phasing out of “emergency” seminars

Continuous improvement cycle based on data

Work in progress

Daemen College TLQP Learning Experiences:

http://my.daemen.edu/offices/tlqp/learning_experiences.php

Highly effective questioning: Challenging

the culture of disengagement in the K-12 classroom (Hannel, 2005)

NYSATL Peer Review:

http://my.daemen.edu/offices/tlqp/nysatl_resources.php

http://my.daemen.edu/offices/tlqp/nysatl_resources/nysatl_peer_review_protocol.pdf