Comparison of School and KSU Assessment of Teachers

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Comparison of School and KSU Assessment of
Teachers

• Joanne Arhar, Ed.D.
• Associate Dean
• EHHS

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Comparison of KSU Teacher Candidate Evaluation
System with Ohio Teacher Evaluation System
KSU Student Teacher Evaluation System Ohio Teacher Evaluation System (OTES)
Educator Teacher Performance Assessment (edTPA) Student Growth Measures (50)
Disposition Assessment Teacher Performance (50)
Student Teaching Evaluation  
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How Grade is Determined for Student Teaching

• Grading is S/U. To earn an S, the following
  criteria must be met
• Score of 80 or higher on Summative Student
  Teaching Assessment with no items rated as
  Unmet.
• Any Professional Disposition Plans assigned for
  Needs Improvement on the Disposition Assessment
  are satisfactorily completed.

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edTPA and OTES Teacher Performance
edTPA OTES Teacher Performance (50)
Planning for content, student learning, assessment Content
Instruction (video clips)/Learning Environment Instruction/ Learning Environment
Assessment Assessment
Analysis of Teaching Pre-Post Conference Meeting with Supervisor
Academic Language (video clips) Content
Student Teaching Evaluation additionally includes  
Collaboration/Communication Collaboration/Communication
Professional Responsibility/Growth Professional Responsibility/Growth
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Measuring Student Growth
Ohio Board of Regents Educator Performance Report Value added scores of beginning teachers reported to KSU. Not an evaluation of a student teacher but an evaluation of a teacher preparation program. OTES Student Growth Measures (50) Value Added Approved Vendor Assessments Locally Determined Measures Student Learning Objectives
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Comparison of edTPA and RESA
edTPA edTPA edTPA
Task What to submit (Artifacts) 15 Rubrics
Planning Lesson Plans, Instructional Materials, Student Assignments, Assessments, Planning Commentary Planning for Content Understandings, Supporting Students Learning Needs, Planning Assessment to Monitor Student Learning
Instruction Unedited Video Clips, Instruction Commentary Demonstrating a Positive and Engaging Learning Environment, Engaging Students in Learning, Deepening Learning During Instruction, Subject-Specific Pedagogy
Assessment Samples of Student Work, Summary of Student Learning, Assessment Commentary Analyzing Student Learning, Providing Feedback to Guide Learning, Supporting Students Use of Feedback
Analysis of Teaching Planning Commentary, Instruction Commentary, Assessment Commentary Using Knowledge of Students to Inform Planning, Analyzing Teaching, Using Assessment to Inform Instruction
Academic Language Unedited Video Clips and/ or Student Work Samples, Planning and Assessment Commentaries Identifying and Supporting Language Demands, Evidence of Language Use to Support Content Understandings
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RESA
Task What to submit (evidence) Rubrics
Lesson Cycle 1 Plan and implement a lesson Description of students, lesson overview, videotape, commentary, instructional evidence, analysis and self-reflection. Lesson plan and commentary, instructional outcomes, lesson segment and commentary, general lesson reflection.
Formative and Summative Assessment Teaching and learning, instructional cycle context, assessment plan, focal student selection rationale, focal student responses to formative assessment, formative and summative assessment samples, analysis of student progress, evidence of feedback. Selecting assessments to monitor student learning, designing assessments aligned to academically rigorous learning expectations, using formative assessments to modify instruction, analyzing student data to monitor achievement, providing quality feedback to students.
Lesson Cycle 2 Teaching and learning context, lesson overview and commentary, instructional evidence, instructional strategies overview. Lesson plan and commentary, lesson segment and commentary, general lesson reflection.
Communication and Professional Growth Examples of communication with parents/caregivers, example of communication and collaboration with colleagues, rationale for professional collaboration, professional development and growth. Communicating with families, collaborating with colleagues, growing and developing professionally.
Reflection on teaching practice based on feedback from students and/or colleagues Teaching and learning context, reflection on practice and feedback. Rubric not used instead, it will be scored for responsiveness to the questions in the Reflection on Practice and Feedback Form.
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Comparison of edTPA and RESA

• Performance-based assessments that call for
  teachers to demonstrate their ability to design
  and implement instruction that is responsive to
  diverse needs of students, use formative and
  summative assessments to inform teaching
  practice, and reflect on their teaching.
• based on the Ohio Standards for the Teaching
  Profession
• require the use of portfolios
• require the use of academic language
• use videotaping
• use rubrics to assess the teachers submissions
• use trained, outside assessors
•