Conference Schedule

8:15 – 9:00 Registration / refreshments (supported by Oregon Education Association and Eastern Oregon University)

9:00 – 9:50 General Session: Construction & Engineering Hall

Keynote by Hilda Roselli: "Dueling or Dual Agendas: Balancing Equity Driven Practices/Policies with High Stakes Assessment in Teacher Preparation"

9:50 – 10:00 BREAK

10:00 – 10:50 Breakout Session #1

10:50 – 11:00 BREAK

11:00 – 11:50 Breakout Session #2

11:50 – 12:30 Lunch (Sponsored by Pearson)

12:30 – 1:20 Breakout Session #3

1:20 – 1:30 BREAK

1:30 – 2:20 Breakout Session #4

2:30 – 3:30 General Session: Construction & Engineering Hall

General Session by Andrea Whittaker: “Equity and edTPA: How can edTPA foster equitable instructional practices?”

3:30 – 4:00 General Session: Construction & Engineering Hall

Keynote by Dr. Marvin Lynn: “An Examination of edTPA through an Equity Lens”

10:00 – 10:50 Breakout Session #1 (4 sessions)

Academic Language--How does focusing on alignment throughout make planning more coherent? (Melanie Landon-Hays - WOU) Agriculture Production Room The purpose of this session is to present a process for tying academic language planning to the Central Focus of edTPA lessons to improve alignment of activities. Further, strategies will be considered that allow candidates to build academic language support into learning targets from the very beginning of planning. Participants will participate in brief lesson planning experiences aligned with language learning scaffolds.

Learning Objectives, Assessments, and Feedback: Connecting the Threads. (Oregon Assessment Handout, Student Bill of Rights Handout) (Maika Yeigh, Portland State University) Agriculture Leaders Room This session will focus on learning objectives, assessments, and feedback. The presenter will share strategies for supporting candidates' success on Task 3.

edTPA Equity Across Teaching Contexts (Elese Washines - OSU) Agriculture Science Room Because the teaching context serves as the site in which edTPA artifacts are completed, a question arises as to how urban and rural teaching contexts shape the portfolio artifacts for teacher candidates completing the edTPA. This presentation investigates how teacher candidates’ rural or urban teaching context shapes the artifacts they construct for their edTPA portfolio. By researching one cohort of elementary education teacher candidates using mixed methods research, this study contributes to a growing narrative to understanding the role edTPA plays in documenting novice teachers’ knowledge and skills and to further the discussion of the role edTPA plays in licensing teachers for diverse teaching assignments.

edTPA 101: The Fundamentals (Andrea Whittaker - SCALE, Leslee Peterson - PSU) Wells Fargo Bank Room Not sure where to get started? Want a refresher? Come to this first session of the day to (re)ground yourself in edTPA basics. This session will provide the essential overview of edTPA design, how it works, what it measures including equitable instructional practices, what candidates actually do and learn from the edTPA, and how it impacts the field experience for supervisors and cooperating teachers. We'll talk briefly about state and national implementation and supports, and provide information on additional resources. Bring your questions and we'll dive deep into specific rubrics and concepts at the request of the audience.

11:00 – 11:50 Breakout Session #2 (4 sessions)

Developing Teacher Candidate Expertise to Pass Task 4 (Robert Bonner - GFU) Agriculture Production Room Task 4 requires the teacher candidate to create an assessment that accompanies a series of math lessons and then assess the results of that assessment on both a whole class and small group perspective. The construction of that assessment determines the quality of information concerning conceptual understanding and procedural fluency that the student will possess in writing his/her responses to the commentary prompts. This first session will focus on the construction of the assessment and the initial whole class analysis of that assessment. These two elements are both assessed on EdTPA in Rubric 16. The assessment itself is not assessed, but the information that the teacher candidate derives from the assessment is assessed. Participants will be involved in the development and analysis of simulated student papers in this session.

Instructional Planning using the d.school Innovation Process and Cycle of Effective Teaching (Cathy Lambeth - Concordia) Agricultural Leaders Room This session describes how a teacher preparation program nests the Stanford d.school Innovation Process with the Cycle of Effective Teaching to support candidates’ understandings of Tasks 1 and 2, including the best practices and challenges of instructional planning.

Impact of edTPA on Classroom Assessment Practices (Group Process Notes) (Michelle York - UP) Agricultural Sciences Room Teaching practices such as formative assessment that are effective in improving student outcomes are needed in Oregon, and the adoption of the edTPA as a licensing requirement, which includes specific requirements for assessment practices, is an attempt to ensure that Oregon educator preparation programs are sending the best prepared candidates to the classroom. There is a rapid expansion of state level adoptions of the edTPA as a consequential gatekeeper for teacher licensure, yet there is a gap in the literature on the effect of completing the edTPA assessment on future instructional activities. The purpose of this study is to explore the impact of the edTPA process on the assessment practices of novice teachers. By collecting data from novice teachers at the beginning of their first or second year of teaching, this study will examine 1) what, if any, assessment practices novice teachers identify as influenced by the process of completing the edTPA, 2) how assessment practices are influenced by the process, and 3) to what extent novice teachers’ assessment practices align with the edTPA rubrics.

edTPA: Unpacking the Data (Data Flyer , Sample Data Set) (Kellie Crawford - Pearson) Wells Fargo Bank Room This session will begin with an overview of edTPA constructs as sources of candidate evidence within a multiple measurement assessment system. Participants will experience a brief demonstration of the use of ResultsAnalyzer® as a tool for disaggregating and mining edTPA data. Participants will have an opportunity to review candidate summary data and analyze sample data sets to identify trends in performance and identify areas for program renewal. Participants attending this session can be experienced edTPA users or those new or interested in learning more about edTPA.

12:30 – 1:20 Breakout Session #3 (4 sessions)

Supporting supervisors to connect observations to the edTPA (Leslee Peterson - PSU) Agriculture Production Room In 2017, PSU piloted an edTPA-aligned observation form for university supervisors to help candidates practice and reflect on the classroom skills assessed in the edTPA. Supervisors receive initial training in the edTPA constructs, a content-specific observation form, and supports compiled from edTPA handbooks and guides. Using one dedicated observation, supervisors watch for relevant teacher and student actions and then debrief with students to help them voice their thinking and decision-making. The relevant Task 2 constructs include: positive classroom learning environment, student engagement, deepening student learning, and the content pedagogy. Initial anecdotal feedback from students indicate the targeted edTPA observation was helpful and meaningful. This session applies to all handbook areas. The target audience includes supervisors, cooperating teachers, and university faculty.

Changing the Nature of the Formative Assessments in edTPA Task 4 (Handout) (Nicole Rigelman - PSU, Amanda Sugimoto - PSU) Agriculture Leaders Room A challenge faced by teacher candidates (TCs) completing edTPA Task 4 relates to both the format and nature of formative mathematics assessments in many elementary classrooms. While informal formative assessments provide quick and broad whole class feedback regarding the extent of student understanding and allow teachers to adjust instruction, they do not provide the evidence TCs need to thoughtfully respond to student learning needs. Often the more formal individual formative assessments, because of their structure or timing, only provide evidence of whether or not students can apply a particular strategy or algorithm. Sadly, based on the nature of this evidence, many TCs focus predominantly on right or wrong answers in their analysis. edTPA challenges TCs to attend to not only procedural understanding but also conceptual understanding, reasoning, and problem solving. This calls for a different kind of formative assessment. An assessment that draws out a rich variety of student thinking. An assessment that supports TCs both with noticing differences and validity within a range of students’ conceptions while also diagnosing learning needs in order to target re-engagement. In this session we will examine assessments, student thinking evidence, and our approach to preparing TCs for edTPA Task 4 with a focus on eliciting, valuing, analyzing, and using student thinking to adjust instruction in ways that support and extend learning.

Using Academic Language to Support History/Social Studies Facts, Concepts and Skills of Inquiry, Interpretation, Analysis to Build Arguments or Conclusions (Gayle Thieman - PSU) Agriculture Science Room Engage participants in supporting history/social studies teacher candidates’ ability to use academic language while developing diverse secondary students' skills of active citizenship.

Teacher Candidate Panel Discussion (Sara Wright - OSU) Wells Fargo Bank Room The purpose of this session is to engage participants in a discussion and analysis of teacher candidate experiences while completing an edTPA in Oregon and how those experiences have impacted their first few years of teaching. This panel includes candidates currently in a student teaching program, as well as past candidates who are in their first three years of teaching. The panel members will share their perspectives on edTPA, including their successes and challenges with the assessment and its relationship to their teaching.

1:30 – 2:20 Breakout Session #4 (4 sessions)

Using Embedded Assessments to Prepare for edTPA (Handout) (Susan Faller - SOU, Jesse Longhurst - SOU) Agriculture Production Room In our Teacher Preparation Programs, we have found that including embedded assessments in our coursework that are aligned with edTPA and Best Practices has been very helpful. We identified courses that were natural fits for the skills being assessed in the edTPA. We then worked with our instructors to develop one embedded assessment targeting a key skill or concept in the edTPA. It has been quite successful in several areas. First, it has helped our students understand the relevance of the edTPA to their teaching practice and to the rest of their learning. Second, it has helped them practice edTPA-related skills with the support of their professors and their fellow student teachers. Finally, it has helped our faculty understand the architecture and vocabulary of the edTPA and to make sense of it in terms of their own pedagogy and practice, allowing them to support our students more comprehensively.

edTPA Steps to Success: Research-Based Candidate Support (Carolyn Platt - OSU, Cascades) Agriculture Leaders Room The edTPA assesses a teacher candidate’s ability to plan, implement, and assess; all essential skills for the classroom. Compared to past pre-service teacher assessments, the edTPA offers the great opportunity for teacher candidates to be assessed on these skills in a highly authentic way. For many teacher candidates the edTPA can seem daunting, when it is simply an opportunity to demonstrate best practices in teaching. As a result, teacher preparation programs are searching for effective supports in their implementation of the edTPA. Participants will leave this session with a ten step plan that will immediately help programs organize fair and impactful candidate support. In the edTPA Steps to Success, candidates are supported with manageable weekly goals and materials that scaffold their work. With these supports, the edTPA will provide another opportunity for teacher candidates to grow in their practice while demonstrating their readiness for the classroom. The presenter will also share final results from a three year mixed-methods study which investigates the impact of a formative, locally scored assessment, on national edTPA scores. This research is the foundation for the edTPA Steps to Success and has helped inform best practices in preparation for the edTPA and ultimately the classroom.

A Formative edTPA Model to Support the Diverse Needs of Candidates (Kris Molitor - GFU, Katy Turpen - GFU, Kristi Wheaton - GFU) Wells Fargo Room This session will present a model for formative edTPA feedback to support the linguistic, academic, and cultural diversity of our candidates. The use of a formative edTPA prior to their completion of an edTPA independently scaffolds their learning, builds on their strengths, and empowers them to succeed. This interactive session will present a model for coaching candidates through the edTPA process and will provide a method for providing ongoing support and feedback for the various elements of the edTPA handbooks. Attendees will participate in several activities that can be used with candidates to support diverse needs such defining the academic language of the commentary prompts, identifying key attributes of the rubrics, and practicing effective feedback strategies with a tool utilized by the presenters.

Backwards Mapping from Task 2: Keeping Student Learning at the Center (Julie Kalnin - UP, Dave Masunaga - UP) Agriculture Science Room Ensuring that all students have access to meaningful learning experiences is a key dimension of preparing for the instructional task in edTPA. This session will demonstrate a three step process for preparing students for Task Two: a structured video analysis between university supervisor and candidate, a course assignment, and an edTPA planning resources. These activities develop candidates understanding of instruction that builds community, strengthens student engagement, deepens student learning within the subject-specific goals of edTPA and support students in planning backwards from Task Two as they design their learning segment.