SPA Success Stories: The UMD Experience Kathy Angeletti, Ph.D. - PowerPoint PPT Presentation

SPA Success Stories: The UMD Experience Kathy Angeletti, Ph.D. Assistant Dean & Executive Director of Teacher Education, University of Maryland CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

University of Maryland: Background Information • Flagship Institution of University System of Maryland  Prepare approximately 300 teachers annually  Full array of educator preparation programs , including 13 initial teacher education program areas (early childhood/special education, elementary, middle level, secondary, PreK-12, and special education)  State of Maryland Mandates: Yearlong Internship in PDS ; PDS, MTTS, MCCRS, & State-Specific Diversity Standards CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

University of Maryland: Institutional Priorities • University Foci  Research University  UTeach Replication Site  Strong Academic Content/Inquiry Orientation • College of Education Foci  InTASC  High Leverage Practices  Equity/Culturally Relevant Pedagogy  edTPA (MedTPA Collaborative)  Alignment with P12 Teacher Evaluations and Induction (Align SPA Program Review Efforts with Institutional Priorities.) CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

SPA Report Design Considerations: Meaningful and Manageable • …Include assessments that provide meaningful, RELEVANT information, are performance-based, and involve P-12 partners • …Incorporate data from multiple sources that are used for decision-making, planning, and continuous improvement ( multiple measures approach) • …Part of an assessment system that is continuous , integrated , and systematic (Build upon the good work you’re ALREADY doing.) CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Required Assessments for Option A • Assessment #1: State Licensure Exam for Content  Praxis II Content Knowledge Exam • Assessment #2: Assessment of Content Knowledge  Customized by program (e.g., course grades) • Assessment #3: Assessment of Planning  edTPA Planning & Instruction Tasks • Assessment #4: ST/internship Assessment (PBA)  Alignment with Danielson Clusters; some program-specific items • Assessment #5: Candidate Impact on Student Learning  edTPA Assessment Task • Assessments 6-8 (customized by program) CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Relationship of SPA to Unit-Wide Assessments (Program Review Option A) COE Unit Assessments for Teacher Required SPA Assessments – Option A Preparation Admissions “Portfolio” (includes gateway 1. State Licensure Exam for Content – Praxis GPA in core classes within the discipline) II Foundational Competencies (professional 2. Assessment of Content Knowledge – dispositions assessment) customized by program Praxis II (subject-specific assessment) 3. Assessment of Planning – edTPA Planning & Instruction Tasks Performance Based Assessment (PBA), Unit 4. Student Teaching/Internship Assessment assessment with customizable, program - PBA (new assessment; aligned with components (subject-specific) Danielson Clusters) 5. Assessment of Candidate Impact on edTPA (subject-specific assessment) Student Learning – edTPA Assessment Task Maryland Teacher Technology Standards Assessments 6-8 – customized by program Portfolio CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

UMD Success Story Highlights • Tangible evidence of program improvements directly attributable to the SPA Program Review process:  Revised lesson plan formats with greater attention to differentiated instruction for diverse learners  Enhanced focus on assessment  Increased program coherence • Required Assessments #1-#5 are all content-based. • Choice to use edTPA for Assessments #3 and #5 supports our COE’s research agenda for teacher preparation, and promotes P12 involvement in performance-based assessment of candidates. CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

The Interesting Case of edTPA: Both a Challenge & an Opportunity  Faculty have to prove/make the case of alignment to the SPA content standards, because some SPAs have not done the alignment.  Results: Faculty did a deep-dive into the assessment, which helped to promote a common language for dialogue.  We’re exploring the potential for using edTPA to elevate the teaching profession as a whole (promote notion of a true PLC – engaging in conversations around candidate/student work) and as an entrée into induction (through the creation of a Professional Growth Plan). CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Perks for Involving P12 Partners in Intern Assessment  Promotes culturally relevant pedagogy and a common language for the profession  Possibility for CPD credit for mentor teachers who participate in edTPA training  Mentors who work with interns on edTPA or who participate in local evaluation cite impact it has on their own instruction ; Some are electing to seek National Board Certification . CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Perks for Involving P12 Partners in Intern Assessment  Secondary aim – Elevate the teaching profession /promote PLCs; improve the working conditions of teachers ( help reduce teacher attrition )  Currently exploring opportunities to promote the impact of edTPA on induction as part of our PDS work with local school district partners (Aim: Make better use of school districts’ new teacher orientation programs) CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Creating a Culture of Evidence Using Multiple Measures …. • Broad Assessment of Content Knowledge (Praxis II) • Observation assessment (Unit-wide PBA assessment, with subject-specific components) focused on InTASC Standards and FFT, and which targets interns’ performance throughout the yearlong internship • edTPA ( Capstone Assessment – Planning, Instruction, Assessment, & Analysis of Teaching with Attention to Academic Language) • Foundational Competencies ( Professional Dispositions Assessment – revised to align with MCEE ) • Maryland Teacher Technology Standards, MTTS ( Technology Assessment ) CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Lessons Learned… the hard way!!! • Make P12 Partners an integral part of your day-to-day operations -- e.g., include them as voting members of key policy committees, etc. • Embed SPA Program Reporting into existing efforts. • USE the data you collect for program improvement. • Use technology to collect data systematically and regularly. Make the process as SIMPLE as possible!!!! • Use the CAEP SPA Program Review Resources – SPA Assessment Library, Program Report Forms/Rules, etc. • Provide mechanism to monitor SPA Standards changes. CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Next Steps/Challenges... Transitioning to CAEP Standards  Alignment is key:  Develop a crosswalk of key assessments to multiple standards sets that are constantly evolving/changing.  Do a Gap Analysis to identify areas for attention.  Institute a process for regular interaction with SPAs for program updates.  Establish the reliability and validity of assessments that are not nationally normed.  Employ greater use of Bloom’s Taxonomy in the Development/Revision of Program Assessments. CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Next Steps/Challenges... Transitioning to CAEP Standards  Program Coherence is key:  Examine how data from key program assessments inform other programmatic formative assessments (triangulation of findings, etc.).  P12 Integration is key:  Expand involvement of P12 partners in assessment (during pre-service and into induction).  Ensure key assessments are meaningful and relevant to P12 practice (e.g., ensure alignment with teacher evaluation systems, induction processes, etc.). MAKE IT MEANINGFUL & ENSURE WHAT YOU’RE DOING MATTERS!!! CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates

Questions/Open Discussion For More Information…. Kathy Angeletti kangel@umd.edu CONNECT WITH CAEP | www.CAEPnet.org | Twitter: @CAEPupdates