Transcript
On-screen: [ETS. PPAT. Benefits of the PPAT Assessment. The Formative Task.]
Marvin Young, Technology Coordinator, South Harrison School District, Missouri – A formative task gives you much better perspective on what the candidate really can do. You see more aspects than just a yes or no answer on a formative test or a short answer. You actually get to see their thoughts and their ideas in making sure that they are ready to walk into that classroom.
Deborah Poston, Clinical Experiences Coordinator/Professor, Newberry College, South Carolina – The formative task is the one where we're actually talking about the actual resources the students are going to have available to them in their schools. It allows us to work with them and help them develop their own goals for being successful because they do all come at different levels.
On-screen: [ETS. Task 1. Performance Assessment for Teachers (PPAT), Task Requirements. Task 1 Knowledge of Students and the Learning Environment. In this task, you will demonstrate the knowledge and skills that pertain to your understanding of your classroom regarding your students, the school, and the community and you will identify the implications of these factors on instruction and student learning. Standard and Indicators Measured in This Task: The following InTASC Model Core Teaching Standards represents the focus of this task. The evidence you submit must address and will be scored according to the following: Standard 1, Indicators b and c; Standard 2, Indicators a, c, d, and f; Standard 3, Indicators a, c, d, and f.]
On-screen: [You must attach this document as an artifact in response to textbox 1.2.1. Chart: Type of Resource; One Example and Location. Under Type of Resource: Community, Building/District Policies or Programs, Support Staff, Instructional Materials.]
Ellen Baker, Director of Teacher Education, University of Vermont, Vermont – Well, I think it's important to set the context for what's coming next. And so I think it was important as I piloted and as I looked at what my students responses were. It was that they really had to think about all the factors that impact their teaching and impact the student learning. And I think it enables the candidates to really think about the entire picture and to set up that kind of mindset that they're going to be adjusting things as they go but this is what it looks like. This is the context of everything that's going to happen next.
On-screen: [Chart: School (e.g., enrollment; percent of students receiving free or reduces-price lunches; AYP data; ethnicities; percent of students with IEPs; percent of students who are ELLs; teacher-to-student ratio). Classroom Demographics (e.g., ethnicities; gender ratios; special needs, including those of gifted students, those of students with physical needs, and those due to cultural characteristics). Knowledge of Students (in terms of the whole class and individual students) (e.g., language needs; approaches to learning; prior learning and experiences; academic proficiencies/behavioral differences; areas of interest)]
On-screen: [The requirements document contains the activities and guiding prompts for each task, the standards and indicators measured by each task, and detailed instructions to follow when submitting responses. The rubric document contains the four task-specific rubrics that are used to evaluate the elements of the evidence you provide. Task 1: Knowledge of Students and the Learning Environment: In this formative task, completed during the first weeks of student teaching, you demonstrate the knowledge and skills that pertain to your understanding of your assigned classroom. The task asks you to provide evidence in regard to your students, the school and the community, and to identify implications of these factors on instruction and student learning. The PPAT Task 1 Handbook (PDF) guides you, your EPP supervising instructor and your cooperating teacher through the collaborative efforts to complete Task 1. A score is not issued for this task. Task 1 Requirements (PDF), Task 1 Rubric (PDF), Task 1 Instructional and Support Resources Chart (PDF).]
Deborah Poston, Clinical Experiences Coordinator/Professor, Newberry College, South Carolina – I think the formative part is necessary for the fact that it is going to allow the institution to see where our students are and how we can help them perform.
Cecil Clark, Director of Clinical and Field Office Education Department, Delaware State University, Delaware – I think it gives ownership as well to the supervisors at the University. It's not just something that you just ship off to someone else to give them total ownership. I think the start of course, the contextual factors and all the other elements that go into assessment starts there with task one. So it gives our supervisors a connection with the entire process.
Ellen Baker, Director of Teacher Education, University of Vermont, Vermont – In addition to the fact that there's a lot of faculty members in higher ed institutions who are just not ready to completely let go. I think it's important for them to at least see a piece of this big culminating project. And I also think they have a better sense of whether the candidate has really covered all the bases as far as what's important.
On-screen: [ETS. PPAT. Copyright © 2016 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS). MEASURING THE POWER OF LEARNING and PPAT are trademarks of ETS.]