This document summarizes a presentation given at an edTPA Data Summit in June 2014. The summit brought together stakeholders to review and analyze edTPA and other assessment data from teacher preparation programs in order to identify priority questions to guide improvement efforts. Attendees were introduced to the goal of linking preservice performance assessments to other program metrics to create a "chain of evidence." The summit involved examining different datasets, formulating priority questions, and taking a deeper look at Task 2 of the edTPA. The goals were to model effective data utilization practices and generate questions focused on supporting student learning.

1. Presented by
edTPA Data Summit – June 2014
Diana B. Lys

2. What brings us together?

3. Our Starting Point
Goal of the Data Summit
June 2013
Review Unit and Program Level
edTPA Data to Develop Priority
Questions to Guide edTPA Work
in 2013-14

4. What is a Priority Question?
 Priority Questions have these characteristics:
– Be generated from a collaborative process that
engages most of the people working to address the
question
– Is focused on educational matters, other student-
related issues beyond the school’s control
– Serves a narrow focus of inquiry, a SLO, a rubric, a
standard
– Accounts for the unit’s current resources and
represents something the faculty want to investigate
(from Data Wise: Boudett, City, and Murname, 2010)

5. Priorities for 2013-14
First
Priority
What courses inside
and outside of the
program teach
feedback/
assessment?
To what extent, if any
do the professional
core courses support
our students and
programs?
Second
Priority
What standardization
do we have in intern
final grading?
Why are there
disparities among the
different program
pathways?
Third
Priority
How do we improve
local scoring?

6. Data Summit 2013 Survey
 Break out to feedback survey on last
year’s edTPA Data Summit.
 http://bit.ly/1ktmxjK

7. Goal of the Data Summit
 Expand our edTPA Data Summit to link
preservice performance assessments with
other teacher preparation program
performance metrics to build a “chain of
evidence”
 Model data utilization protocols for use at the
program level.

8. Today we will…
 Examine three unit-level datasets
 Begin to examine edTPA scores
– Local evaluation v. Pearson scores
 Examine one edTPA portfolio, in-
depth, with a focus on Task 2

9. Next Steps, but Not Today
 If question or idea does not align with today’s
goal, write it on a post-it and post on the
“Next Steps, but Not Today” board
– Process/procedural questions would fall into this
category:
• Local scoring protocols
• Due dates
• Licensure expectations

10. Principles Guiding the edTPA Data
Summit

11. ACE Habits
Shared Commitment to Action,
Assessment and Adjustment
Intentional Collaboration
Relentless focus on Evidence

12. Norms for Collaborative Work
 Assume positive intentions
 Take an inquiry stance
 Ground statements in evidence

13. Logistics
To be comfortable…
 Breaks
– Morning Break
– Lunch
 Restrooms
 Phones
To support our work…
 Wireless Log-in
 Nearpod
 Google docs
 TracDat

14. Find a Partner
Quadrant Partner #1 –
own program, if
possible
Quadrant Partner #2 –
different program
Quadrant Partner #3 –
different college
Quadrant Partner #4 –
free choice

15. Let’s Move!
 Find your Quadrant Partners, #1-4
 Find a table with QP#2
 Move to your first table & Take your stuff

16. PART 1: DATA
EXPLORATION
Expanding the
Data Summit

17. A little background…
 Teacher education programs are required to
collect many key assessments about their
candidates (CAEP, 2013).
 In Initial Teacher Preparation (ITP) programs,
some examples include:
– edTPA
– Progress Report
– Dispositions forms

18. Research literature tells us to…
 Include performance assessments (Darling-
Hammond, 2006); standardized performance
assessments are even better (Peck, et al., 2014).
 Include data from preservice and inservice
sources (Diez, 2010).
 Engage faculty in data utilization (Peck &
McDonald, 2013).
 Develop “culture of evidence” (Peck & McDonald,
2013) and “chains of evidence” (Cochran-Smith,
2005) to support faculty leaders in programmatic
improvement.

19. Today’s Data Parfait
Priority Questions
IHE
Report
Card
Exit
Survey
edTPA

20. Datasets for Examination
 ECU Local Evaluation edTPA Scores (Spring 2014)
– Unit level aggregate of final scores and other
tables repeated from June 2013 edTPA Data
Summit
– http://bit.ly/1pCqPZv

21. Datasets for Examination
 Initial Licensure Teacher Education Exit Survey
Data (Spring 2014)
– Includes all pathways in the licensure area
– Excludes open ended responses

22. Datasets for Examination
 IHE Report Cards, 2011-12 and 2012-13
– Unit level data only

23. What is a Priority Question?
 Priority Questions have these characteristics:
– Be generated from a collaborative process that
engages most of the people working to address the
question
– Is focused on educational matters, other student-
related issues beyond the school’s control
– Serves a narrow focus of inquiry, a SLO, a rubric, a
standard
– Accounts for the unit’s current resources and
represents something the faculty want to investigate
(from Data Wise: Boudett, City, and Murname, 2010)

24. Priority Question Formulation, pt.1
With colleagues at your table:
1. Assign a RECORDER and a REPORTER
2. Review assigned dataset, individually and as a
group
3. Consider Guiding Questions and RECORD
responses/findings
4. Examine findings and generate Priority
Questions
5. Discuss and Prioritize Questions – select Top 3
6. Record Top 3 Priority Questions

25. Priority Question Formulation, pt. 2
Refine the Priority Questions:
1. Join with the other table
2. REPORT out on Top 3 Priority Questions
1. Share rationale behind each
3. Question the questions:
1. Are these the right questions?
2. Is there consensus across the unit?
3. What supports are needed?
4. Refine Top 3 Priority questions for the Combined
Group and Assign a final REPORTER

26. Report Out on Priority Questions
Priority Questions
IHE
Report
Card
Exit
Survey
edTPA

27. Priorities for 2014-15
edTPA Local
Eval Scores
UG Exit
Survey Data
IHE EPP
Report Card

28. Data Set Questions
 Please fill out your top 3 questions about your
data set.
 http://bit.ly/1v9o547

29. Let’s take a break!
 Check email and catch
up with the world…
 Special thanks to the
OAA team to preparing
for today’s Data Summit
– Mary Worthington
– Ellen Dobson
– Jason Whited
– Mary Langley, GA
When we return,
find a seat with
Quadrant Partner #1

30. PART 2:
EDTPA FOCUS
ECU Local
Evaluation Scores
v.
Pearson Scores

31. Before we dig…
ECU Local Evaluation Scores Pearson Scores

32. Limitations

33. BIG Question
So, how did we do??

34. ECU v. Pearson Raw Scores

35. ECU v. Pearson Standardized Scores

36. Evaluators

37. Preliminary Priority Questions
1. Review assigned dataset, individually and as
a team
2. Consider Guiding Questions and RECORD
responses/findings
3. Be prepared to share with larger group
4. This is just a peek.

38. PART 3:
DIGGING DEEPER
Finding common
ground in Task 2

39. Examining Task 2
 Why Task 2?
 Portfolio selection
 http://bit.ly/1l2Gmyu

40. Link to Sample Portfolio, Task 2
 Password is summit2014
 http://bit.ly/1mhwi0K

41. CLOSING OUT

42. Data Summit 2014 FEEDBACK
 Please fill out the feedback survey for the
2014 Data Summit
 http://bit.ly/1lZrd2Q

43. THANK YOU!!