NACCTEP Member Learning eXchange
Packing Slip 
item |
Getting a Grip on Positive Impact |
contact |
Dr. Arlene Hett (Office of Superintendent of Public Instruction, Olympia, Washington) ahett@ospi.wednet.edu |
credits |
Dr. Andrew Griffin Office of Superintendent of Public Instruction, Olympia, Washington agriffin@ospi.wednet.edu |
discipline(s) |
all subject areas affected by certification |
summary |
With policymakers demanding a laser-sharp focus on student learning, how can we help teachers concentrate on what counts the most? This is Dr. Andrew Griffin's and Dr. Arlene Hett's description of Washington State's student teaching Pedagogy Assessment, which highlights what students learn, not just what teachers do. |
details |
As Washington State has worked to develop its assessment system for pre-service teachers, the challenge of assessing teaching skill (not just content knowledge or basic skills) has proven to be a special challenge. Most existing paper-and-pencil instruments do not adequately capture the complexity of classroom teaching, nor do they seem to be strongly oriented to the results of teaching. Given the strong emphasis on student learning, and the increasing diversity of school populations, the state wanted an assessment that would: a. be based in the field, not on paper b. encompass a wide variety of classroom contexts c. shift teachers' attention from what they do to what students learn Consequently, over the past several years the state has collaborated with the Washington Association of Colleges of Teacher Education (WACTE) to develop, pilot, and field-test a performance-based Pedagogy Assessment to be administered during the student teaching experience. In Fall 2005, the Washington State Board of Education required that all state approved programs to administer the assessment to all candidates in a residency (first-level) certificate program. This new requirement makes the necessary shift in policy to create an inclusive approach to P-12 public education that is determined to leave no child academically behind, responding to concerns over the academic achievement gap. This change moves from the traditional focus on teacher actions to one on student learning, carrying out the state's mission to prepare educators who demonstrate a positive impact on student learning and its commitment to support learning for all students. The pedagogy assessment instrument reflects this shift by evaluating teacher performance on the basis of student outcomes and engagement in learning. The instrument is based on Washington State’s effective teaching requirements for teacher preparation program approval, on contemporary research related to teaching and learning, on the work of the state’s Multi-Ethnic Think Tank (2001), and the federal law "No Child Left Behind Act of 2001." Key concepts in the process are effective teaching; establishing clear learning targets and assessment approaches; engaging low status/historically marginalized students; multicultural perspectives; incorporation of transformative academic knowledge into the curriculum, culturally responsive teaching, and classroom management for inclusive, supportive learning communities. The standards must be met through direct observation of his/her teaching and the collection of evidence of student learning during student teaching. Each candidate works with a cooperating teacher and a university supervisor, provides written sources of evidence of meeting the Performance-Based Pedagogy Assessment (PPA) standards, prepares written instructional plans based on the PPA, and delivers lessons evaluated by those standards. To successfully complete the PPA, the candidate must be at the “Met” level for all criteria under the 10 standards. The scoring rubric of the PPA consists of ten standards (five to access written Sources of Evidence and five are used during observation of teaching) and accompanying criteria. Although Washington uses the assessment at the conclusion of teacher preparation programs, the instrument models ideas that may also be of value to anyone responsible for supervising practicum experiences. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.k12.wa.us/certification/profed/pedagogy.aspx |
supplements |
Getting a Grip on Positive Impact (presentation) Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback below. |
comments |
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shareback |
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Last modified: Mar-14-2006 Date created: Mar-14-2006 Visitor count: 1316 Dublin Core Metadata record  |
NACCTEP Member Learning eXchange
http://zircon.mcli.dist.maricopa.edu/nacctep/slip.php?item=16