Teacher Performance Assessment (TPA)

The University of ToledoFaculty Senate

October 9, 2012

Why now?Why now?

How has Ohio responded to How has Ohio responded to the national pressure?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 Ohio Teacher Career ContinuumContinuum

Continuum of Support and Assessment for Teachers

Teacher Career LadderTeacher Career Ladder

Teacher Performance Assessment Model

Why a teacher performance Why a teacher performance assessment for pre-service assessment for pre-service

teachers?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 Teacher Performance Assessment

(TPA) Background(TPA) Background

Three-year grant to create a National Teacher Performance Assessment

Co-PIs ~ Linda Darling-Hammond & Ray Pecheone (Stanford University)

Based upon the Performance Assessment for Teacher Candidates (PACT) from California

What is the Teacher Performance What is the Teacher Performance

Assessment (TPA)?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 PartnersProject Partners AACTE (American Association of Colleges for Teacher

Education)

CCSSO (Council of Chief State School Officers)

Stanford University

Lead 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 National Progress/ParticipationProgress/Participation

States = 25

Campuses = 180+

Teacher Candidates = 8,000

Scorers (IHE and K-12) = 900

Subject Specific design/review team members (including national subject matter project representatives) = 120+

Content Validation Reviewers = 200+

Benchmarkers and Scoring Trainers = 120

Bias Review Members = 10

Partnering StatesPartnering States

TPA Targeted CompetenciesTPA Targeted Competencies PLANNING (Task 1)

Planning for content understandings

Using knowledge of students to inform teaching

Planning assessments to monitor and support student learning

INSTUCTION (Task 2) Engaging students in

learning Deepening student

learning during instruction

ASSESSMENT (Task 3) Analyzing student work Using feedback to guide

learning Using assessment to inform

instruction

ANALYZING TEACHING (Task 4) Reflecting/analyzing teaching

effectiveness

ACADEMIC LANGUAGE Identifying Language Demands Supporting students’ academic

language development Evidence of language use

Records of Practice/EvidenceRecords of Practice/Evidence

PlanningLesson PlansHandouts, overheads, student workLesson Commentary

InstructionVideo clip(s)Teaching Commentary

Analysis of TeachingDaily Reflection NotesReflective Commentary

AssessmentAnalysis of Whole Class AssessmentAnalysis of learning of two students

Instructional and Social Context

3-5 Days

Evidence of Academic Language

Rubric ProgressionRubric Progression

Early novice highly accomplished beginner

Rubrics are additive and analytic

Candidates demonstrate:

Expanding repertoire of skills and strategies

Deepening of rationale and reflection

Teacher focus student focus Whole class generic group individuals

Rubric BlueprintRubric Blueprint

Task Name: Rubric TitleGuiding Question

Level 1 Level 2 Level 3 Level 4 Level 5

Struggling candidate, not ready to teach

Some skill but needs more practice to be teacher-of-record

Acceptable level to begin teaching

Solid foundation of knowledge and skills

Stellar candidate

Pearson’s Role in the TPAPearson’s Role in the TPA Pearson has been selected as Stanford’s operational

partner.

Pearson will provide assessment services to deliver the TPA nationally.

Pearson’s 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.

Ohio’s Next StepsOhio’s Next Steps As soon as possible Ohio’s 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.

QuestionsQuestions