Presenters

This year we are excited to announce that we have over 30 presenters to present at our 2017 Tennessee edTPA Conference! Below is a list of the sessions they will be leading and the full session abstract.

 

Donna Alderman

Amelia Brown

Andrea Capizzi

Beth Christian

Tausha Clay

Susan Collins

Kellie Crawford

Alexandra Da Fonte

Lynnell Darden

Mariah Delver

Andrea Hajek

Shannon Harmon

Sarah Hartman

Andra Helton

Cheryl Hitchcock

Norma Hogan

Cherie C. Hook

Melanie Hundley

Lori Kroeger

Geri Landry 

 Jane Lim

Larry Lowrance

Greg Matthias 

Renee Murley

Jennifer Nelson 

Kim Paulsen

Judith Presley

Robyn Ridgley

Terryl Rock

John David Tiller

Andrea Whittaker

       

 

 Featured Conference Presentations

Lori Kroeger
Lori Kroeger
Dr. Kroeger is an assistant professor at the University of Wisconsin Oshkosh, and the Assessment and Program Evaluation Coordinator for the College of Education and Human Services. As part of that role, Dr. Kroeger has served as the edTPA Coordinator since 2013, working closely with colleagues from the state and across the nation to create policy and to develop supports and resources for edTPA implementation. She is a member of the National Academy, a group of educators with deep knowledge and expertise in edTPA. As part of that work, Dr. Kroeger provides support and facilitates workshops for states and programs new to edTPA. In 2017, Dr. Kroeger was the lead developer on the Curriculum Alignment Workshop for the Stanford Center for Assessment, Learning, and Equity (SCALE). Dr. Kroeger has presented at regional and national conferences on successful edTPA implementation strategies and has conducted a number of research studies on factors associated with edTPA success.

Dr. Kroeger will be presenting on both Curriculum Alignment and Rubric Deep Dive.

Session: Curriculum Alignment
Participants in this workshop will be introduced to the curriculum alignment process, evaluating where and how their own program provides opportunities for teacher candidates to develop the knowledge and skill necessary for effective teaching as measured by edTPA. Examples of developed embedded signature assessments will be shared with all participants. The facilitator invites participants to bring any assessments they wish to discuss as a way to bring opportunity to work with the language, knowledge, and skills of edTPA to candidates.  This presentation will be scheduled as a half-day session.

Session: edTPA Rubric Deep​ ​Dive for Beginning and Progressing Levels 
This session will walk participants through an examination of the edTPA rubric focus, structure and criteria. Through a close reading of the criteria, participants will gain a richer understanding of the requirements for successful performance on edTPA and learn how the rubrics differentiate performance on the assessment. This will also be scheduled as a half-day session.

Session: edTPA Rubric Deep​ ​Dive for Advancing Levels
In​ ​this​ ​session,​ ​participants​ ​with​ ​more​ ​advanced​ ​experience​ ​with​ ​edTPA​ ​will​ ​be​ ​lead​ ​through​ ​a​ ​deep and​ ​thorough​ ​examination​ ​of​ ​the​ ​edTPA​ ​rubric​ ​focus,​ ​structure​ ​and​ ​criteria.​ ​Participants​ ​will engage​ ​in​ ​a​ ​close​ ​reading​ ​of​ ​the​ ​rubric​ ​criteria​ ​and​ ​make​ ​connections​ ​between​ ​the​ ​rubric​ ​criteria and​ ​teacher​ ​candidate​ ​evidence.


Donna Alderman, University of Tennessee

Peer Review Process for Special Education

This session covers the process for developing peer review strategies that meet the candidate support guidelines. The examples will be specific to the area of Special Education.

Strand: Candidate Support and/or Feedback

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Kellie Crawford, Pearson

edTPA 101

Is your program in the early stages of implementation? This session will provide information on the development of edTPA, the roles of the partners (SCALE, AACTE, and Pearson), the architecture of the assessment, and the structures of support available to programs and candidates. 

 Strand: Implementation

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer


Kellie Crawford, Pearson

edTPA Resources for Candidates and Faculty Support

In this session, participants will receive and review the "must have" faculty and candidate resources to get started with edTPA.  Resources include "Guidelines for Acceptable Candidate Support," "Making Good Choices," "Understanding Rubric Level Progressions," and more.

 Strand: Candidate and Faculty Support

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Mariah Delver, Northmoor Elementary School
Larry Lowrance,  Austin Peay State University
Lynnell Darden,  Austin Peay State University

Scoring High on the Special Education edTPA: Experiences from a Graduate

Mariah Delver, now a first year teacher, her Special Education Professor Larry Lowrance, and Lynnell Darden, Master Clinician at Austin Peay State University, will describe Mrs. Delver's preparation and submission of her Special Education edTPA, while she student taught in a Comprehensive Development Class at Rossview High School in the Clarksville-Montgomery County School System.

Mrs. Delver's edTPA was scored a 71 in the Spring of 2017, an APSU all time high score and one of the highest scores in the nation. Discussed will be her focus on and study of the edTPA rubric, the Understanding Rubric Level Progressions resource for special education, the application of this rubric to her focus student, and the development and integration of the video into the final submission to Pearson. Insights will be shared that enhanced this edTPA and seems to have contributed to its score.

The presenters will entertain questions about the process used to support student teaching at APSU, and how skills in her edTPA preparation have generalized to her classroom as a first year special education teacher in Englewood, Ohio

Strand: Candidate Support and/or Feedback

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Andrea Hajek, National Board for Professional Teaching Standards

Preparing Accomplished Teachers through edTPA and ATLAS

One resource that can help teacher education programs in preparing teacher candidates for the edTPA is ATLAS (Accomplished Teaching, Learning, and Schools). ATLAS is a unique, searchable online library of authentic videos showing National Board Certified Teachers at work in the classroom. Each video is accompanied by the teacher’s written reflection about the instruction or the activity shown. This presentation will describe how some institutions have utilized ATLAS in preparing preservice teachers for the edTPA, but also as a resource in courses to highlight effective assessments and strategies. By searching the edTPA collection in ATLAS, educators may select the subject and topic, the grade level, the framework, the school setting, the student characteristics, and the instructional strategies. Participants will have an opportunity to explore ATLAS, its many features, and discover how it could be used in a variety of settings. Connections and alignments will be made to edTPA rubrics and tasks.

Strand: Candidate Support and/or Feedback

Target Audience:
 Level 1- Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Shannon Harmon, Middle Tennessee State University

Implementing Residency 1: Balancing Field Experiences and Course Work

In this session, we aim to share the knowledge gained through the implementation of Residency 1; the balance of field experiences and course work. Additionally, the ways in which the program allows us to prepare candidates for edTPA standards will be discussed. Through our discussions we will review artifacts in planning, instruction, and assessment that are embedded in our Residency 1 program. It is our hope that sharing these experiences will bring new insight to similar programs as they implement edTPA.

Strand: Implementation

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Sarah Hartman, Freed-Hardeman University

It takes two; the two-year journey of effective edTPA implementation through courses and assignments.

This session walks educators through an implementation cycle of edTPA, from initial introduction to students, to full implementation during student teaching. A methodology for how to complete course and edTPA crosswalks will be discussed, as well as course assignments that specifically target edTPA rubrics. Other ideas will be shared such as edTPA content for student seminars, writing workshops, edTPA lock-ins, organizational techniques for organizing theory/academic language/vocabulary for use when implementing during student teaching, and student data that indicates the most helpful edTPA preparation they experienced.

Strand: Curriculum Alignment and Integration

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Andra Helton, Middle Tennessee State University

edTPA Seminars for Candidate Support  and Success

 This session addresses how to organize and implement support for Residency II Teacher Candidates as they create their edTPA portfolios. The session covers organization and chunking of Task components, resources useful for candidate learning, integration with LiveText and acceptable support from university supervisors

 Strand: Candidate Support

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Cheryl Hitchcock, Middle Tennessee State University

edTPA and TEAM – Helping Candidates Make Connections

This session will focus on how one program begins to help candidates make connections between edTPA and TEAM. The presenter will invite participants to share ideas and experiences.

Strand: Curriculum Alignment and Integration

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Cheryl Hitchcock, Middle Tennessee State University
Jane Lim, Middle Tennessee State University
Robyn Ridgley, Middle Tennessee State University

Lights, Camera, Action: Embedding Video in Courses Prior to Residency II

Early Childhood Education faculty share strategies they use to give candidates multiple opportunities using video. Over the course of their program, candidates video themselves teaching, reflect on their teaching, and prepare for the edTPA video experience.

Strand: Curriculum Alignment and Integration

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer


Norma Hogan,  East Tennessee State University

Terryl Rock, East Tennessee State University

Improving Performance on Task Three Assessment: Strategies and Supports

In this session presenters will demonstrate specific strategies and supports that have helped our teacher candidates improve their performance on Task Three: Assessment. Topics include helping teacher candidates:

  • Identify and state objectives clearly and effectively.
  • Align standards/objectives, instruction, and assessment.
  • Develop deeper understandings of evaluative criteria, cognitive feedback, and helping their students to use feedback.
  • Organize and display assessment data.
  • Conduct meaningful analysis of assessment data
  • Use assessment data to modify instruction and to plan next steps

Examples of strategies/activities/supports, as well as guidance for others to develop their own will be provided.

Strand: Candidate Support and/or Feedback
Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Cherie C. Hook, Tennessee Tech University
Susan Collins, Tennessee Tech University

The edTPA for Job-Embedded Candidates

The state of Tennessee now requires job-embedded licensure candidates to successfully complete the edTPA. This group of teachers face the unique challenge of completing a portfolio without the benefit of having the edTPA integrated into their undergraduate coursework.

This session is designed to highlight the structure of the job-embedded course at Tennessee Tech University. From the introduction of the edTPA and understanding the rubrics to successfully completing the portfolio, this session will include practical information for supporting job-embedded candidates through the edTPA.

Strand: Job-Embedded

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Melanie Hundley, Vanderbilt University

Academic Language Level 3

The edTPA, a pre-service teacher assessment, and the Common Core State Standards (CCSS) foreground the importance of academic language and disciplinary language practices in the development of content learning. While the development of academic language needed for content learning for student teachers and for the P-12 students they will teach is a key part of the conversation both nationally and in colleges of education, the development of academic language and disciplinary language is often invisible to pre-service teachers as they wrestle with their own content knowledge and how to teach their content area.

Each content area, no matter the grade level, has a particular lens by which it views the world, asks questions, and constructs and represents knowledge. Disciplinary language structures are necessary for learners to understand, represent, and construct knowledge within the content area. This presentation focuses on identifying and defining academic language and disciplinary practices. We will examine the tools and structures that help novices learn disciplinary language, and share pedagogical practices that help pre-service teachers plan for, incorporate, and use academic language and disciplinary practices with their students.

Strand: Academic Language

Target Audience: Level 3 - Advancing Implementer


Melanie Hundley, Vanderbilt University

Academic Language Beginning / Progressing Implementers

The edTPA, a pre-service teacher assessment, and the Common Core State Standards (CCSS) foreground the importance of academic language and disciplinary language practices in the development of content learning. While the development of academic language needed for content learning for student teachers and for the P-12 students they will teach is a key part of the conversation both nationally and in colleges of education, the development of academic language and disciplinary language is often invisible to pre-service teachers as they wrestle with their own content knowledge and how to teach their content area.

Each content area, no matter the grade level, has a particular lens by which it views the world, asks questions, and constructs and represents knowledge. Disciplinary language structures are necessary for learners to understand, represent, and construct knowledge within the content area. This presentation focuses on identifying and defining academic language and disciplinary practices. We will examine the tools and structures that help novices learn disciplinary language, and share pedagogical practices that help pre-service teachers plan for, incorporate, and use academic language and disciplinary practices with their students.

Strand: Academic Language

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer 


Geri Landry, University of Tennessee
Amelia Brown, University of Tennessee

Comparing Data Points of ACT, GPA, TVAAS, and Dispositions

In this session presenters will identify correlations of multiple points of data and the impact these data have on teacher candidate preparation. Participants will come away with ideas for meaningfully integrating data into more aspects of the teacher preparation program, such as ideas of how to integrate qualitative dispositional data with quantitative performance data, and how to use data points to best support students during progressions through and beyond the teacher education program. Participants will also interact with the ProCADs tool developed to measure Professional Competencies, Attitudes, and Dispositions.

Strand: Research/Data

Target Audience: Level 3 - Advancing Implementer


Greg Matthias, Milligan College

Tausha Clay,  Milligan College

Ten Ways to Incorporate edTPA in Lesson Plans

This session will focus on ten ways to incorporate EdTPA required rubric components into lesson plans. Presenters will present the EdTPA terms and provide relevant examples of each term. Presenters will provide what scorers "look for" on candidates' lesson plans. Attendees will leave this session with ideas to implement on their own lesson plan templates.

Strand: Academic Language

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Renee Murley, University of Tennessee Chattanooga
Jennifer Nelson, University of Memphis

Diversity Trends and Issues in edTPA

The focus of this presentation will be to examine the edTPA scores of undergraduate minority teacher candidates in comparison to non-minority teacher candidates. Recent research suggests a growing concern that minority teacher candidates do not meet teacher education program requirements because of licensure tests such as the edTPA.  This presentation will review one urban universities’ edTPA data to answer the following questions: When comparing scores between minority and non-minority teacher candidates, is the pass rate of the edTPA significantly different between the two groups? Do scores on specific rubrics of the edTPA reflect significant differences between the two comparison groups? What is the performance trend between the two groups over the past five years?  We will be examining and discussing:

  • Trend data regarding minority and non-minority teacher candidates over a five- year period.
  • Rubric comparison scores between minority and non-minority teacher candidates.
  • Where, if any, discrepancy scores occur when analyzing edTPA rubrics

Strand: Research /Data

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Jennifer Nelson, University of Memphis
Renee Murley, University of Tennessee Chattanooga

Implementing the edTPA for Job Embedded Teacher Candidates

The focus of this presentation is to address edTPA implementation for job embedded (JEP) teachers. The presenters will discuss how one EPP has fully implemented the edTPA for JEP teachers and how another EPP is in the beginning stages. This presentation will be designed to share information and encourage active participation through discussion.

Strand: Implementation

Target Audience: Level 1 - Beginning Implementer, Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


Kim Paulsen, Vanderbilt University
Alexandra Da Fonte, Vanderbilt University
Andrea Capizzi, Vanderbilt University

edTPA Boot Camp: Supporting Faculty and Candidates in Understanding the Tasks and Rubrics

The Department of Special Education at Vanderbilt University required the edTPA for the first time in Spring 2017. This session will describe the components of a 4-hour training session conducted for faculty, university supervisors and candidates. Training activities used to familiarize faculty, supervisors and candidates with the tasks and rubrics will be shared with participants. Lessons learned from our initial implementation will also be shared. The activities completed focused on the Special Education Handbook, but may be adapted for all handbooks.

Strand: Handbooks and/or Rubrics

Target Audience: Level 1 - Beginning Implementer


John David Tiller, Tennessee State University

How to Make edTPA® a Successful Journey for All—the Power of One

Has edTPA® risen to top priority on your agenda or you surmise everything is up to you to champion edTPA®? If so, then this session is for you. The edTPA® portfolio has drawn praises and criticisms. Some see it as extra work and others see it as a pipeline to excellence in teaching. Faculty that are new to the edTPA® portfolio process find themselves swimming in a sea of resources and requirements. Where do you start? What is the best way to help candidates? What is the best lesson plan template? How much support is too much and what if the support is too little? How do you make key assignments to be stepping stones toward the final edTPA® portfolio? How do I get other faculty to embrace the edTPA® portfolio process? What if I am the only faculty or it seems that I am the only one? All of these questions and more are answered in a shared discussion. The journey begins with an exceptionally determined Teacher Performance Attitude. Session participants will be invited to share their successes, challenges, and questions regarding the legends and facts about the edTPA® portfolio process.

Strand: Implementation

Target Audience: Level 1 - Beginning Implementer


John David Tiller, Tennessee State University
Judith Presley, Tennessee State University
Beth Christian, Tennessee State University

Using edTPA® Score Data to Produce Highly-Quality Teacher Candidates at an HBCU

The research presented in this session demonstrates how faculty at one university refined its practice, infused instructional strategies, and aligned its programs of study to meet the challenge to produce “high-quality” teacher candidates. The data featured in the presentation shows how faculty continuously analyzed and used the edTPA® score data to inform its practice across the EPP. Participants will examine four years of data from the university and discuss how edTPA® rubrics and tasks data informs practice. Three key factors that emerged from the data drove the progress in producing high-quality teacher candidates were—aligning courses with edTPA® key elements, incorporating and using academic language in instruction, and planning for assessments. Participants will also discuss how to manage changing requirements set by the governing agencies. The university met the governing agency challenges where the portfolio was first a course requirement, then it became a graduation requirement with a minimum score, and now state policy has been set to make edTPA® consequential for licensure with a required score of 42 out 75. Additionally, data from the university’s 2016 Report Card on The Effectiveness of Teacher Training Programs in Tennessee will be shared.

Strand: Research/Data

Target Audience: Level 2 - Progressing Implementer, Level 3 - Advancing Implementer


John David Tiller, Tennessee State University

Helping Teacher Candidates Achieve the Required edTPA® Scores by Using Triple AAA®

When faculty plan and model three critical factors in professional courses, teacher candidates have a better than average chance of achieving the required minimum score on the edTPA® portfolio. The purpose of this session is to present and discuss the principles of practice in aligning curriculum with the edTPA® tasks, using academic language, and developing assessments with feedback. The discussion begins by extracting the key components inside edTPA® tasks and rubrics to serve as catalysts for improvement in course and program design. Conversation will focus on how faculty must model the use of academic language beyond explaining vocabulary terms. The third critical factor that assures better scores in the edTPA® Assessment Task is re-examining how to develop assessments and more importantly how to provide feedback that aligns with edTPA® Rubric 13. Session participants will be invited to share their successes, challenges, and questions regarding these three critical factors.

Strand: Curriculum Alignment and Integration

Target Audience: Level 2 - Progressing Implementer, Level 3 - Advancing Implementer

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