NEW YORK STATE TEACHER CERTIFICATION REQUIREMENTS Changes to the - - PowerPoint PPT Presentation

NEW YORK STATE TEACHER CERTIFICATION REQUIREMENTS

Changes to the NYS Certification Exams

Initial Certification for Teachers

Current Exams New Exams To be taken by those who are applying for initial certification with all requirements completed on or before 4/30/14 To be taken by those who are applying for initial certification on or after 5/1/14 Assessment of Teaching Skills- Written Ed TPA – Teaching Performance Assessment

(operational F 2013)

Educating All Students Test (F 2013) Liberal Arts and Science Test Academic Literacy Skills Test (F 2013) Content Specialty Tests Revised Content Specialty Tests (F 2014)

Who will these changes affect?

 Students who are student teaching in the fall of

2013 but not graduating until the spring of 2014.

 Students who are student teaching in the spring of

2014 and thereafter.

New York Certification Exam Requirements by Graduate Date

What is the ALST?

The Academic Literacy Skills Test addresses 2 competencies:

• 1. READING - understanding complex texts.

 40 selected response items  40% of the total score for the test.

2.WRITING to SOURCES – integrate ideas and produce clear, cohesive writing.

 3 constructed response times  60 % of the total score for the test

150 minutes are allotted to take the exam.

What is the EAS?

The Educating All Students Test addresses 5 competencies:

1.Diverse student populations

10 selected response and 1 constructed response

2.English language learners

10 selected response and 1 constructed response

3.Students with disabilities & special learning needs.

10 selected response and 1 constructed response

4.Teacher responsibilities

5 selected response

5.Home–school relationships

5 selected response

90 minutes are allotted to take the exam.

What is the ED-TPA?

 The edTPA is a performance assessment that intends to assess

teacher candidates’ ability to demonstrate proficiency in core effective beginning teaching skills.

Designed to Contribute to Multiple Measures of Assessment

Case Studies Analysis of Students Learning Analysis of Curriculum/Teaching

Embedded Signature Assessments in the Program Observations/Supervisory Evaluation & Feedback TPA Capstone Assessment Integration of:

• Planning
• Instruction
• Assessment
• Analysis of Teaching

with attention to Academic Language

Structure of the Exam

Task One - Planning Task Two – Instruction Task Three Assessment

• Instructional & social context
• Lesson plans
• Instructional materials
• Student assignments
• Planning commentary
• 1 or 2 video clips

(15 minutes combined)

• Instructional commentary
• Analysis of whole class

assessment

• Analysis of learning &

feedback to 3 students

• Assessment commentary

Analysis of Teaching Effectiveness

Academic Language Development

What is meant by “Academic Language”?

 In their instructional analysis portion of the edTPA,

you will need to:

 Discuss the language demand across the sequence of lessons

by identifying the language function that the learner needs to understand. .

 Discuss how the learner will be supported in developing the

academic language in order to access the learning target.

15-18 rubrics

Task Name: Rubric Title Guiding 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

• f record.”

Acceptable level to begin teaching. Solid foundation of knowledge and skills. Advanced candidate. Candidate focus on Candidate focus on lesson implementation impact on student learning

Rubric Progression

 Expanding repertoire of skills & strategies  Deepening of rationale and reflection Not Ready Early Novice Highly Accomplished Beginner

1 5

Teacher Focus Student Focus Whole Class Individuals/

• Flex. Groups

Intentional & Well Executed Indiscriminate

How can this assessment benefit you?

 It will help you to identify your teaching strengths

and weaker areas.

 It will help you to set goals for further professional

development.

 It will give you additional teaching practice to make

you a better teacher.

 It will help to prepares you for the new teacher

evaluation system referred to as APPR.

 It can help you to get ready for application for

National Board certification.

“My reflection process is a habit of mind [developed through the edTPA]:

What worked today? What didn’t? For whom? Why? How do I know what worked and what didn’t? What could I have done differently? To what research or resources can I turn to make this a better learning experience for my students?

“The TPA led me toward the ultimate reflective performance question: How can I be a better teacher tomorrow than I was today?”

From a first year teacher…

• -Nicole Barrick Renner, 2010

Where will you learn more about these new assessments?

 Academic advisement – discuss this with your

advisor on March 19th, Advisement Day.

 Courses in the major – your professors will be

addressing some of the competencies for these exams in their courses.

 Student Teaching Seminar – guidance as is

appropriate will be integrated into the seminar.

 Field Placement and Advisement Office and

webpage.

What should I do now?

 Student teaching and graduating in the Fall 2013?

 Finish all of the old certification exams before December

2013.

 Student teaching in the Fall 2013 but not graduating

until the Spring 2014?

 Take the EAS, ALST and edTPA in the Fall 2013  Take old CST(s) in the Spring 2014

 Student teaching in the Spring 2014?

 Take the EAS, ALST and old CST(s) in the Fall 2014 and the

edTPA in Spring 2014

Thank you for your participation.