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

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SPA Success Stories: The UMD Experience

Kathy Angeletti, Ph.D. Assistant Dean & Executive Director of Teacher Education, University of Maryland

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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

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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.)

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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.)

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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)

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Relationship of SPA to Unit-Wide Assessments (Program Review Option A)

COE Unit Assessments for Teacher Preparation Required SPA Assessments – Option A Admissions “Portfolio” (includes gateway GPA in core classes within the discipline)

• 1. State Licensure Exam for Content – Praxis

II Foundational Competencies (professional dispositions assessment)

• 2. Assessment of Content Knowledge –

customized by program Praxis II (subject-specific assessment)

• 3. Assessment of Planning – edTPA Planning

& Instruction Tasks Performance Based Assessment (PBA), Unit assessment with customizable, program components (subject-specific)

• 4. Student Teaching/Internship Assessment
• PBA (new assessment; aligned with

Danielson Clusters) edTPA (subject-specific assessment)

• 5. Assessment of Candidate Impact on

Student Learning – edTPA Assessment Task Maryland Teacher Technology Standards Portfolio Assessments 6-8 – customized by program

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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
• ur COE’s research agenda for teacher preparation, and

promotes P12 involvement in performance-based assessment of candidates.

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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).

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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.

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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)

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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)

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Lessons Learned…the hard way!!!

• Make P12 Partners an integral part of your day-to-day
• perations -- 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.

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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.

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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!!!

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Questions/Open Discussion

For More Information…. Kathy Angeletti kangel@umd.edu