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Ensuring Readiness to Teach: EdTPA Support and Assessment


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Webinar:


The Alliance for Excellent Education;
Stanford Center for Assessment, Learning, and Equity; and
The American Association of Colleges for Teacher Education
Invite You to Attend a Webinar

Participants
Amee Adkins, PhD, Associate Dean, College of Education, Illinois State University
Mariana Haynes, PhD, Senior Fellow, Alliance for Excellent Education
Becky Pringle, Secretary-Treasurer, National Education Association
Nicole Barrick Renner, Teacher, Metro Nashville Public Schools
Sharon Robinson, EdD, President and Chief Executive Officer, American Association of Colleges for Teacher Education

The Alliance, SCALE, and AACTE cohosted this webinar on edTPA—a performance-based assessment that shows how teacher candidates develop and evaluate student learning and support the Common Core State Standards in the classroom. Teachers and teacher educators nationwide—more than 1,000 from 29 states and 400 institutions—participated in a multi-year development process including pilots and field tests with more than 12,000 candidates. edTPA became fully operational in early September 2013 and captures multiple measures of teaching practice, providing insight into a candidate’s ability to effectively teach his/her specific content area to diverse learners.

Sharon Robinson and Amee Adkins provided an overview of the development of edTPA and the implications for improving the profession and the educator workforce. Nicole Barrick Renner shared her experience of going through the edTPA process and how it prepared her for her first years of teaching. Becky Pringle discussed the role of a performance-based assessment for entry to the profession and how it deepens teachers’ ability to support diverse learners. Mariana Haynes moderated the discussion. Panelists also addressed questions submitted by webinar viewers from across the country.

Supplemental Materials:

The Alliance for Excellent Education is a Washington, DC–based national policy and advocacy organization that works to improve national and federal education policy so that all students can achieve at high academic levels and graduate from high school ready for success in college, work, and citizenship in the twenty-first century. www.all4ed.org

The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance pre-K–12 student learning. http://aacte.org/

The Stanford Center for Assessment, Learning, and Equity (SCALE), formerly associated with the School Redesign Network at Stanford University, provides technical consulting and support to schools and districts that have committed to adopting performance-based assessment as part of a multiple-measures system for evaluating student learning and measuring school performance. https://scale.stanford.edu/

>>> HELLO.
MY NAME IS MARIANA HAYNES,
SENIOR FELLOW FOR THE ALLIANCE
FOR EXCELLENCE EDUCATION.
A NONPROFIT POLICY AND ADVOCACY
ORGANIZATION BASED HERE IN
WASHINGTON, D.C.
THE ALLIANCE IS FOR CENTER OF
ASSESSMENT LEARNING AND EQUITY.
WE ARE DELIGHTED THAT YOU HAVE
JOINED US FOR TODAY’S WEBINAR ON
THE TEACHER PERFORMANCE
ASSESSMENT FOR TEACHER
CANDIDATES WHO ARE IN THE
PROCESS OF COMPLETING A
PREPARATION PROGRAM.
I AM JOINED TODAY FOR OUR WEB
CAST BY SOME OF THE LEADING
MINDS ON THIS ASSESSMENT AND I
WILL INTRODUCE THEM IN JUST A
MOMENT.
FIRST LET ME PROVIDE SOME
BACKGROUND.
IT BECAME FULLY OPERATIONAL IN
EARLY SEPTEMBER, 2013 FOLLOWING
A MULTI YEAR DEVELOPMENT PROCESS
INCLUDING PILOTS AND FIELD TESTS
WITH EDUCATORS FROM HUNDREDS.
THE TEACHER PREPARATION PROGRAM
IN PARTNERSHIP WITH 28 STATES
AND DISTRICT OF COLUMBIA.
SIGNALS COMMITMENT TO INSURING
THE TEACHERS ENTER THE
PROFESSION WITH THE EXPERTISE TO
DEVELOP STUDENTS’ KNOWLEDGE AND
SKILLS NEEDED TO SUCCEED IN
COLLEGE CAREERS.
AS THE ONLY NATIONALLY AVAILABLE
PERFORMANCE-BASED ASSESSMENT TO
DETERMINE A CANDIDATE’S
READINESS TO TEACH IT CAN PLAY
AN IMPORTANT ROLE IN
STRENGTHENING OTHER TEACHER
QUALITY INITIATIVES.
ENCOURAGED BY THE AGREEMENT OF
COMMON CORE OF CONTENT STATES
ARE NOW WORKING COLLECTIVELY TO
ESTABLISH A COMMON CORE OF
PROFESSIONAL KNOWLEDGE AND
SKILLS THAT CAN BE TAUGHT TO
ASPIRING TEACHERS ACROSS
TRADITIONAL AND ALTERNATIVE
PROGRAMS AND PATHWAYS.
TODAY’S WEBINAR WILL FOCUS ON
HOW WE CAPTURE MULTIPLE MEASURES
OF TEACHER PRACTICE PROVIDING
INSIGHT INTO A CANDIDATE’S
ABILITY TO EFFECTIVELY TEACH HIS
OR HER SPECIFIC CONTENT AREA.
WE WILL LEARN ABOUT ITS DESIGN
TO DEEPEN TEACHER’S ABILITY TO
ADVANCE STUDENT LEARNING AND THE
IMPLICATIONS FOR SUPPORTING AND
IMPROVING PREPARATION PROGRAMS
AND THE TEACHING PROFESSION.
WITH THAT LET ME INTRODUCE OUR
DISTINGUISHED GUESTS.
FIRST WE HAVE DR. SHARON
ROBINSON.
IT IS ALWAYS GREAT TO SEE YOU.
SHE IS THE PRESIDENT AND CHIEF
EXECUTIVE OFFICER OF THE
AMERICAN ASSOCIATION OF COLLEGES
FOR TEACHER EDUCATION.
SHARON HAD PREVIOUSLY SERVED AS
THE ASSISTANT SECRETARY OF
EDUCATION WITH THE U.S.
DEPARTMENT OF EDUCATION OFFICE
OF RESEARCH AND IMPROVEMENT AND
HAS HELD A VARIETY OF FORMER
ACHIEVEMENTS.
NEXT TO SHARON IS DR. AMEE
ADKINS.
WELCOME.
SHE IS THE ASSOCIATE DEAN OF THE
COLLEGE OF EDUCATION AT ILLINOIS
STATE UNIVERSITY AND SHE TEACHES
COURSES IN THE SOCIAL
FOUNDATIONS OF EDUCATION AND
EDUCATIONAL POLICY FOCUSING ON
THE RELATIONSHIP BETWEEN SCHOOLS
AND SOCIETY AND HOW POWER AND
IDENTITY ARE NEGOTIATED IN
EDUCATIONAL CONTEXT.
AND NEXT TO AMEE WE HAVE BECKY
PRINGLE, SECRETARY TREASURER OF
THE NATIONAL EDUCATION
ASSOCIATION.
BECKY HAS BEEN INTEGRAL TO THE
SUCCESS TO TRANSFORM THE
EDUCATION PROFESSION AND TO
IMPROVE STUDENT LEARNING.
SHE HAS LED A WORK GROUP THAT
PRODUCED THE GROUND BREAKING
POLICY ENDORSEMENT FOR NEED FOR
EVALUATION AND ACCOUNTABILITY
REFORM AND THAT STATEMENT
POSITIONS TEACHERS IN TAKING THE
NEED TO DEVELOP PROFESSIONAL
PRACTICE AND MEET THE NEEDS OF
ALL STUDENTS AND OFFER SWEEPING
CHANGES TO ELEVATE THE
PROFESSION OF EDUCATION.
WE HAVE ANOTHER GUEST JOINING US
BY PHONE, NICOLE BARRICK RENNER.
NICOLE IS JOINING US WHILE SHE
IS ON HER VACATION.
WE ARE VERY GRATEFUL SHE IS WITH
US TODAY.
SHE IS AN ENGLISH TEACHER AT
EAST MAGNET PUBLIC SCHOOL IN
NASHVILLE, TENNESSEE.
SHE HAS TAUGHT ALL FOUR HIGH
SCHOOL GRADE LEVELS OF ENGLISH
INCLUDING ADVANCED PLACEMENT,
CORE CLASSES AND ELECTIVES.
SHE GRADUATED FROM THE
UNIVERSITY OF VIRGINIA AND
EARNED HER MASTERS OF EDUCATION
FROM VANDERBILT UNIVERSITY.
LET ME REMIND OUR VIEWERS THAT
THIS IS A WEBINAR AND IT IS
INTERACTIVE.
YOU WILL NOTICE THAT ON THE WEB
CAST PAGE WE HAVE A QUESTION
FORM.
WE WILL TURN TO YOUR QUESTIONS
FROM TIME TO TIME THROUGHOUT
THIS WEBINAR.
IF YOU ARE ON TWITTER WE
ENCOURAGE YOU TO TWEET ABOUT
THIS WEBINAR OR ASK A QUESTION
USING THE ALLFORED HASH TAG.
WE ARE GOING TO GO TO THE CENTER
OF THE ISSUE, THE CURRENT POLICY
INTERESTS IN WELL-PREPARED
TEACHERS IS HIGHER THAN IT HAS
BEEN.
INCREASING THE CONSISTENCY AND
THE EFFECTIVENESS OF FRONT LINE
PRACTITIONERS IS CRITICAL.
STATES ARE POISED TO ESTABLISH A
COMMON MEASURE BY WHICH NOVICE
TEACHERS CAN BE ASSESSED
RELIABLY.
SO THE USE OF A PERFORMANCE
BASED ASSESSMENT ALIGNED WITH
HIGH LEVERAGE TEACHING PRACTICES
THAT ARE ASSOCIATED WITH STUDENT
LEARNING CAN CONTRIBUTE GREATLY
TO ADVANCING THE TEACH QUALITY
SCALE.
WE WILL BEGIN WITH SHARON, DR.
ROBINSON, WOULD YOU PROVIDE AN
OVERVIEW OF THE DEVELOPMENT
PURPOSE AND WHY INSTITUTIONS AND
STATES ARE CHOOSING TO USE IT?
>> IT IS A PLEASURE TO ADDRESS
THIS TOPIC WITH OUR AUDIENCE
THIS AFTERNOON.
IT REPRESENTS A VERY COURAGEOUS
EFFORT ON THE PART OF THE
PROFESSIONAL COMMUNITY TO GO TO
THE CORE OF THE MATTER YOU
MENTIONED.
HOW DO WE KNOW THE CANDIDATES
ARE GOING TO BE READY FOR
PRACTICE ON DAY ONE?
IT IS IMPORTANT TO NOTE THAT THE
ONLY WAY WE CAN KNOW THAT IS TO
DEVELOP CANDIDATES IN A SETTING
THAT IS DESIGNED TO PUT THEM IN
PRACTICE.
SO PARTNERSHIPS WITH OUR SCHOOL
DISTRICT, COMMUNITIES IS
ESSENTIAL TO THE WORK OF
DEVELOPING THESE CANDIDATES AND
GIVING THEM AN OPPORTUNITY TO
SHOW WHAT THEY KNOW IN AN
AUTHENTIC SETTING.
SO IF WE ARE GOING TO THINK
ABOUT THIS ON A CONSISTENT BASIS
GOING FORWARD WE ARE GOING TO
HAVE TO THINK ABOUT THE
PARTNERSHIPS AND DEVELOP REALLY
INTEGRAL PARTNERSHIPS WHERE WE
ARE DEVELOPING CANDIDATES IN A
COLLABORATIVE WAY WITH AUTHENTIC
PRACTICE.
SO WE DON’T HAVE TO SEPARATE THE
PREPARATION FROM REAL PRACTICE.
THAT IS THE BEGINNING OF THE
EFFORT.
SO IF YOU THINK ABOUT WHY WE DID
THIS, WE WERE QUITE AWARE THAT
THE MATERIAL WE ARE USING RIGHT
NOW TO MEASURE OUTCOMES OF
EDUCATOR PREPARATION PROGRAMS
WAS NOT GETTING TO THE CORE OF
THE MATTER.
IT WAS NOT ALLOWING US TO REALLY
BE CONFIDENT THAT THE CANDIDATES
WERE READY ON DAY ONE BECAUSE
THESE MEASURES WERE FOCUSED ON
INTELLECTUAL DEVELOPMENT, SOME
SKILL DEVELOPMENT BUT NOT REALLY
THE ACT OF TEACHING ITSELF.
SO WE WANTED TO GET RIGHT TO
THAT PARTICULAR QUESTION.
AND WE WERE ALSO MOTIVATED BY AN
EFFORT TO ADDRESS THE ACCOUNT
IMPERATIVE HERE.
IF WE ARE, INDEED, GOING TO
EMBRACE THIS CHALLENGE TO MAKE
CERTAIN EACH AND EVERY STUDENT
HAS AN OPPORTUNITY TO BECOME
COLLEGE AND CAREER READY THEN WE
HAVE TO BE CONFIDENT THAT EACH
AND EVERY TEACHER IS PREPARED TO
SUPPORT THE DEVELOPMENT OF THAT
STUDENT IN THIS REGARD.
SO WE WANTED NOVICE
PRACTITIONERS TO HAVE A MUCH
HIGHER LEVEL OF CONFIDENCE THAT
THEY ARE COMING INTO PRACTICE
READY TO DO THAT JOB.
SO IF YOU THINK ABOUT HOW FAR WE
HAVE COME WITH THIS IT’S PRETTY
IMPRESSIVE.
RIGHT NOW WE HAVE OVER 480
EDUCATOR PREPARATION PROVIDERS
ACROSS 32 STATES INCLUDING THE
DISTRICT OF COLUMBIA AND A
COUPLE OF NATIONAL PROGRAMS SUCH
AS THE WESTERN GOVERNOR’S
UNIVERSITY INVOLVED IN CREATING
THIS ASSESSMENT.
IN SOME OF THESE STATES POLICY
IMPERATIVES ARE ALREADY IN PLACE
REALLY BASED ON THE ADVOCACY OF
THE INSTITUTIONS AND OUR
PRACTICING COLLABORATORS WORKING
TOGETHER TO CREATE A POLICY
ENVIRONMENT IN WHICH A MEASURE
LIKE THIS CAN BE INFLUENTIAL,
DETERMINING WHO GETS OUT OF A
PROGRAM, DETERMINING WHICH
PROGRAMS GET APPROVED BY THE
STATE AND ULTIMATELY IN SEVERAL
STATES DETERMINING WHO GETS THAT
LICENSE TO TEACH.
SO WE HAVE BEEN WORKING AT THIS
REALLY OVER THE PAST FIVE YEARS.
AND I THINK IT IS IMPORTANT TO
NOTE THAT THE BROADER
PROFESSIONAL COMMUNITY HAS
PERSISTED IN THE DEVELOPMENT OF
EDTPA EVEN IN THIS TIME OF
ECONOMIC DISTRESS.
PROGRAMS HAVE BEEN EXPERIENCING
A LOSS OF SUPPORT FROM THE STATE
IN MANY, MANY INSTANCES.
EDUCATORS IN THE CLASSROOM HAVE
BEEN WATCHING STATE SUPPORT
ERODED WHILE WE TRY TO COME TO
GRIPS WITH THE ECONOMIC DOWN
TURN BUT WE STAYED AT IT BECAUSE
THERE WAS A MUCH MORE PERSISTENT
DETERMINATION TO CREATE WHAT WE
NEED FOR THE FUTURE AND NOT LET
THAT BECOME A VICTIM OF THE NEED
TO ADDRESS THE MOMENTARY
FINANCIAL.
IT DOES REPRESENT I THINK A
PROUD PROFESSIONAL
ACCOMPLISHMENT.
WE HAVE HAD TO ASK DEPARTMENTS,
PARTNERS IN THE TEACHERS IN THE
CLASSROOM AND PARTNERS IN THE
SCHOOLS OF EDUCATION.
AND IT WAS†– I THINK IT
REPRESENTS AN ACCOMPLISHMENT IN
TERMS OF KNOWING HOW TO
COLLABORATE, TO BRING TOGETHER
SOMETHING THAT WE ALL NEED BUT
COULD NOT DO ALONE.
SO I FEEL AS THOUGH WE HAVE
REALLY TAKEN AN IMPORTANT STEP
FORWARD.
NOW WE ARE GOING TO BE BUSY
SUPPORTING EACH OTHER TO MAKE
SURE THAT EDTPA CONTINUES TO
SERVE THE BROADER PROFESSIONAL
INTEREST AND THE INTEREST OF
EACH AND EVERY STUDENT.
>> THANK YOU SO MUCH, SHARON.
ONE OF THE THINGS THAT I HAVE
HEARD FROM SOME OF THE
INSTRUCTORS THAT ARE USING THE
EDTPA AND TEACHER PREPARATION
PROGRAMS IS HOW THEY ARE WORKING
DIFFERENTLY TO PREPARE
CANDIDATES AND HOW THEY HAVE
BEGUN TO FOCUS IN SIMILAR WAYS
ACROSS SUBJECT AREAS AND GRADE
LEVELS.
DO YOU WANT TO SAY HOW THAT
PROGRAM RESPONSE IS SHAPING THIS
IDEA OF THE COMMON UNDERSTANDING
OF WHAT EFFECTIVE
PRE-KINDERGARTEN THROUGH GRADE
12 TEACHING NEEDS TO LOOK LIKE?
>> WE CALL EDTPA AN ASSESSMENT
AND SUPPORT SYSTEM.
IN ORDER TO USE EDTPA AS A
MEASURE TO DETERMINE CANDIDATE
READINESS FOR PRACTICE YOU HAVE
TO ENGAGE IN A CONVERSATION AT
THE INSTITUTION LEVEL THAT
BRINGS IN THE ACADEMIC FROM THE
DISCIPLINES THAT ARE TAUGHT IN
THE SCHOOL, ENGLISH, LANGUAGE
ARTS, MATHEMATICS, SCIENCE, AND
ALL OF THOSE WHO ARE GOING TO
WORK ON BEHALF OF DEVELOPING
THIS CANDIDATE TO MAKE SURE YOU
UNDERSTAND WHAT THAT OUTCOME
MEASURE LOOKS LIKE AND TO MAKE
CERTAIN YOU ARE CONTRIBUTING TO
THE CANDIDATE’S DEVELOPMENT IN
THAT REGARD.
YOU KNOW, ONE ASPECT THAT WE
TALK ABOUT A LOT IS THIS IDEA OF
ACADEMIC LANGUAGE.
IT’S THE ABILITY TO SHOW THAT
YOU KNOW THE DISCIPLINE BUT MORE
THE ABILITY TO SHOW THAT YOU
KNOW HOW TO MAKE THAT DISCIPLINE
ACCESSIBILITY TO LEARNERS.
AND TO COMMUNICATE THIS YOU HAVE
GOT TO BE VERY GOOD AT
COMMUNICATING YOURSELF.
SO EACH OF OUR CANDIDATES IN
USING EDTPA MUST HAVE HIGHLY
DEVELOPED LITERACY SKILLS IN
THEIR DISCIPLINE AND IN THEIR
PROFESSIONAL PRACTICE.
THEY HAVE TO KNOW HOW TO TALK
ABOUT TEACHING AS WELL AS TALK
ABOUT THE CONTENT.
THAT IS NOT GOING TO HAPPEN IN
JUST ONE COURSE.
THAT IS GOING TO HAPPEN IN THE
COURSE OF THE PROGRAM WITH EVERY
INSTRUCTOR AND EVERY EXPERIENCE
CONTRIBUTING TO THE CANDIDATE’S
AWARENESS THAT THIS IS A SKILL
THAT WE ARE DEVELOPING IN QUITE
AN EXPLICIT WAY.
>> THAT’S VERY HELPFUL.
AMEE CAN EXPAND, AS WELL, ON
THIS.
AS AN ASSOCIATE DEAN OF A MAJOR
TEACHER PREPARATION PROGRAM CAN
YOU GIVE A FURTHER OVERVIEW OF
WHAT THIS MEANS FOR YOUR
INSTITUTION IN TERMS OF WHERE
YOU ARE IN USING THE EDTPA AND
THE IMPACT ON THE COURSEWORK AND
TEACHER CANDIDATES.
>> WE ARE IN OUR FOURTH YEAR OF
IMPLEMENTATION.
WE HAVE BEEN PILOTING AND FIELD
TESTING.
THIS YEAR IS THE FIRST YEAR THAT
ALL OF OUR CANDIDATES ARE
COMPLETING PORTFOLIOS.
WE STARTED SMALL TO UNDERSTAND
WHAT THIS ASSESSMENT WAS GOING
TO TAKE TO BUILD INTO OUR
PROGRAMS.
WE ARE A LARGE SCHOOL MODEL.
WE KNEW WE NEEDED TO UNDERSTAND
THE ASSESSMENT FROM A
PROGRAMMATIC LEVEL AND START
WORKING TO MAKE SURE OUR
PROGRAMS ARE READY.
IN ILLINOIS THE PROGRAM FOLLOWS
UNTIL 2015.
WE NEED TO KNOW THAT WE HAVE
DONE EVERYTHING IN OUR PROGRAM
SOT THAT WHEN OUR CANDIDATES
FACE THIS ASSESSMENT THEY PASS
ON THEIR OWN MERITS.
I WANT TO TALK A LITTLE ABOUT
HOW THE ASSESSMENT ITSELF IS A
PRODUCT AS A PROFESSION AND THEN
MORE DETAIL ON HOW IT WORKS.
I WOULD LIKE TO BEGIN TO DRAWING
ATTENTION TO THE PHRASE BY THE
PROFESSION FOR THE PROFESSION.
IT IS AN ASSESSMENT WE ARE
DEVELOPING AS A PROFESSIONAL
COMMUNITY THAT HAS THE
APPROPRIATE EXPERTISE.
WHEN WE LOOK AT EDTPA BY THE
NUMBERS WE CAN SEE THE LEVEL OF
PARTICIPATION.
WE HAVE HAD SUBMISSIONS FROM
PORTFOLIOS FROM OVER 12,000
CANDIDATES AND WE HAVE HAD
HUNDREDS OF TEACHER EDUCATION,
FACULTY INVOLVED IN DESIGN TEAM
AND CONTENT EFFORTS.
IT HAS BEEN WIDE SPREAD AND A
COLLECTIVE VOICE INFLUENCE OF
THE DEVELOPMENT OF THE
ASSESSMENT.
THE SCALE†– THEY BOTH HAVE OVER
25 YEARS OF EXPERIENCE OF
DEVELOPING PERFORMANCE BASED
ASSESSMENT.
WE CHASE OUR LINEAGE, IT CHASES
LINEAGE BACK TO NATIONAL BOARDS
PROCESSES AND THE MOST RECENT IS
IN PLACE IN CALIFORNIA WITH
THEIR PACT INSTRUMENT.
THEY CONTINUE THE STRONG
TRADITION OF SUBSTANTIVE INPUT
WORKING TOGETHER TO FORMULATE
STANDARDS FOR PROFESSIONAL
PRACTICE.
A BIG PART OF MY ENTHUSIASM IS
THE POTENTIAL I SEE FOR IT TO
HELP US.
FIRST IT CAN HELP TEACHER
EDUCATION ALIGN TOGETHER BEHIND
A SHARED DEFINITION OF EFFECTIVE
TEACHING THAT TAKES US AWAY FROM
COVERING THE MATERIAL AND MOVING
US INTO A FOCUS ON HAVING A
POSITIVE IMPACT ON LEARNING
WHERE WE ARE IN THE HABIT OF
ASKING OURSELVES HOW HAVE I
EFFECTED STUDENT LEARNING TODAY.
LIKEWISE IT HELPS US SHIFT THE
UNDERSTANDING AS A BUSINESS OF
TEACHER PREPARATION.
THIS IS NOT ABOUT SOMEONE WHO
ALWAYS WANTED TO BE A TEACHER IN
THE BASEMENT PLAYING SCHOOL WITH
DOLLIES.
I’M VERY GRATEFUL THAT THIS
HELPS US SAY YOU NEED TO
DEMONSTRATE YOUR ABILITY TO
TEACH EFFECTIVELY.
SHOW US YOU CAN TEACH BEFORE WE
HAND YOU THE KEYS TO THE
CLASSROOM.
IT ASSERTS A PERFORMANCE
STANDARD FOR EFFECTIVE BEGINNING
TEACHING AND NAMES IT CLEARLY IN
TERMS OF ENGAGING STUDENTS AND
CONTENT UNDERSTANDING.
IT OFFERS A SUBSTANTIAL COMMON
DENOMINATOR OF WHAT WE CAN AGREE
IS ABSOLUTELY ESSENTIAL FOR
COMMON BEGINNING PRACTICE.
THIS IS A GRAPHIC REPRESENTATION
OF THE EFFECTIVE BEGINNING
TEACHING.
STUDENT LEARNING IS CENTRAL.
IT REPRESENTS FIVE DOMAINS OF
PRACTICE, PLANNING INSTRUCTION
ASSESSMENT, ANALYZING TEACHING
AND ACADEMIC LANGUAGE.
THE LAST DOMAIN IS GENERALLY A
NEW ONE FOR MANY OF US.
YOU THINK ABOUT THE DIFFERENCE
BETWEEN HOW YOU COMMUNICATE
EFFECTIVELY IN A BIOLOGY  CLASS
VERSUS ENGLISH LANGUAGE ARTS.
IN BIOLOGY  WE TALK BULLETS.
HELPING STUDENTS UNDERSTAND THE
NORMS AND CONVENTIONS IS WHAT WE
MEAN BY ACADEMIC LANGUAGE.
GETTING BACK TO HOW THOSE
DOMAINS ARE REPRESENTED THROUGH
15 CONSTRUCTS AND THAT IS WHAT
IS PORTRAYED IN THIS GRAPHIC IN
PARTICULAR.
THESE ARE THE KEY COMPONENTS.
WE HAVE ASSESSMENTS TO MONITOR
OR WE THINK ABOUT CREATING A
CHALLENGING LEARNING
ENVIRONMENT.
TOGETHER THESE GIVE US A VERY
CLEAR CONCISE AND PRECISE
STATEMENT OF WHAT IS INVOLVED IN
ENGAGING STUDENTS IN LEARNING.
IT GIVES US A CLEAR TARGET AT
WHICH WE TAKE AIM AND HELP
CANDIDATES TAKE AIM.
I TAKE COMFORT IN SAYING THE
MORE CLEARLY WE CAN SEE THE
TARGET THE TRUER OUR AIM WILL
BE.
I DON’T KNOW THAT WE HAVE HAD
SUCH A CLEAR DEFINITION OF A
TARGET IN THE PAST.
AS I AM TALKING WITH COLLEAGUES
THEY ARE SKEPTICAL.
THEY HAVE THEIR SKEPTICISM.
I EXPERIENCED A VERY HIGH LEVEL
OF CONSENSUS AS WE EXAMINE THESE
15 CONSTRUCTS AND TALK ABOUT
THIS CONTENT OF EFFECTIVE
BEGINNING TEACHING.
NO ONE HAS DISPUTED THE 15.
THEY DON’T LOOK AT THE IDEA OF
PLANNING ASSESSMENTS.
NO.
NONE OF THOSE 15 HAVE BEEN
IDENTIFIED AS BEING IRRELEVANT.
SO THIS CERTAINLY HAS HAD OTHER
CONSTRUCTS THAT THEY VALUE AND
THEY WONDER PERHAPS WHY THOSE
AREN’T REPRESENTED.
THAT IS WHEN I WANT TO CIRCLE
BACK TO THE NOTION OF
SUBSTANTIAL COMMON DENOMINATOR.
THESE ARE THE 15 IN WHICH WE CAN
ALL AGREE EVEN WHEN WE BRING IN
INSTITUTIONALLY, PERSONALLY,
DIFFERENT SUBJECT AREAS,
ADDITIONAL CONSIDERATIONS TO
BEAR IN WHAT WE VALUE.
I WANT TO TOUCH QUICKLY ON THIS
NOTION.
I BELIEVE SHARON MENTIONED IT,
TOO.
THIS IS AN ASSESSMENT BUT IT IS
SUBJECT SPECIFIC.
IF YOU LOOK IN THAT INSTRUCTION
CIRCLE THERE YOU SEE
SUBJECT-SPECIFIC.
IF YOU GO THROUGH THE HANDBOOK
AND LOOK AT THE RUBRIC YOU CAN
FIND THE EXPRESSION OF WHAT IT
IS TO TEACH EFFECTIVELY IN
VISUAL ARTS AND WHAT ARE THE
LEARNING TARGETS ASSESSED.
MUCH IS COMMON ACROSS SUBJECT
AREAS BUT THERE IS THE SUBJECT
SPECIFIC VARIATION.
THE WHOLE ARRAY OF TEACHER
EDUCATION I AM ABLE NOW TO KIND
OF PUT ON A PAGE ALL OF TEACHER
EDUCATION TO INCLUDE ITS
TOTALITY AND ITS VARIANCE.
SO IT HAS BEEN FASCINATING.
IT APPEALS TO THE STUDENT IN ME.
TALK ABOUT HOW DOES THE
PORTFOLIO WORK AND THE
ASSESSMENT AND WHAT DO
CANDIDATES NEED TO DO.
IN ASSESSING A PORTFOLIO WE ARE
LOOKING FOR EVIDENCE DERIVED
FROM PRACTICE.
WE ASK TO FOCUS IN ON A LEARNING
SECTION.
THE PORTFOLIO IS BROKEN DOWN
INTO THREE TASKS, PLANNING,
ASSESSMENT AND INSTRUCTION.
THERE IS ADDRESSING STUDENT
LEARNING.
CANDIDATES DOCUMENT THEIR
PRACTICE WITH THREE SOURCES OF
EVIDENCE.
CANDIDATE COMMENTARIES WHERE
THEY PROVIDE EXPLANATION AND
JUSTIFICATION FOR THOSE.
INSTRUCTIONAL ARTIFACTS WHICH
INCLUDE LESSON PLANS AND THEN
STUDENT WORK SAMPLES.
THERE ARE ONE TO TWO UNEDITED
VIDEO CLIPS.
THE PURPOSE OF THE VIDEO IS TO
PROVIDE THE VISUAL EVIDENCE OF
HOW THE CANDIDATE ENGAGES
STUDENTS IN UNDERSTANDING.
SO THAT’S A QUICK AND BRIEF
OVERVIEW AND CERTAINLY WE CAN
TAKE COMMENTS.
I REALLY WOULD LIKE TO TURN TO
THE EDUCATIVE PROMISE OF THIS
ASSESSMENT BECAUSE IT IS WHAT
MAKES THE WORK INVOLVED IN THIS
WORTH WHILE AND IT HAS MULTIPLE
DIMENSIONS OR LEVELS.
CANDIDATES ARE GOING TO RECEIVE
FEEDBACK ON THEIR PERFORMANCE.
THEY WILL GET 16 SCORES.
ONE SUMMATIVE AND ONE FOR EACH
OF THE 15 RUBRICS.
THEY ARE USE EARLY ON TO CHART
THE PROFESSIONAL DEVELOPMENT.
I LOOK AT MY SCORE PROFILE AND
SEE I DID WELL IN PLANNING AND
INSTRUCTION.
AND IN ASSESSMENT I WAS HAVING
SOME WEAKNESSES THERE.
THAT TELLS ME THAT IS MY INITIAL
FOCUS WHEN I SEEK OUT MENTORS
AND PROFESSIONAL DEVELOPMENT
OPPORTUNITIES.
I WANT TO HONE MY ASSESSMENT
SKILLS.
THAT IS WHERE I WANT TO START MY
IMPROVEMENT.
FOR PROGRAMS THEY WILL BE
RECEIVING SETS OF SCORE
PROFILES.
THAT’S GOING TO GIVE US A LOT OF
DATA THAT WE CAN USE TO IDENTIFY
PATTERNS AND TRENDS AMONG OUR
CANDIDATES’ PERFORMANCE THAT WE
CAN USE.
I MIGHT SEE MANY OF MY
CANDIDATES PERFORM STRONGLY IN
PLANNING AND INSTRUCTION AND A
GOOD CHUNK ARE STRUGGLING IN
ASSESSMENT.
THAT TELLS ME AND MY COLLEAGUES
WE WANT TO LOOK AT THE
CURRICULUM AND SEE WHERE WE CAN
INCORPORATE MORE ATTENTION TO
ASSESSMENT IN THEIR PLAN OF
STUDY.
FOR THE PROFESSION THERE ARE
EDUCATIVE PROMISE.
ONE IS THE ABILITY TO CONTRIBUTE
TO THE PROFESSIONAL KNOWLEDGE
BASE.
WE WILL BE ABLE TO ASK QUESTIONS
LIKE ARE SOME OF THE CONSTRUCTS
MORE IMPORTANT THAN OTHERS?
I’M SURE MANY MORE QUESTIONS AS
WE GET MORE INVOLVED IN THAT.
AND WHAT WE HAVE ALREADY
EXPERIENCED IS HOW EDTPA HELPS
DEEPEN THE PROFESSIONAL
DIALOGUE.
PERFORMANCE ASSESSMENT HELPS
STRENGTHEN IT.
WHETHER IT IS HIGHER ED
COLLEAGUES TALKING TO EACH OTHER
WITHIN A PROGRAM, ACROSS
PROGRAM, FACULTY TALKING WITH
CANDIDATES, HIGHER ED
REPRESENTATIVES TALKING WITH
THEIR P-12 PARTNERS.
WE OPEN UP WHAT REALLY MATTERS
IN OUR PRACTICE.
GIVES US AN ANCHOR POINT TO WORK
TOGETHER MOVING FORWARD.
WE TALK ABOUT THE EDUCATIVE
PROMISE.
THAT ONLY WORKS IF WE GO BEYOND
COMPLIANCE.
IF WE DIG INTO IT AND MAKE IT ON
OUR OWN I THINK WE CAN GREATLY
INCREASE OUR CAPACITY IN TEACHER
PREPARATION PROGRAMS.
MY COLLEAGUES WILL TALK OF IT
AND IT IS TRUE IT IS A HIGH
STAKES ASSESSMENT.
FOR SOME STATES THE HIGH STAKES
ARE COMING.
IT IS ALSO AN OPPORTUNITY THAT
WE RECOGNIZE AND EMPHASIZE,
TEACHING IS A HIGH STAKES
PROFESSION AND IT WOULD
BEHOOVE†– AND THE HIGH STAKES
ASSESSMENT.
HERE IS MY CORRECTIVE LINE.
AS WITH ANY IMPORTANT ASSESSMENT
IT IS TRUE THAT IT IS BEST
SITUATED AS PART OF A MULTIPLE
MEASURE SYSTEM.
FOR PROGRAMS THAT MEANS
DEVELOPING SUITES OF ASSESSMENT
INCLUDING EXPERIENCES THAT LEAD
CANDIDATES TOWARDS THE
PERFORMANCE STANDARD, BREAKING
IT DOWN, GIVING THEM OPPORTUNITY
TO PRACTICE, PROVIDING THEM WITH
FEEDBACK ON THEIR PERFORMANCE
AND THEN IT IS ESSENTIAL TO WHAT
IS IMPORTANT IN BEGINNING
PRACTICE.
IT IS NOT ALL OF IT.
WE NEED CANDIDATES WHO CAN WORK
EFFECTIVELY WITH GROWNUPS.
IT IS ABSOLUTELY AN ESSENTIALAL
PART OF PRACTICE THAT OUR
CANDIDATES ARE ABLE TO
COLLABORATE WITH COLLEAGUES,
COMMUNICATE WITH PARENTS.
THAT IS AN IMPORTANT LEARNING
OUTCOME OF OUR PROGRAM AND AS
SUCH WE NEED TO BE ASSESSING IT.
I AM GOING TO TURN TO MY LAST
SLIDE.
WHAT I’M SHOWING YOU HERE TRULY
IS AN ARTIFACT FOR YOU TO
NOTICE.
I APOLOGIZE FOR THE SMALL PRINT
BUT I DID GIVE YOU A URL LINK.
I WANT TO CLOSE WITH THE SENSE
OF HOW NICELY IT FITS WITHIN THE
CAREER CONTINUUM AND HOW MANY OF
THE INITIATIVES STIRRING THE
PROFESSION, THEY ACTUALLY ALIGN
PRETTY CLOSELY WHICH IS A NICE
THING FOR A CHANGE.
THEY ARE MOVING IN SIMILAR
DIRECTIONS AND AT ABOUT THE SAME
TIME.
WE CAN REALLY DIG INTO THIS AND
CARRY IT FORWARD.
THIS DOCUMENT I SHOW YOU IS
DEVELOPED BY OUR NATIONAL BOARD
RESOURCE CENTER WHERE THEY TOOK
TO THEM TO CONSIDER THE VARIETY
OF INITIATIVES THAT PLAY IN
ILLINOIS.
IT IS ILLINOIS SPECIFIC BUT
THERE ARE VARIATIONS ON THE
THEME.
BASICALLY YOU CAN SEE HOW THEY
ARE LOOKING AT THE EDTPA,
DANIELSON FRAMEWORK, NATIONAL
BOARD STANDARDS AND COMMON CORE
LEARNING STANDARDS AND FINDING
THAT THEY ARE PRETTY TIGHTLY
ALIGNED.
SO THIS PARTICULAR ALIGNMENT IS
ANCHORED IN THE NATIONAL BOARDS
CORE PROPOSITION.
IT GIVES US AN IMPRESSIVE
CONSISTENCY.
IF YOU GO TO THE DOCUMENT YOU
WILL NOTICE IT IS HYPERLINKED TO
MORE DETAILED ALIGNMENTS.
CERTAINLY THERE IS MUCH, MUCH
MORE I COULD SAY ABOUT THIS BUT
I KNOW OUR TIME IS SHORT.
I WILL STOP THERE.
>> I DO WANT TO POINT OUT WE
TALKED ABOUT THE FORMATIVE
APPROACH THAT FOLKS HAVE TO TAKE
THE PIECES, WHAT IS BEING
MEASURED IN TERMS OF THE RUBRICS
AND HAVE OPPORTUNITIES FOR
CANDIDATES TO PRACTICE.
AND IT SPEAKS TO THIS CALL FOR
INCREASED CLINICAL PREPARATION,
THE IDEA THAT THEY NEED TO HAVE
LOTS OF EXTENSIVE CLINICAL
OPPORTUNITY THROUGHOUT IN ORDER
TO DEVELOP SKILLS THAT ARE
CHALLENGING AND DIFFICULT.
I IMAGINE THAT THAT IS SOME OF A
BY PRODUCT AS PEOPLE BEGIN TO
USE THIS THAT THEY FIGURE OUT
HOW THEY PROVIDE PRACTICUMS ON A
MORE FREQUENT BASIS SO THAT
CANDIDATES GET EXPOSURE.
>> IT IS INCLUDING MORE CLINICAL
PRACTICE OPPORTUNITY BUT ALSO
USING OUR CLINICAL PRACTICE
OPPORTUNITIES IN A LITTLE
DIFFERENT WAY AND MUCH MORE
PURPOSEFUL WAY.
THIS NOTION OF ENGAGING STUDENTS
IN LEARNING, HOW DO YOU
OPERATIONALIZE THAT?
WHAT DOES THAT LOOK LIKE?
IT PROBABLY DOESN’T LOOK LIKE ME
DELIVERING THE MOST PERFECTLY
COMPOSED LECTURE EVER AND THEN
STOPPING.
AS YOU GO OUT INTO DIFFERENT
CLASSROOMS WE HAVE A BEGINNING
CONVERSATION ABOUT WHAT IT LOOKS
LIKE TO ENGAGE STUDENTS IN
LEARNING.
GO FORTH AND BRING BACK WHAT YOU
SEE HAPPENING.
IT CAN BE POSITIVE AND IT CAN BE
THE NEGATIVE, THE LACK OF
ENGAGEMENT.
WHAT DO BOTH OF THOSE LOOK LIKE?
THEY BECOME MORE FLUENT.
>>> WE HAVE A FEW QUESTIONS.
AND THEN MORE ON THE PRACTICAL
CONSIDERATION.
I WILL THROW IT BACK SO YOU CAN
TAKE A SWING AT THESE.
NANCY FROM THE UNIVERSITY SYSTEM
OF MARYLAND HAS BEEN ASKING
ABOUT THE COST AND WHAT HAS BEEN
DONE TO HELP THE COST OF THE
PROGRAM?
>> INSTITUTIONS AND STATES ARE
APPROACHING THE COSTS IN
DIFFERENT WAYS.
FOR EXAMPLE, WHERE IT IS
REQUIRED FOR PROGRAM COMPLETION
THE COST IS SOMETIMES ROLLED
INTO THE FEES THAT STUDENTS PAY
SO THEY CAN OFFSET THE FEES IN
THE NORMAL FASHION THROUGH THEIR
TUITION PAYMENTS WITH LOANS OR
WHATEVER.
THAT IS THE CASE MAYBE NICOLE
WILL SPEAK TO THAT BECAUSE THAT
IS WHAT HAPPENED AT VANDERBILT.
IN SOME INSTANCES STATES ARE
PROVIDING SOME SUPPORT FOR
EDTPA.
AS WE ROLL THIS OUT THERE ARE
LEVELS OF PARTICIPATION THAT
DON’T INVOLVE COST.
A PROGRAM CAN BE AT THE
INTRODUCTORY STAGE WHERE YOU ARE
NOT SCORING USING THE NATIONAL
NETWORK OF TRAINED SCORES BUT
YOU ARE AT A PROCESS OF
LEARNING.
SO ACTUALLY PROGRAMS CAN HAVE UP
TO TWO YEARS OF INVOLVEMENT WITH
EDTPA WITH NO COST TO THEM OR TO
THE STUDENT.
IT IS WHEN YOU GET TO THE
CONSEQUENTIAL POINT WITH THE
PORTFOLIO HAS TO BE SCORED
WITHIN THE SECURE SYSTEM WITH A
NETWORK OF HIGHLY TRAINED SCORES
THAT THE COST BECOMES A FACTOR.
>> ANYTHING?
>> I WOULD JUST ADD A REMINDER
ABOUT†– WHEN WE THINK ABOUT THE
COST, IT IS $300.
THAT DOES GET OUR ATTENTION.
I WANT US TO THINK ABOUT WHAT WE
ARE BUYING.
IT IS GETTING AT THE TECHNICAL
AND HUMAN INFRASTRUCTURE THAT IS
NEEDED TO SCORE THE PORTFOLIOS
IN A RELIABLE WAY.
SHARON MENTIONED THAT THEY ARE
HIGHLY QUALIFIED.
THEY ARE BEING SCORED BY FACULTY
AREA EXPERTS, TEACHERS CLOSE TO
THE PRACTICE, NATIONAL BOARD
CERTIFIED TEACHERS, FOLKS WHO
HAVE AN INVESTMENT IN THE
QUALITY OF THIS ASSESSMENT.
THE PROFESSIONAL EDUCATORS WHO
ARE DOING THE WORK OF SCORING.
THERE IS A VARIETY OF ONLINE
RESOURCES AVAILABLE TO
CANDIDATES AND TO PROGRAMS.
THE BACK END, PREPARING SCORER
TRAINING, MAINTAINING
CERTIFICATION AND CALIBRATION,
ALL OF THAT HUMAN AND TECHNICAL
WORK IS WRAPPED UP IN THAT PRICE
POINT.
>> HERE IS ANOTHER ONE.
THIS ONE IS ABOUT VIDEO TAPING.
ANN FROM HUDSON RIVER TEACHING
CENTER ASKS WITH MANY NOT
PERMITTING VIDEO TAPING HOW ARE
EDUCATION PROGRAMS DEALING WITH
THIS ISSUE?
>> I SHARE COMING FROM ILLINOIS
I SHARE IN NEW YORK’S CONCERN.
AS WE GO†– NEW YORK AND
ILLINOIS WE GET A LOT OF
ATTENTION ABOUT THE VIDEO TAPE
CONSIDERATION.
AS WE GO FORWARD WE LOOK FOR
STATE POLICY SUPPORT THAT OFFER
US AND OUR SCHOOL PARTNERS
INFORMATION, GUIDE LINES AND
REGULATIONS TO PROTECT STUDENT
PRIVACY, TO REASSURE OUR SCHOOL
PARTNERS ABOUT THE LIMITED AND
APPROPRIATE USE OF THE VIDEO
TAPE.
THIS IS NOT GOING TO END UP ON
YOUTUBE AND NOT ON FACEBOOK
WITHOUT CONSEQUENCES.
IN ILLINOIS IN MY INSTITUTION WE
STIPULATED IF WE ENCOUNTER
INAPPROPRIATE USE OF THE
MATERIAL THEN YOU ARE SUBJECT TO
PENALTY INCLUDING RECOMMENDATION
FOR SUSPENSION OF YOUR LICENSE.
WE ARE QUITE SERIOUS ABOUT IT.
THERE ARE SAMPLES OF STATE
POLICY THAT SUPPORT DEVELOPMENT
FROM MINNESOTA, ILLINOIS AND
WISCONSIN.
THOSE ARE AVAILABLE ON THE EDTPA
PORTAL.
FROM A PROGRAM PERSPECTIVE IT IS
ABOUT INCREASING OUR
COMMUNICATION WITH OUR SCHOOL
PARTNERS REGARDING THE PURPOSE
AND THE APPROPRIATE USE WITH
CANDIDATES REINFORCING THIS IS A
PROFESSIONAL EXERCISE SO TREAT
IT WITH THE DIGNITY AND RESPECT
IT DESERVES.
IN PRACTICE AS WE ROLLED THIS
OUT I WOULD SAY WE HEARD FROM A
HANDFUL OF SCHOOLS THAT SAID WE
NEEDED A BIT OF TIME TO WRAP OUR
MINDS AROUND THIS.
THREE WEEKS HAD THE CONVERSATION
AND THEN WORKED OUR WAY THROUGH
IT AND THEY DEVELOPED THE
APPROPRIATE FURNISHINGS.
I THINK WE WILL BE ABLE TO WORK
IT OUT.
>> THIS HAS BEEN A REALLY GREAT
OVERVIEW.
LOTS OF GOOD INFORMATION.
>>> NOW, BECKY, I AM GOING TO
ASK YOU TO TALK ABOUT THE NEA.
WHY ARE THEY INVOLVED IN THE
EDTPA?
>> LET ME BEGIN BY THANKING YOU
FOR INCLUDING US IN THIS REALLY
EXCITING DISCUSSION.
THE EDTPA HAS THE POTENTIAL TO
BE A GAME CHANGER FOR US IN OUR
PROFESSIONS TO REALLY FOCUS ON
THE ELEVATION OF THE TEACHING
PROFESSION TO WHERE IT NEEDS TO
BE IF WE ARE GOING TO ENSURE
THAT EVERYONE OF OUR STUDENTS
HAS THE QUALITY OF EDUCATION
THAT THEY DESERVE AND FULFILLS
THE PROMISE OF AMERICA.
SO IT IS A VERY EXCITING TIME.
NO DOUBT THERE ARE CHALLENGES
THAT ARE REFLECTED IN SOME OF
THE QUESTIONS THAT YOU HAVE
TAKEN SO FAR.
AND WE ARE THINKING ABOUT THEM.
WE ARE THINKING DEEPLY ABOUT
THEM AND ENGAGING WITH OTHER
FOLKS ABOUT THEM.
WHY IS NEA INTERESTED IN THIS
WORK?
LET ME BEGIN BY SHARING WITH OUR
AUDIENCE A LITTLE BIT ABOUT NEA.
IT IS THE LARGEST LABOR UNION IN
THIS COUNTRY.
WE REPRESENT EDUCATION EMPLOYEES
THROUGHOUT THE ENTIRE SPECTRUM
FROM PREK THROUGH HIGHER
EDUCATION.
WE REPRESENT EDUCATIONAL SUPPORT
FOR PROFESSIONALS, FOLKS WHO
WORK IN OUR SCHOOLS WHO ALSO ARE
IMPORTANT FACTOR IN NURTURING
OUR STUDENTS AND MAKING SURE
THEY ARE PREPARED EVERY DAY TO
LEARN.
AND SO WE ARE AN ORGANIZATION
THAT SPENDS A LOT OF TIME
THINKING ABOUT THE ENTIRE SYSTEM
BECAUSE WE REPRESENT THE ENTIRE
SYSTEM.
AND FOR THIS WORK TO REALLY BE
SUCCESSFUL AND MOST ESPECIALLY
SUSTAINED WE HAVE TO LOOK AT IT
AND TAKE A SYSTEMS APPROACH TO
IT.
YOU WILL HEAR ME TALK A LOT
ABOUT THAT.
NOT ONLY ARE THESE THE LARGEST
ORGANIZATION REPRESENTING BUT WE
HAVE MEMBERS IN EVERY SINGLE
CONGRESSIONAL DISTRICT.
WE HAVE MEMBERS†– WE HAVE
AFFILIATES IN EVERY SINGLE
STATE.
OVER 14,000 LOCAL AFFILIATES.
WE HAVE A BROAD REACH AND
OPPORTUNITY REALLY TO ENGAGE
PRACTITIONERS IN THIS WORK.
I LIKE, AMEE, THE WAY YOU
CHARACTERIZE THE WORK FOR THE
PROFESSION BY THE PROFESSION.
THAT CANNOT BE UNDERSTATED.
NEA IS AT THE CORE OF OUR WORK
TO ENSURE THAT TEACHERS HAVE A
VOICE IN THEIR PROFESSION AND IN
THE SUCCESS OF EVERY STUDENT.
SO LET ME TALK ABOUT A LITTLE
BIT ABOUT THE WORK THAT WE ARE
DOING RIGHT NOW ON HOW THIS FITS
SO PERFECTLY WITH THAT WORK.
AT OUR NATIONAL CONVENTION THIS
YEAR WE REALLY KICKED OFF WHAT
WE ARE CALLING OUR RACING HEN
INITIATIVE.
THERE ARE FOUR PILLARS.
THE FIRST AND MOST IMPORTANT IS
THAT WE FOCUS ON SUCCESSFUL
STUDENTS, ALL STUDENTS.
I’LL BE USING THAT WORD A LOT,
ALL STUDENTS.
FOR THAT TO HAPPEN WE HAVE TO
HAVE ACCOMPLISHED PROFESSIONALS
IN EVERY SINGLE CLASSROOM AND WE
FEEL AND WE KNOW THIS IS WORK WE
CAN’T DO BY OURSELVES.
AS YOU HEARD SHARON AND AMEE SAY
IT OVER AND OVER WE CAN’T DO IT
BY OURSELVES.
WE HAVE TO HAVE DYNAMIC
COLLABORATION.
FOR NEA THAT MEANS COLLABORATION
INTERNALLY AND ALSO WITH
ORGANIZATIONS EVEN OUTSIDE OF
EDUCATION, POLICYMAKERS AND
STAKEHOLDERS THAT IMPACT THIS
ENTIRE SYSTEM.
LASTLY GOING BACK TO BY THE
PROFESSION WE FEEL STRONGLY THAT
WE HAVE TO DEVELOP EMPOWERED
LEADERS WHO ARE GOING TO
ACTUALLY LEAD THEIR PROFESSION.
SO WE ARE DOING A LOT OF WORK
AROUND THAT.
TEACHERS†– I’M SAD TO SAY
THIS†– BUT THEY HAVE NOT REALLY
HAD ANY KIND OF SIGNIFICANT
AUTHORITY OVER THEIR OWN
PROFESSION.
HOW SAD IS THAT?
WE TALKED A LOT ABOUT THAT IN
THE PAST.
IT IS TIME FOR THAT TO CHANGE.
WE ARE REALLY EXCITED ABOUT AN
INITIATIVE THAT WILL PROVIDE
SKILLS AND TRAINING FOR TEACHERS
TO LEAD IN WORK LIKE THIS SO
THEY ARE STEPPING UP TO THAT
WORK.
WHY DO WE EXIST?
WE CAPTURE THAT IN OUR MISSION
AND VISION WHICH YOU SEE IN
FRONT OF YOU.
WE NOT ONLY ADVOCATE FOR
EDUCATION PROFESSIONALS BUT WE
SEE AT THE CORE OF OUR WORK THE
UNITING OF OUR MEMBERS AS WELL
AS THE ENTIRE NATION WHICH IS
REALLY, REALLY IMPORTANT TO
FULFILL THE PROMISE OF PUBLIC
EDUCATION FOR EVERY SINGLE
STUDENT.
SO THEY ARE PREPARED AND READY
TO PARTICIPATE IN A REAL AND
MEANINGFUL WAY IN WHAT HAS
BECOME A MUCH, MUCH MORE
INTERDEPENDENT AND GLOBAL
SOCIETY.
THAT IS AT THE HEART OF OUR
WORK.
SO WE STAY FOCUSED ON OUR VISION
OF GREAT PUBLIC SCHOOLS FOR
EVERY SINGLE STUDENT THROUGHOUT
THIS COUNTRY.
WE KNOW IN FULFILLING THAT
PROMISE WE HAVE GOT TO MAKE SURE
THAT WE BUILD BRIDGES AND
CONNECT ALL OF THE MOVING PARTS,
THE PROGRAMS AND THE
ORGANIZATIONS AND THE WORK.
AND WE DO THAT IN A SYSTEMIC
WAY.
WE KNOW THAT IN THIS TEACHER
QUALITY CONTINUUM, THE
PREPARATION OF TEACHERS IS
ABSOLUTELY ESSENTIAL.
AND WE KNOW THAT FOR OUR
STUDENTS TO BE SUCCESSFUL WE
HAVE TO DO EVERYTHING WE
POSSIBLY CAN TO MAKE SURE THAT
EVERY SINGLE TEACHER THAT STEPS
IN FRONT OF A CLASS IS READY.
THAT DOESN’T MEAN THEY ARE NOT
APPRENTICES AND DON’T HAVE MORE
TO LEARN AND NOT BEING MENTORED.
WE HAVE TO ENSURE THAT THEY HAVE
THE BASIC SKILLS AND THE CONTENT
AND THEY KNOW HOW TO TEACH THAT
CONTENT WHEN THEY STEP IN FRONT
OF OUR CLASSROOMS.
SO WE BELIEVE STRONGLY THAT THE
EDTPA WILL PLAY A REALLY
IMPORTANT ROLE IN NOT ONLY
HELPING OUR PREPARATION PROGRAM
DESIGN, IMPROVE, ENHANCE, IN
SOME CASES TOTALLY REDESIGN
THEMSELVES SO THAT THEY CAN
ENSURE WE HAVE PROFESSION-READY
TEACHERS THAT HAVE HAD EXTENSIVE
OPPORTUNITIES TO LEARN YOUR
CONTENT AND HOW TO TEACH IT, TO
DEVELOP A COURSE BASIC CLASSROOM
MANAGEMENT SKILLS AND ENSURE
THEY HAVE THE ABILITY TO PLAN
AND DELIVER INSTRUCTION TO
STUDENTS FROM AN INCREASINGLY
DIVERSE BACKGROUND WITH
DIFFERENT LEARNING STYLES, THAT
THEY HAVE THE ABILITY TO ASSESS
STUDENT LEARNING AND TO USE DATA
TO INFORM AND IMPROVE THEIR
PROFESSIONAL PRACTICE.
AND BOTH AMEE AND SHARON HIT ON
THIS.
THIS IS SOMETHING THAT†– I
TAUGHT FOR 31 YEARS.
THIS IS A CHANGE.
OUR PREPARATION PROGRAMS HAVE TO
CHANGE ALONG WITH IT.
WE CAN NO LONGER AFFORD FOR
TEACHERS TO GO IN THEIR
CLASSROOM AND SHUT THEIR DOOR.
THEY CANNOT TEACH IN ISOLATION.
OUR COMMISSION ON EFFECTIVE
TEACHING CAME UP WITH A TERM I
LOVE.
THEY CALL IT COLLECTIVE AND
COLLABORATIVE AUTONOMY.
SO THEY ARE NOT WORKING IN
ISOLATION.
THAT IS A SKILL THAT HAS TO BE
TAUGHT.
WHEN YOU TALK ABOUT WORKING WITH
ADULTS WE THINK ABOUT PREPARING
TEACHERS TO WORK WITH WITH
STUDENTS, THEY HAVE TO LEARN AND
BE TAUGHT AND GIVEN THE
OPPORTUNITY TO PRACTICE AND
DEMONSTRATE THAT THEY CAN WORK
WITH OTHER ADULTS FROM TEACHERS
TO THE PRINCIPALS TO THE
EDUCATION SUPPORT PROFESSIONALS.
THEY HAVE TO BE ABLE TO ENGAGE
AND GIVEN THE OPPORTUNITY TO
DEMONSTRATE THEY KNOW HOW TO
ENGAGE IN REFLECTIVE PRACTICE.
THAT IS A PIECE FROM OUR
NATIONAL BOARD FOR PROFESSIONAL
TEACHING STANDARDS.
WE KNOW HOW IMPORTANT THAT IS TO
CONTINUOUSLY IMPROVE OUR
TEACHER’S PRACTICE.
OF COURSE, THEY HAVE TO HAVE THE
ABILITY TO LEARN AND BE ABLE TO
DEMONSTRATE THE IMPORTANCE OF
HOME SCHOOL CONNECTIONS, TO BE
ABLE TO TALK WITH PARENTS AND
ENGAGE THEM AND BE ABLE TO
LEVERAGE THE ASSETS OF THE
COMMUNITIES IN WHICH THEY ARE
TEACHING.
THOSE ARE SKILLS THAT THEY HAVE
TO LEARN.
WE SEE THE PROMISE IN THE
PERFORMANCE ASPECT OF THE EDTPA
IN REALLY NOT ONLY MEASURING
THAT BUT IN OUR TEACHER
PREPARATION PROGRAM SAYING THIS
IS WHAT WE NEED YOU TO PUT IN
PLACE SO THAT OUR CANDIDATES CAN
DEMONSTRATE THAT AND ULTIMATELY
BE ABLE TO PRODUCE THAT.
FOR THE NEA AND AS I SAID WE
TALK ABOUT THIS TEACHER QUALITY
CONTINUUM, WE DEMONSTRATE A
HISTORY OF ALL OF THESE.
YOU CAN SEE ON THE SLIDE THAT
GOES FROM THE STANDARDS TO THE
CASE STANDARDS WHICH WERE MOST
RECENTLY ADOPTED BY THE BOARD
AND AS AMEE MENTIONED†–
>> THE STANDARDS FOR WHAT?
>> NEW STANDARDS FOR THE
ACCREDITATION FOR EDUCATION
PROGRAMS.
I BELIEVE IN AUGUST THE BOARD
JUST MET AND ADOPTED THOSE
STANDARDS.
AND THESE ARE VERY RIGOROUS
STANDARDS.
AND REALLY IMPORTANT ELEMENT OF
THOSE STANDARDS WHICH WE TALKED
ABOUT HERE TODAY IS AROUND
CLINICAL PARTNERSHIPS AND
PRACTICE.
ONCE AGAIN I WANT TO HIT THE
PARTNERSHIP PIECE AGAIN.
WE CAN’T MAKE THESE
REVOLUTIONARY CHANGES UNLESS WE
ARE DOING IT IN PARTNERSHIP WITH
THE SCHOOLS, THE COMMUNITY, WITH
OUR K-12 TEACHERS, HIGHER
EDUCATION FACULTY, DEANS.
WE CAN’T JUST TALK ABOUT PASSING
THE COSTS OFF TO THE STUDENTS.
WE HAVE TO GET THE EDUCATION
FUNDING THAT SHARON TALKED ABOUT
THAT WE LOST BECAUSE OF THE
ECONOMIC DOWN TURN AND QUITE
HONESTLY NOT TAKING SERIOUSLY
FROM OUR MEMBER’S PERSPECTIVES
THE INVESTMENT IN EDUCATION THAT
WE NEED TO BE MAKING.
PARTNERSHIPS ARE ABSOLUTELY
ESSENTIAL FOR US TO†– I
BELIEVE†– WE TALK ABOUT
COMPLETELY REDESIGNING CLINICAL
PRACTICE IN A WAY THAT IS
MEANINGFUL AND AT THE CENTER OF
IT ARE STUDENTS AND IMPROVEMENT
OF OUR STUDENTS.
SO WE ARE VERY EXCITED ABOUT
THAT.
AS AMEE SAID BEFORE IT DOVE
TAILS WITH WHAT EDTPA IS TRYING
TO DO.
IN ALL OF THIS WORK WHAT WE ARE
REALLY WORKING HARD WITH OUR HEB
S†– MEMBERS TO DO IS TO REDUCE
THE COMPLICATION AND CONFUSION
AND A LOT OF FRUSTRATION WHEN
YOU HAVE WHAT HAVE BEEN CALLED
REFORM EFFORTS BEING THROWN AT
PRACTITIONERS AND SCHOOLS AND
STUDENTS AND ASKING THEM TO
LAYER ONE ON TOP OF THE OTHER
WITHOUT A LOT OF ALIGNMENT.
SO WE ARE WORKING ON THAT.
WE BELIEVE THAT EDTPA IS COMING
ONLINE AT A TIME WHEN WE CAN
BREAK DOWN THE SILENCE AND WE
CAN ENSURE THAT ALIGNMENT.
SO A LOT OF FOCUS ON THAT
DYNAMIC COLLABORATION.
AS I SAID BEFORE WE REPRESENT
STUDENT MEMBERS.
LET ME JUST SHARE WITH YOU THAT
WE ENGAGE OUR STUDENT MEMBERS IN
TALKING TO US A LITTLE BIT ABOUT
THEIR EXPERIENCE.
FASCINATING CONVERSATION.
OF COURSE, THEY TALK ABOUT THE
CHALLENGES FROM THE COST TO THE
TIME.
A LOT OF TIME WE TALK ABOUT
RESOURCES, TIME TO IMPLEMENT AND
LEARN.
THEY TALKED ABOUT THE
COOPERATING TEACHERS NOT BEING
TRAINED OR HAVING THE
OPPORTUNITY TO REALLY UNDERSTAND
THE EDTPA.
THEY TALK ABOUT FACULTY MEMBERS
NOT PREPARING THEM PERHAPS WELL
ENOUGH.
MOSTLY WHAT THEY TALKED ABOUT
WAS THE PROMISE OF THIS WORK
THAT THEY REALLY HAD THE
OPPORTUNITY TO DEMONSTRATE WHAT
THEY HAD LEARNED AND WHAT THEY
COULD DO.
THIS IS REALLY INTERESTING.
THEY TALKED ABOUT, ACTUALLY,
WHEN THEY BECAME THE TEACHER OF
RECORD AMONG THEIR COLLEAGUES,
THEY ACTUALLY HAD A HEAD START
IN ACTUALLY BEING ABLE TO
PARTICIPATE IN THE TEACHER
EVALUATION SYSTEMS THAT HAVE
ALREADY COME ONLINE.
SO MANY PIECES OF THAT WERE
REFLECTED IN THE EDTPA.
IT WAS EXCITING TO TALK WITH
THEM ABOUT THAT.
WE HAVE TALKED WITH OUR HIGHER
EDUCATION MEMBERS WHO HAVE
SIMILAR CONCERNS ABOUT TIME
ISSUES AND WORK LOAD ISSUES AND
ALIGNING AND ALL OF THE
ADDITIONAL THINGS THAT THEY ARE
BEING ASKED TO DO.
BUT ARE WILLING TO PARTNER WITH
US TO TRY TO GET THIS RIGHT.
IT IS REALLY IMPORTANT, LADIES,
THAT WE GET THIS RIGHT.
WE ARE VERY EXCITED TO BE
PARTNERING TO TRY TO DO THAT.
FOR US WE BELIEVE THAT EDTPA
REPRESENTS OPPORTUNITIES TO
BRIDGE TEACHER PREPARATION
PRACTICE IN HUGE WAYS THROUGHOUT
THE ENTIRE SYSTEM.
BUT IT WILL REQUIRE A LOT OF
RE-DESIGN AND A LOT OF
RETHINKING ABOUT WHAT WE ARE
DOING IN OUR COLLEGES OF
EDUCATION AND OTHER PREPARATION
PROGRAMS.
BUT WE KNOW THAT IT IS
ABSOLUTELY ESSENTIAL THAT WE
ENSURE PREPARATION READINESS
THROUGHOUT THE SYSTEM AND THAT
WE ALIGN THOSE SYSTEMS.
YOU HEARD AMEE TALK ABOUT THE
MULTIPLE MEASURES APPROACH THAT
IS ABSOLUTELY ESSENTIAL FOR US.
WE KNOW THAT THE PROMISE OF ANY
ASSESSMENT, EVEN WHEN IT IS DONE
RIGHT AND WELL, DOES NOT FULLY
REFLECT IN THIS CASE OUR
CANDIDATE’S ABILITY IN THE
CLASSROOM.
SO WE HAVE TO BUILD THAT IN.
WE HAVE TO BUILD IT WITH THAT IN
MIND AND ENSURE THAT IT IS USED
IN THAT WAY AND THAT ALL OF THE
MEASURES COME INTO PLAY TO
DETERMINE WHETHER THE CANDIDATES
ARE READY TO STEP INTO THE
CLASSROOM.
AND THEN LASTLY THE EDTPA
PROVIDES THE OPPORTUNITY FOR US
TO HAVE MEANINGFUL DATA THAT
WILL IMPACT THE FUTURE†– SHARON
TALKED ABOUT THAT, TOO†– THE
FUTURE OF TEACHER PREPARATION
PROGRAMS AND QUITE HONESTLY THE
FUTURE OF PUBLIC EDUCATION FOR
US.
HUGE ROLE IN THAT.
WE, OF COURSE, AT THE NEA ARE
VERY FOCUSED ON IMPLEMENTATION
FROM, YOU KNOW, COMMON SENSE
IMPLEMENTATION OF THE COMMON
CORE WHICH HAS A LOT OF PROMISE
FOR ALIGNMENT IN THE EDTPA, TO
THE IMPLEMENTATION OF THE EDTPA.
AND WE KNOW THAT IF STUDENTS
AREN’T THE CENTER OF THAT WE ARE
GOING TO GET THIS WRONG.
SO WE ARE WORKING WITH OUR
MEMBERS TO TRY TO DEVELOP, TO
CREATE, TO LEARN HOW TO CREATE
AND THEN PROMOTE POLICIES THAT
SUPPORT WORK LIKE THE EDTPA.
WE ARE ALSO WORKING WITH OUR
MEMBERS TO TRY TO ELIMINATE
THOSE POLICIES THAT WILL CREATE
BARRIERS FOR DOING THIS RIGHT.
WE KNOW HOW IMPORTANT
PROFESSIONAL DEVELOPMENT IS BOTH
WITH OUR TEACHERS WHO ARE
WORKING TO PREPARE CANDIDATES,
OUR COMPETENT TEACHERS IN THE
CLASSROOM ARE ABSOLUTELY
ESSENTIAL.
AND THE RESOURCES AND TIME FOR
THAT ARE CRITICAL AND WE ARE
WORKING HARD ON THAT.
AND THEN THE LAST THING I WANT
TO FOCUS ON THAT WE TALKED A LOT
ABOUT AND THAT IS THE TENURE
SYSTEM IN OUR INSTITUTIONS OF
HIGHER ED.
THEY HAVE GOT TO BE REDESIGNED
SO THAT THEY REFLECT THAT THIS
IS IMPORTANT WORK.
THE PREPARATION OF TEACHERS IS
IMPORTANT WORK AND THE TIME THAT
OUR FACULTY SPENDS WITH OUR
TEACHERS NOT ONLY ON CAMPUS BUT
ACTUALLY IN OUR SCHOOLS, THAT IS
IMPORTANT TIME.
THAT HAS GOT TO BE REFLECTED.
THAT COULD BE AN ELEPHANT IN THE
ROOM BUT I NEEDED TO THROW THAT
IN THERE BECAUSE THIS IS REALLY
IMPORTANT WORK.
AND IT HAS GOT TO BE REFLECTED
IN THOSE SYSTEMS.
SO IT HOLDS A LOT OF PROMISE.
AND WE KNOW THAT IT IS
ABSOLUTELY ESSENTIAL THAT ALL OF
THE PARTNERS IN THIS WORK JOIN
THE NEA IN RAISING THEIR HANDS
TO ENSURE THAT EVERY SINGLE
LAYER OF STUDENTS HAS A QUALITY
EDUCATION THAT THEY DESERVE AND
THAT THIS COUNTRY NEEDS THEM TO
HAVE.
>> THANK YOU SO MUCH, BECKY.
THAT WAS MARVELOUS IN MAKING ALL
OF THE CONNECTIONS THAT IT IS
NOT JUST ABOUT AN ASSESSMENT.
IT IS ABOUT INFORMING A FAIRLY
SUBSTANTIAL POLICY AND
INSTITUTIONS AND PROGRAMS AND
THE NEED FOR THE STRONG
PARTNERSHIPS THAT BRINGS
EVERYONE IN SO THAT THAT KIND OF
EDUCATIVE PROCESS CAN CHANGE
ROLES IN A PROFOUND WAY.
THANK YOU FOR TOUCHING BASE ON A
LOT OF DIMENSIONS.
ANYBODY HAVE THOUGHTS?
BECKY TOUCHED ON A LOT OF
DIFFERENT ELEMENTS.
>> I WOULD LIKE TO BRING IN ONE
PIECE IN THE COMPANY OF MY
COLLEAGUE FROM NEA AND SAY ONE
THING WE ARE HAVING
CONVERSATIONS ABOUT UNDER THE
INFLUENCE OF CHANGING EVALUATION
SYSTEMS.
THAT IS THE RISK OF TEACHERS
TURNING TO PROTECT THEIR
PRACTICE AS OPPOSED TO SHARE IT.
ONE IS AT THE COLLEGIATE LEVEL.
AM I HELPING YOU SO YOU CAN
IMPROVE YOUR CRAFT AND YOUR
PRACTICE.
AND THAT PIECE IS THERE.
AND THEN THE HIGHER ED CONCERN
ABOUT PROTECTING THEIR PRACTICE,
ARE THEY RELUCTANT TO TAKE
STUDENT TEACHERS?
HOW DO WE HAVE THAT CONVERSATION
ABOUT HANGING ON TO THAT
TEACHERLY TRADITION OF SHARING
EVERY GOOD IDEA WE HAVE SO THAT
MORE PEOPLE CAN PARTICIPATE IN
IT?
THAT IS WHAT I RAISE MY HAND
ABOUT.
>> I THINK IT IS FASCINATING HOW
WE HAVE TO GET TO THE CORE OF
THE MATTER.
I MEAN, FOLKS COME INTO THIS
WORK IN HIGHER ED AND K-12
BECAUSE THEY ARE DRAWN TO THE
DISCIPLINE AND DRAWN TO THE
NOTION OF MAKING THE DISCIPLINE
ACCESSIBLE TO THE NEXT
GENERATION OF LEARNERS.
THEY ARE DRAWN TO LEARNING.
K-12 PRACTITIONERS ARE SOME OF
THE MOST PASSIONATE LEARNERS I
HAVE EVER MET.
SO WE COME NOW WITH THIS
ASSESSMENT THAT REQUIRES US TO
BRING EDUCATOR DEVELOPMENT
TOGETHER WITH THE CONTEXT IN
WHICH THESE CANDIDATES WILL WORK
IN A PARTNERSHIP THAT MEANS THE
WORK IN THE INSTITUTION CAN BE
NO MORE IMPORTANT THAN THE WORK
IN THE CLASSROOM UNLESS IT IS
DONE IN COLLABORATION TO MAKE IT
ALL WORK MORE TO THE CANDIDATE
AND TO THE STUDENTS IN THE
CLASSROOM.
SO WE ARE KIND OF ALL IN THE
SAME BOAT IN A WAY THAT WE HAVE
NOT REALLY KIND OF ACKNOWLEDGED
BEFORE.
ONE ALWAYS REFLECTED ON THE
OTHER.
I THINK THIS ASSESSMENT BRINGS
US TOGETHER IN COLLABORATION AND
COMMON CAUSE IN A FASHION THAT
WE HAVE NOT EXPERIENCED AT LEAST
IN THE COURSE OF MY CAREER.
AND AS WE ARE ALL TRYING TO
DOCUMENT OUR VALUE ADD, OUR
CONTRIBUTION WE ARE GOING TO
HAVE TO ACKNOWLEDGE A RANGE OF
PLAYERS THAT PERHAPS WE HAVEN’T
ACKNOWLEDGED ON THE RESPECT
SPECTRUM LIKE THOSE CLASSROOM
TEACHERS WORKING IN VERY
CHALLENGING SETTINGS, LIKE THE
CLINICAL FACULTY WHO DO A LOT OF
THAT WORK IN THE FIELD
SUPPORTING THE CANDIDATES AND
SUPPORTING THE SUPERVISING
TEACHERS WHO WORK WITH THEM.
ALL OF THOSE FOLKS NOW HAVE TO
BE ACKNOWLEDGED AS A PART OF
THIS ENTERPRISE THAT CANNOT BE
PRODUCTIVE UNLESS THEY PLAY
THEIR PART.
AND SO I THINK THAT THE NOTION
OF THE COMPLEXITY OF IT CAN BE
OVERWHELMING BUT THE SIMPLE
TRUTH IS THIS, WE MUST RESPECT
EVERYBODY’S CONTRIBUTION AND BE
A PART OF THE LARGER
COLLABORATIVE OTHERWISE IT IS
NOT GOING TO BE PRODUCTIVE TO
THE EXTENT THAT WE NEED IT TO BE
TO SERVE EACH AND EVERY LEARNER.
>> AND I WOULD LIKE TO JUST SAY
THAT, YOU KNOW, PART OF IT IS†–
TERM THE COIN TEACHERLY†– YOU
ARE ABSOLUTELY RIGHT.
PART OF IT†– AND THIS IS WHERE
I SEE THE PROMISE OF EDTPA AND
HOW IT WILL INFORM WHAT TEACHER
PREPARATION WILL BECOME†–
TEACHERS HAVE TO SEE THAT IN
ACTION.
THEY HAVE TO SEE HOW POWERFUL IT
IS TO WORK COLLABORATIVELY
TOGETHER, TO THROW THEIR DOORS
OPEN AND COLLABORATE AS TEAMS
AND SEE HOW MUCH MORE THEY GAIN
BY TRUSTING ANOTHER TEACHER TO
COME INTO THEIR CLASSROOM AND
EVALUATE THEIR PRACTICE AND
RECORD THEIR PRACTICE AND
ACTUALLY HAVE CONVERSATION ABOUT
THAT.
IT IS NOT THE WAY WE HAVE BEEN
TRAINED.
I KNOW IT IS NOT THE WAY I WAS
TRAINED.
AND SO I THINK THAT WE HAVE TO
PROVIDE OPPORTUNITIES TO SEE
THAT.
THAT IS THE CHALLENGE.
WE DON’T HAVE A LOT OF SCHOOLS
THROUGHOUT OUR SYSTEM WHO ARE
DOING THAT IN NEW AND
IMAGINATIVE WAYS.
I JUST HAD A GREAT OPPORTUNITY
TO VISIT AN INCREDIBLE SCHOOL IN
NEW YORK CITY, A PUBLIC SCHOOL,
THE NEW AMERICAN ACADEMY WHERE
THEY TEACH ONLY IN TEAMS.
THEY HAVE THE DOORS OPEN AND
THEY ARE SHARING COLLABORATING
ALL THE TIME.
THE APPRENTICE TEACHERS ARE
LEARNING HOW TO COLLABORATE WITH
THEIR COLLEAGUES.
YOU DON’T SEE THAT EVERYWHERE.
AND SO THAT†–
>> THAT IS A PERFECT SEGUE SINCE
WE HAVE OUR PRACTITIONER WAITING
PATIENTLY.
MAYBE SHE CAN SHED LIGHT ABOUT
WHAT THIS LOOKS LIKE HAVING GONE
THROUGH THE EDTPA PROCESS.
NICOLE†–
>> YES.
>> THANK YOU FOR WAITING
PATIENTLY.
CAN YOU TALK ABOUT WHAT THIS
PROCESS WAS LIKE FOR YOU?
WHY THIS WAS IMPORTANT IN TERMS
OF YOUR ENTERING THE PROFESSION
AND WHAT THAT LOOKS LIKE NOW IN
TERMS OF THE SKILL SETS THAT YOU
HAVE ACQUIRED IN RELATIONSHIP TO
YOUR CURRENT PLACEMENT?
>> ABSOLUTELY.
I WANT TO START BY SAYING WHAT A
PLEASURE IT IS TO LISTEN TO THIS
CONVERSATION ABOUT WHAT DOES
MATTER TO THOSE OF US IN THE
K-12 CLASSROOMS.
IT’S A JOY FOR ME TO HEAR THIS.
BUT I AM HERE TO TALK ABOUT
EDTPA ON AN EXPERIENCEAL LEVEL.
IF I WERE FORTUNATE TO BE IN A
ROOM WITH YOU RIGHT NOW I WOULD
ASK HOW MANY PEOPLE LISTENING TO
THE CONVERSATION ARE NOW OR ONCE
WERE CLASSROOM TEACHERS AND THEN
ASK EVERYONE TO CLOSE THEIR EYES
FOR A MOMENT AND THINK BACK TO
THE FIRST DAYS IN A CLASSROOM
AND TRY TO REMEMBER WHAT THEY
WERE THINKING ABOUT.
BECAUSE CONVERSATIONS AROUND
TEACHER PREPARATION AND TEACHER
QUALITY INCLUDING THIS ONE OFTEN
CENTER AROUND CONCEPTS LIKE
PREDICTABILITY AND TEACHER
OUTCOMES AND THAT IS RIGHT AND
PROPER BUT FOR NEW TEACHERS IT
CAN BE A FOREIGN LANGUAGE AND
HAVE LITTLE TO DO WITH THE
IMMEDIATE AND OVERWHELMING
EXPERIENCE OF STANDING IN FRONT
OF UP TO 35 AT A TIME.
WHAT WE ARE OFTEN DOING IS
SIMPLY TRYING NOT TO FLOOD OUR
LINES, SO TO SPEAK.
I’M WILLING TO BET THAT WHAT
MOST OF US WERE THINKING ABOUT
ON OUR FIRST DAY HAD MORE TO DO
WITH BEING FULLY DRESSED,
PRONOUNCING KIDS’ NAMES
CORRECTLY OR PRONOUNCING OUR OWN
NAMES CORRECTLY, ASSESSING FOR
MULTIPLE LEVELS AND TYPES OF
UNDERSTANDING.
THAT IS PERFECTLY NORMAL.
IT IS EXTREMELY PROBLEMATIC.
WE KNOW THAT OUR STUDENTS AND
THEIR FAMILIES ARE RELYING ON US
FROM DAY ONE NO MATTER HOW
INEXPERIENCED WE ARE AND NEITHER
THE SYSTEM NOR THE STUDENTS HAVE
TIME FOR ROOKIE MISTAKES.
EVERY MONTH OF QUALITY
INSTRUCTION IT MATTERS.
WE KNOW IT IS THE MOST†–
SECOND, AND MAYBE MORE
PROBLEMATICALLY IT CAN TAKE A
LONG TIME TO GROW OUT OF THE
SELF-CONSCIOUS MINDSET.
I’M NOT SURE ALL STUDENT
TEACHING LEVELS PROVIDE AN
APPROACH TO HELP TEACHERS GROW
OUT OF IT QUICKLY.
WHEN WE TAKE OUR FIRST STEPS
INTO THE CLASSROOMS WE ARE
CREATING A NEW IDENTITY FOR
OURSELVES AS TEACHERS.
WE THINK ABOUT OURSELVES, HOW WE
TALK, LOOK AND FEEL A LOT.
NO MATTER HOW MANY TIMES WE HEAR
THE MESSAGE IT IS NOT ABOUT YOU,
IT IS ABOUT OUR STUDENTS FROM
OUR PROFESSORS AND FIELD
SUPERVISORS.
WE DID HEAR THAT MESSAGE.
SOMETIMES IT TAKES HIGH STAKES
AND A LITTLE PRESSURE TO DRIVE
THE MESSAGE ALL THE WAY HOME.
WE KNOW THIS IN OUR CLASSROOMS
AS TEACHERS.
SOMETIMES IF YOU DON’T SAY YES
TO THE QUESTION IS IT GOING TO
BE ON THE TEST QUESTION IT
DOESN’T GET LEARNED.
I GET GRUMPY WITH MY STUDENTS
WHEN WE TAKE THAT APPROACH.
THERE HAS TO BE ACCOUNTABILITY
AND ADVANCED AWARENESS OF WHAT
WE NEED TO KNOW AND BE ABLE TO
DO AT THE END OF THE DAY NOT
BECAUSE STUDENTS OR CANDIDATES
ARE LAZY BUT BECAUSE WE NEED
HELP IN FIGURING OUT HOW TO
PRIORITIZE THE THINGS WE ARE
BEING ASKED TO DO AND HOW TO
MAKE REAL THE CONCEPTS WE ARE
BEING PRESENTED WITH.
FOR ME IT WAS LARGELY EDTPA THAT
PROVIDED THE ORIENTATION OF
STUDENT TEACHING AND LEARNING
THAT I NEEDED.
ONE OF THE CHALLENGES OF EDTPA
CAN BE HOW EARLY IT COMES INTO
FIELD ESPECIALLY FOR MASTERS
CANDIDATES AS I AM.
I THINK SOMETIMES OUR GREATEST
WEAKNESSES CAN BE OUR GREATEST
STRENGTHS.
THE TRUE VALUE OF THAT SOMETIMES
TRICKY TIMING IS THAT IT DOES
ALLOW EDTPA TO SHAPE IN WAYS
FOCUSED ON CHANGING CANDIDATE’S
THOUGHT PROCESS TO BE ABOUT
STUDENT LEARNING.
WE VIDEO TAPE LESSONS AND MAY
REFER TOT THAT AS VIDEO TAPING
OURSELVES.
WHAT WE ARE TRYING TO CAPTURE IS
OUR ABILITY TO FOSTER A
STUDENT-CENTERED LEARNING
EXPERIENCE.
WE ARE CAUTIONED AGAINST
RECORDING DIDACTIC INSTRUCTION.
THIS IS BECAUSE ALTHOUGH IT IS
ONE OF MANY VALUABLE TOOLS IT IS
REALLY THE EASIER PART.
AND THE DIFFICULT PART IS
BECOMING THE COACH INSTEAD OF
THE LECTURER.
THAT MEANS ALL OF THE THINGS IN
THE STRUCTURE OF EDTPA,
ASSESSING FOR MULTIPLE LEVELS
AND TYPE OF UNDERSTANDING AND
LEVERAGING THE RESULTS INTO
APPROPRIATE NEXT STEPS FOR THE
WHOLE CLASS FOR SUBGROUPS AND
INDIVIDUAL STUDENTS.
IN BEING REQUIRED TO DO THINGS
LIKE SHOW SAMPLE OF STUDENT WORK
AT DIFFERENT PERFORMANCE LEVELS
INCLUDING SOME THAT WOULD BE
SEEN AS FAILING ALTHOUGH WE
DON’T TALK ABOUT IT WITH THAT
DEFICIT LANGUAGE AND OUR
DETAILED ANALYSIS.
WE WERE REALLY FORCED TO THINK
LIKE TEACHERS, TO THINK LIKE
PROFESSIONAL TEACHERS WHICH
MEANS THINKING LIKE STUDENTS.
ANOTHER PIECE OF THAT IS
BECOMING AWARE OF THE NEED TO
TEACH ACADEMIC LANGUAGE.
EDTPA CAN HELP BREAK NEW
TEACHERS OUT OF THEIR BLIND SPOT
IN THEIR CONTENT AREA THROUGH
FOCUS ON ACADEMIC LANGUAGE.
MANY TEACHERS DON’T KNOW THIS IS
SOMETHING THEY NEED TO DO MUCH
LESS HOW TO DO IT.
I BELIEVE SUPPORTING NEW
TEACHERS IN TEACHING ACADEMIC
LANGUAGE IS AN ESSENTIAL PART IN
MAKING SCHOOLS MORE EQUITABLE.
TO BEGIN THE LESSONS DURING
PRESERVICE IS PERHAPS ONE OF THE
MOST VALUABLE THINGS IT CAN DO.
I INCLUDE ASSESSMENT IS A PART
OF THE SYSTEM OF PREPARATION
PARTICULARLY WHEN IT IS
INTEGRATED INTO THE CURRICULUM
OF THE UNIVERSITY PROGRAM.
I KNOW THE QUESTION IS WHY IS
EDTPA NECESSARY TO MAKE THESE
THINGS HAPPEN.
I KNOW THESE THINGS WERE TAKING
PLACE IN PROGRAMS.
THE MULTI VARIABLE NATURE OF
STUDENT TEACHING MAKES IT VERY
DIFFICULT FOR CANDIDATES TO KEEP
A LASER FOCUS ON WHAT MATTERS
MOST.
AS SOON AS WE WALK INTO SCHOOL
EITHER AS A STUDENT TEACHER OR
TEACHER OF RECORD EVERYTHING
BECOMES UNPREDICTABLE TO THE
DEMANDS PLACED UPON US BY A
SPECIFIC PREPLANNED CURRICULUM
OR STANDARDIZED TEST AND
FACTORING IN ADDITIONAL DEMANDS
CERTAIN THINGS CAN FALL THROUGH
THE CRACKS PARTICULARLY RAPID
GROWTH IN ASSESSMENT SKILLS AND
REORIENTATION TOWARDS STUDENT
TEACHING INSTEAD OF
SELF-CONSCIOUSNESS.
THAT IS WHAT EDTPA REQUIRES
CANDIDATES.
THERE ARE SEVERAL DIFFERENCES
THAT I SEE BETWEEN WHAT I SEE AS
SOME TYPICAL STUDENT TEACHING
EXPERIENCES AND THE EXPERIENCES
STRUCTURED BY TPA.
I WILL NOT GO THROUGH THE WHOLE
LIST FOR THE SAKE OF TIME.
THE LAST POINT IS THE MOST
IMPORTANT THAT ED TPA PROVIDES A
UNIFIED VISION AND IT IS
ENCOUNTERED JUST AT THE RIGHT
MOMENT AS WE ARE TRYING TO
SYNTHESIZE THE LEARNING WE HAVE
DONE IN OUR LEARNING PROGRAM AND
BECOME THE TEACHER OF RECORD.
ALTHOUGH TEACHERS CONTINUE TO
GROW THROUGHOUT OUR CAREER AT
LEAST IN THE IDEAL WORLD WHERE
WE HAVE OPPORTUNITIES TO SHARE
AND BE MENTORED AND DO
PROFESSIONAL DEVELOPMENT IT IS
ALSO TRUE THAT MANY OF OUR
HABITS OF MIND AS TEACHERS ARE
FORMED EARLY AND SHAPED VERY
FIRMLY BY OUR FIRST MENTORS AND
MODELS OF TEACHING.
ED TPA STRUCTURED BY FIELD OF
EXPERIENCE TO HELP FORM THE
HABIT OF MIND.
ED TPA DOESN’T FORCE ANYBODY TO
TEACH IN A CERTAIN WAY BUT DOES
GUIDE YOU TOWARDS THINKING IN A
CERTAIN WAY SO NO MATTER THE
TEACHING STYLE OR THE PARTICULAR
STANDARDS YOU ARE ASKED TO TEACH
WE CAN CONTINUE TO DEVELOP OUR
ABILITY TO HELP STUDENTS LEARN.
ED TPA DOES THIS BY A FRAMEWORKT
THAT EMPHASIZES SYNTHESIS AND
REFLECTION.
TPA WAS A TEST OF OUR READINESS
TO TEACH.
IT WAS AN ASSESSMENT OF RESEARCH
AND THEORY.
IT IS APPROPRIATE TO AN ACADEMIC
PROGRAM IT REQUIRED WE
SYNTHESIZE AND PUT IT TO USE BY
APPLYING IT.
THAT LAST PIECE OF ALL OF THE
PIECES OF ED TPA, THE ONE THAT
STICKS WITH ME THE MOST AND THAT
IN TALKING TO COHORTS AND OTHER
CANDIDATES AND TEACHERS WHO HAVE
GONE THROUGH ED TPA THAT IS WHAT
HAS REMAINED WITH US IS THE
REFLECTION PIECE AND THE
ANALYSIS OF OUR OWN WORK.
ED TPA REQUIRES TEACHERS TO
REFLECT IN WRITING EVERY DAY AND
OVER AN EXPANSE OF TIME.
IT IS NOT JUST A WARM, FUZZY,
HOW DO YOU FEEL REFLECTION WHICH
HAS ITS PLACE IN THE EMOTIONAL
SUPPORT OF NEW TEACHERS BUT
DOESN’T ACCOMPLISH MUCH.
WE HAD TO ASK AND ANSWER WHAT
WORKED TODAY, WHAT DIDN’T, FOR
WHOM?
WHY?
WHAT SHOULD I DO ABOUT IT?
HOW DID I KNOW?
WE HAD TO MAKE OUR OWN THINKING
VISIBLE AS WE WERE TRYING TO
MAKE STUDENTS THINKING VISIBLE.
I AM A ENGLISH TEACHER SO I HARP
ON MY STUDENTS TO PRESENT
EVIDENCE AND WE ROOT OUR
REFLECTIONS IN REALTY AND
PRACTICALITY.
LONG TERM PLANNING WAS IMPORTANT
AND VALUED BUT IT WAS MORE
IMPORTANT TO DEMONSTRATE OUR
ABILITY TO MAKE MID COURSE
CORRECTIONS IN RESPONSE TO
STUDENT LEARNING AND
COMMENTARIES ALLOWED US TO
EXPLAIN OUR THINKING BEHIND THIS
PROCESS AND OUR REFLECTIONS
ALLOWED US TO WORK OUT THAT
THINKING.
I WOULD LOVE TO BE ABLE TO SAY
THAT IN THE REAL WORLD OF
SCHOOLS WE CAN SIT DOWN WITH
COLLEAGUES OR ADMINISTRATORS AND
GO THROUGH THAT PROCESS IN A
STRUCTURED CLAB TERATE†–
COLLABORATIVE WAY.
MUCH TO MY CHAGRIN I HAVE LITTLE
CONTACT WITH OTHER TEACHERS
OUTSIDE OF MANDATORY MEETINGS.
THE MODEL OF THROWING THE DOORS
OPEN HAS NOT COME TO THE PLACE
THAT IT NEEDS TO BE IN OUR
SCHOOLS.
WHILE WE ARE WORKING TO GET
THERE BEING ABLE TO ENACT THE
REFLECTION PROCESS REGULARLY AND
MEANINGFULLY WITHOUT VERY MUCH
OUTSIDE INPUT HAS BEEN CRITICAL
TO MY SUCCESS AND CONTINUED
GROWTH AS A TEACHER.
BEFORE I CONCLUDE I WANT TO
EMPHASIZE THAT IN NO WAY AM I
IMPLYING THAT THESE THINGS DON’T
ALREADY HAPPEN IN TEACHER
PROGRAMS.
IT WAS MEANINGFUL TO MY
EXPERIENCE IN AS MUCH AS IT WAS
SCAFFOLDED AND ENGAGED WITH BY
MY FACULTY AND PROGRAM.
EVEN THOUGH IT WAS EARLY IN THE
IMPLEMENTATION THEY WORKED HARD
TO BUILD IT IN OUR COURSEWORK
AND PRACTICUM AND THAT ALLOWED
IT TO BE A FRAMEWORK, A SORT OF
GUIDING STRUCTURE FOR OUR
THINKING THAT HELPED UNIFY WHAT
CAN BE THE OVERWHELMING GLUT OF
INPUT ABOUT TEACHING WE RECEIVE
AS PRESERVICE TEACHERS.
SO I SAID EARLIER THAT ED TPA
PROVIDES A UNIFIED VISION OF
CORE COMPETENCIES FOR EFFECTIVE
TEACHING.
AND THE QUESTION OF WHAT GOOD
TEACHING IS AND LOOKS LIKE MAY
REMAIN A BIT CONTESTED
PARTICULARLY GIVEN THE DIVERSITY
OF STAKEHOLDERS INVOLVED IN THE
DISCUSSION.
THERE IS A GREAT DEAL OF
RESEARCH ON THE MATTER.
AS WE HAVE HEARD FROM OTHER
PRESENTERS ED TPA TAPS INTO THIS
BODY OF KNOWLEDGE THAT RELIES ON
THE EXPERTISE OF THE ACTUAL
PROFESSION ITSELF.
THE QUESTION IS PARTICULARLY
IMPORTANT FOR NEW TEACHERS TO
ASK WHEN IT IS HARDEST TO
ANSWER.
WHEN YOU HAVEN’T HAD YEARS OF
EXPERIENCE TO WORK IT OUT FOR
YOURSELF AND YOU DON’T HAVE
ACCESS TO THE RESOURCES YOU NEED
TO FIGURE IT OUT QUICKLY.
YOU NEED TO HAVE SOME KIND OF
FRAMEWORK IN RESPONSE TO THAT
ALREADY IN YOUR HEAD AS YOU
ENTER THE CLASSROOM ON YOUR
FIRST DAY OF TEACHER OF RECORD.
THE RULES KEEP CHANGING ON
TEACHERS AND ON WHAT HAPPENS IN
OUR CLASSROOMS.
MORE OFTEN THAN NOT THE RULE
MAKERS DON’T SEEM TO UNDERSTAND
EDUCATION, AS WELL.
THEY CERTAINLY DON’T KNOW OUR
STUDENTS AND OUR CONTENT AND
WHAT NEEDS TO HAPPEN IN OUR
CLASSROOM.
WITH CONSTANT CHANGE IN
EVERYTHING FROM THE STANDARDS TO
EVALUATION SYSTEMS, CLASS SIZES,
TEACHING ASSIGNMENTS WE NEED A
FRAMEWORK FOR QUALITY RESPONSIVE
TEACHING, RESPONSIVE TEACHING
BEING THE KEYWORD ABOUT OUR
PARTICULAR STUDENTS AND OUR
CONTENT THAT WILL ALLOW US TO
TAKE WHATEVER DEMANDS COME OUR
WAY FROM COLLEAGUES,
COMMUNITIES, LEGISLATORS AND
RESPOND WITH CONFIDENCE ON WHAT
MATTERS MOST, OUR STUDENTS.
WE NEED THAT VOICE OF EXPERIENCE
AND RESEARCH IN OUR HEADS
TELLING US WHAT GOOD TEACHING
LOOKS LIKE.
MAKE STUDENT TEACHING VISIBLE,
ASSESS FOR MULTIPLE LEVELS, USE
THE RESULTS OF THAT ASSESSMENT
TO DETERMINE NEXT STEPS.
REMEMBER, IT IS NOT ABOUT YOU.
IT IS ABOUT YOUR STUDENTS’
LEARNING AND GROWTH.
IF YOU CAN FOCUS ON THAT AS A
BRAND NEW TEACHER AS LONG AS YOU
CONTINUE TO BE THOUGHTFUL AND
REFLECTIVE AND ETHICAL IN YOUR
COMMITMENTS TO THE PROFESSION
THE REST WILL FALL INTO PLACE.
SOMETIMES IN THE ABSENCE OF
OTHER STRUCTURES AND SUPPORT THE
PREPARATION PHASE CAN BE THE
DETERMINING FACTOR AND THE KEY
POINT THAT CAN KEEP A NEW
TEACHER IN THE PROFESSION AS
OPPOSED TO LEAVING IN THREE TO
FIVE YEARS AS SO MANY DO BECAUSE
THEY HAVE THE FRAMEWORK TO
CONTINUE TO GROW AS THEY BECOME
EXPERIENCED IN THE CLASSROOM.
>> THANK YOU, NICOLE.
MARVELOUS DISCUSSION ABOUT SO
MANY FACTORS THAT HAVE AN IMPACT
ON TEACHERS WHO ARE ENTERING THE
PROFESSION FOR THE FIRST TIME
AND HOW THEY CAN EITHER BE
SUPPORTIVE OR NOT SUPPORTED TO
PERFORM AT THE HIGHEST LEVEL.
ONE QUICK QUESTION.
WE HAD ONE FROM JENNIFER FROM
PENNSYLVANIA ABOUT THE
RELATIONSHIP BETWEEN THE
DIMENSIONS CAPTURED ON THE ED
TPA AND THE TEACHER EVALUATION
SYSTEMS IN TENNESSEE SINCE WE
HEARD SO MUCH ABOUT THEM.
CAN YOU GIVE US YOUR LENS ON THE
CORRESPONDENCE BETWEEN THE TWO?
>> ABSOLUTELY.
MY STATE IS USING THE TEAM MODEL
IN TENNESSEE.
IT LOOKS A GREAT DEAL LIKE ED
TPA ON THE SURFACE.
IT IS A LARGE SET OF RUBRICS.
IT IS DIVIDED IN A PARTICULAR
WAY IN TERMS OF PLANNING AND
INSTRUCTION.
IT IS BASED ON FAIRLY
WELL-ESTABLISHED AND AGREED UPON
BEST PRACTICES IN THE CLASSROOM.
I AGREE WITH WHAT WAS SAID ABOUT
BEING BETTER PREPARED ABOUT
BEING ABLE TO HANDLE BECAUSE I
HAD LEARNED TO SORT OF LOOK AT
MY OWN PRACTICE THROUGH A LENS
OF THE RUBRIC AND UNDERSTAND
WHAT I WAS DOING AND BE ABLE TO
TALK ABOUT MY TEACHING IN A WAY
THAT ALIGNED WITH THE MODELS.
WHERE THERE IS MAYBE A POTENTIAL
WEAKNESS IN THE MODEL IT CAN
FUNCTION AS A CHECK LIST AS
OPPOSED TO A MORE THOUGHTFUL
PROCESS.
FOR INSTANCE, IT CONSIDERS
GROUPWORK, COLLABORATIVE WORK A
BEST PRACTICE.
THEREFORE, IF YOU DON’T DO THAT
YOU MAY RECEIVE A LOWER SCORE
EVEN THOUGH YOU MAY HAVE A SOUND
AND THOUGHT OUT REASON FOR NOT
USING IT IN THAT PARTICULAR
LESSON.
TPA PUTS A LITTLE MORE FAITH IN
THE PROFESSIONAL JUDGMENT OF A
TEACHER EXPECTING YOU HAVE A
WELL-THOUGHT OUT REASON FOR NOT
DOING IT AND IT VALUES YOUR
EXPLANATION OF THAT CHOICE.
IT DOESN’T PRESUME TO KNOW
EXACTLY WHAT IS THE BEST
DECISION IN THAT CLASSROOM IN
THAT MOMENT.
BUT AT A FUNDAMENTAL LEVEL THE
THOUGHT PROCESS BEHIND, AGAIN,
HOLDING UP YOUR OWN PRACTICE AND
BEING TABLE TO TALK ABOUT IT IN
A CERTAIN WAY AND JUSTIFY
DECISIONS DEFINITELY HAS LINED
UP VERY, VERY WELL WITH WHAT IS
REQUIRED BY OUR EVALUATION
SYSTEM.
>> WELL, THIS HAS BEEN AN
INCREDIBLY RICH DISCUSSION.
WE HAVE RECEIVED 20 QUESTIONS.
WE HAVE NO MORE TIME.
SO WHAT I AM GOING TO DO IS I AM
GOING TO FIND A WAY THAT WE CAN
PROVIDE RESPONSES FOR THOSE THAT
HAVE ASKED QUESTIONS THROUGH
SOME POSTINGS ON THE WEB PAGE
WHERE THE VIDEO WILL BE
ARCHIVED.
WE WILL PROVIDE INFORMATION AS
WELL AS I WILL BE WRITING A BLOG
ABOUT THIS AND I WILL TRY TO
RESPOND AND GET HELP FROM OUR
PANELISTS IN RESPONDING TO SOME
OF THE QUESTIONS.
THANK YOU SO MUCH FOR SUBMITTING
THEM AND WE WILL DO WHAT WE CAN
TO GET YOU THE INFORMATION AND
SOME OF THE ANSWERS.
UNFORTUNATELY, THAT IS ALL THE
TIME WE HAVE TODAY.
THANKS SO MUCH TO ALL OF OUR
GUESTS, TO SHARON AND AMEE AND
BECKY AND NICOLE.
ALL OF THE PRESENTATIONS WILL BE
INCLUDED ON THE WEBINAR ARCHIVE.
AND YOU WILL FIND THE ARCHIVE
VIDEO IN A DAY OR TWO AT
ALLFORED.ORG.
I’M MARIANA HAYNES.
THANK YOU AND HAVE A GREAT DAY.

Categories: Assessments, Teacher Effectiveness, Teacher Evaluations, Teacher Preparation, Teacher Quality, Teachers & Leaders
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