Galesburg Reporter

Illinois State Board of Education Teacher Assessment Task Force met April 8

Here are the minutes provided by the board:

I. Call to Order/Roll Call:

Dr. Jason Helfer called the meeting to order at 3:32 p.m. and asked meeting facilitator Delaney Workman to conduct a roll call. A quorum was present.

Members Present:

Senator Tom Bennett

Dr. John Burkey

Dr. Kathryn Chval

Dr. Vito Dipinto

Dr. Marie Donovan

Shauna Ejeh

Representative Amy Elik

Shannon Fehrholz

Lori Grant

Katrina Hankison

Gloria Helin

Dr. Terry Husband

Dr. Christie McIntyre

Erika Mendez

Jessica Nunez

Dr. Abir Othman

Claire Siejka

Jennifer Smith

Dr. Michelle Stacy

Representative Katie Stuart

Kesa Thurman-Stovall

Dr. Diana Zaleski

Ex-officio member appointed by the state superintendent of education: Dr. Jason Helfer

Members Absent:

Elizabeth Dampf

Dr. Andrea Evans

Jessica Handy

Dr. Lori James-Gross

Bob Langman

Senator Laura Murphy

Robin Steans

Dr. Mary Ticknor

Others Present:

Meeting facilitator: Delaney Workman

Scott Anderson

Raul Gaston

Ralph Grimm

Kenny Lee

Suzanne Lee

Ryan McGuckin

Jim O’Connor

Julie Peters

Mercedes Wentworth-Nice

II. Approval of Minutes

Dr. Helfer called for discussion on the minutes. Hearing no discussion, he called for a motion to approve the minutes. The motion was made by Dr. DiPinto and seconded by Dr. Donovan. Dr. Helfer then called for a roll call vote. Ms. Workman took the roll call vote on the motion.

Senator Tom Bennett – Yes

Dr. John Burkey – Yes

Dr. Kathryn Chval – Yes

Dr. Vito Dipinto – Yes

Dr. Marie Donovan – Yes

Shauna Ejeh – Yes

Representative Amy Elik – Yes

Shannon Fehrholz – Yes

Lori Grant – Yes

Katrina Hankison – Yes

Gloria Helin – Yes

Dr. Terry Husband – Yes

Dr. Christie McIntyre – Yes

Erika Mendez – Yes

Jessica Nunez – Yes

Claire Siejka – Yes

Jennifer Smith – Yes

Dr. Michelle Stacy – Yes

Representative Katie Stuart – Yes

Kesa Thurman-Stovall – Yes

Dr. Diana Zaleski – Yes

III. Public Comment

Dr. Helfer called for any public comment. No requests were made.

III. New Business

Dr. Helfer moved on to new business and provided members with a high-level overview of the discussion from the previous meeting. Members were asked three questions, and their responses were summarized. Dr. Helfer called for members to add in anything that may have been missing in the summary. The first question was, “What teaching attributes should be assessed through a TPA?” Senator Bennett asked for clarification on two of the terms used -- the Danielson Framework and differentiation. Dr. Helfer summarized the terms. Dr. Zaleski and Dr. McIntyre shared additional information in the chat to support the explanation.

Additionally, Dr. Donovan and Dr. Zaleski shared some resources in the chat that detail the domains of the Danielson Framework. 

After those clarification comments, a conversation pertaining to the Danielson Framework began within the chat. Dr. McIntyre shared that the Danielson Framework was not created as an evaluation model for novice teachers; rather, it was created for teachers in practice. Dr. Zaleski responded that although that may be true, the Danielson Framework has evolved over the years.

This conversation was taken outside of the chat when Dr. Donovan reiterated her belief that the framework was not intended to evaluate preservice teachers. She went on to say that the framework has evolved over the years as programs have adopted parts of iit.

Dr. McIntyre explained that although the Danielson Framework was not created with preservice teachers in mind, it would be beneficial to teacher candidates if something was created that was a bridge into the framework. This could be done by using the domains in the framework. She shared that this would be helpful to teacher candidates to begin to learn how the teacher evaluation process works.

Dr. Donovan echoed Dr. McIntyre’s belief and explained that it would be good for schools as well, as administrators would benefit from their new teachers being more familiar with the framework.

Dr. Helfer then shared the summarized responses to the second question, “What forms/types of evidence should be submitted as part of a TPA?” He highlighted that it is important to have the Teacher Performance Assessment (TPA) reflect the level of work that is expected of a practicing teacher.

Ms. Nunez, who works as a cooperating teacher through the University of Illinois, detailed how she records her observations. She shared that the way she records evidence is the same as her evaluators record evidence during her teacher evaluations.

Dr. DiPinto added in his experience with competency appraisals. These are completed at the midterm and final at National Louis University, where Dr. DiPinto serves as an associate professor. The university supervisor, cooperating teacher, and student teacher work together to provide evidence that demonstrates how the teacher candidate is performing.

Dr. Helfer asked about the types of evidence provided during these competency appraisals.

Dr. DiPinto shared that the evidence can be collected as a narrative or even within a lesson plan; depending on the competency that is being assessed.

Dr. Helfer called for others to share their thoughts on the question. He also asked if there were any thoughts about what is typically collected that does not actually provide sufficient evidence.

Senator Bennett shared that he does not believe that a video recording provides sufficient evidence. He said that observations from the university supervisor and cooperating teacher tend to reflect more of what the teacher candidate can do.

Dr. Helfer then shared the final set of summarized responses to the third question, “How/in what ways/who should evaluate a submitted TPA?” He stressed the importance of training evaluators to ensure there is consistency among them.

Within the chat, there was also a robust discussion about the types of evidence needed within a TPA. Dr. Zaleski stressed the importance of having a measurement tool, such as a rubric, that provides clear criteria. She also shared that it is important to stay away from collecting evidence that is based on professional relationships as that can be more of an opinion.

Dr. Donovan, program director at DePaul University, shared that professional relationships are an important aspect of a student teacher’s overall performance as they demonstrate how the teacher candidate will relate to parents and the school community.

The next portion of the meeting was a panel discussion. The task force had extended invitations to administrators who had experience hiring individuals who have completed TPAs. The panelists included Raul Gaston, Ryan McGuckin, Ralph Grimm, and Kenneth Lee. The task force members then asked questions regarding their experiences and opinions about the importance of teacher performance assessments.

Panelists were asked, “What do you believe is the role of a teacher performance assessment within educator preparation?”.

Dr. Gaston shared the importance of an assessment to be used to inform instruction. Teacher candidates must learn from the assessment and use their feedback to inform their decisions in the classroom.

Dr. Grimm questioned the value of a teacher performance assessment. He shared that by the time a teacher candidate completes all program requirements, the university faculty should have a grasp on how the candidate will do as a teacher. He shared that completing the assessment inhibits a teacher candidate’s ability to fine tune their craft during one of the most formative times in their career. He also shared that the amount of stress the performance assessment adds is too much during an already stressful point in a teacher candidate's career.

Dr. McGuckin stated that he -- and he said he is assuming all other panelists -- do not take the edTPA into consideration when making hiring decisions. Conversations with the student teacher themselves, references, cooperating teachers, and university faculty are much more important.

Dr. Lee agreed with that point and shared the interview process that takes place within his district. He also shared that teacher candidates are asked to teach a lesson to students within the district. He said that it is important to determine how the candidate interacts with the students in the district.

Dr. Grimm responded by sharing that he has never asked a teacher candidate how they did on their edTPA. He stated that this information is not used to make hiring decisions.

Senator Bennett asked for confirmation and asked the panelists what impact the edTPA had within the hiring process.

Dr. McGuckin shared that as long as the candidate has their license to teach, the edTPA is not considered at all.

Dr. Grimm supported the statement by sharing that he also has never considered the edTPA when making hiring decisions. He shared that the three things he looks for are if the candidate is coachable, can manage a classroom, and is a fit for his district.

Dr. Helfer then introduced the second question to the panelists, “What sorts of knowledge and skills should a teacher candidate demonstrate prior to serving as a teacher of record and in what ways should these be shown?”

Dr. Grimm began the conversation by stating that there is a level of trust between the district and university in that when a teacher candidate begins the hiring process, there is an assumption made that the candidate has completed all necessary requirements and is competent and able to fulfill the roles of the job. The district’s main priority is to determine whether a teacher candidate is a good fit for the district and if they are coachable and willing to learn and improve their craft over time.

Senator Bennett asked who evaluates teacher candidates throughout the hiring process.

Dr. Grimm shared that it varies based on the position in which the candidate is interviewing for. However, at the very least, the building administrator, practicing teachers within the grade range/area of the vacancy, and other individuals who are important to the candidate’s success within the role are involved.

Ms. Smith asked the panelists, “What do you find are the most common skills that new teachers are struggling with or what things have they not yet achieved?”

Dr. McGuckin shared that he sees a need for more instruction on how to work with students who require support within the general education classroom. He shared that in general, teacher candidates could be better prepared on how to work with students who have special needs. He also shared that teacher candidates could work more on their communication skills and presence while leading a classroom.

Dr. Grimm shared that effective communication, peer collaboration, problem-solving skills, and passion are necessary for a teacher candidate’s success. He stressed the importance of ensuring that the candidates have the skills necessary and are coachable if they haven’t fully developed the skills yet.

Dr. McIntyre shared a study that was conducted and noted the parallels between the findings of the study and the attributes shared by the panelists.

Dr. McGuckin explained that once a teacher candidate is hired, it is important that they know when they need to adapt and makethings work.

Dr. Helfer asked panelists if it would be helpful for there to be a bridge between the teacher candidate and teacher of record to ensure that the Danielson Framework components are familiar to the teacher of record upon their first day in the classroom.

Dr. McGuckin shared that teacher candidates will likely be familiar with the framework but that it was never intended to be used with preservice teachers, so it is not a big deal that candidates know the framework as a whole.

Dr. Grimm shared that aspects of the framework may be helpful, but the entire framework is not needed. For example, learning how to write a well-rounded lesson plan, sequence learning, and manage time within the classroom are important aspects of the framework that all candidates need to know.

Dr. Helfer transitioned into the final question, “In what ways can colleges, universities, and school districts work together to support the transition between ‘teacher candidate’ and ‘teacher of record’?”

Dr. McGuckin shared that he is familiar with some universities, such as Illinois State University, that work with Regional Offices of Education and superintendent groups to support candidates in principal preparation programs. He shared that he suspects the same thing is happening at the teacher preparation level as well. He said this is important for candidates to learn what skills they will need in the classroom.

Dr. Grimm shared that he would like to see more conversations at the state level about what the field needs, what the field is seeing, and what the field thinks is working. He shared that if this cannot happen at the state level, it should at least be done on a regional level. He went on to state that he would like to see college and university professors in the classroom observing candidates and what is going on out in the field. He shared that it is important for everyone involved in the decision-making process to be in the classroom observing what is going on in the field.

Senator Bennett echoed the idea that it is important to have teacher candidates in classrooms as much as possible.

Dr. McGuckin added that this should be done within the program. It is important for university faculty to be in a wide variety of classrooms observing individuals serving in different roles because the experience can change greatly from one school to another.

Senator Bennett asked the panelists what is needed, at a minimum, to evaluate a teacher candidate.

Dr. McGuckin shared that there are standard questions that are asked that touch on a variety of topics. He said it varies greatly based on the community in which the school is located and the role a teacher candidate is interviewing for.

Dr. Grimm stated that he looks for three main things:

• Is teaching the candidate’s passion?

• Can the candidate work well with their peers?

• Are they coachable and willing to learn?

He shared that if a candidate can demonstrate that they have all three of these, they have a good chance at being successful in the district.

Dr. McIntyre asked the panelists if they also expect candidates to be able to write an objective, link an objective to an assessment,

know how to select resources to support an objective, and assess students.

Dr. McGuckin shared that he does look for those things while interviewing candidates.

Dr. Grimm said that all of those aspects are important, but that overall if a teacher candidate can’t connect with students, then knowing how to write an objective won’t matter. He also shared that it is important for teachers of Career and Technical Education courses to be competent in their area so that students can graduate and be ready to enter their profession immediately.

Representative Stuart shared that she hears teacher mentoring is important as being coachable seems to be one of the biggest aspects of the hiring decision. She also stressed the importance of putting money into mentoring instead of a performance assessment.

Dr. McIntyre added to that point by emphasizing the importance of observation and conversation between the cooperating teachers and university supervisors. She shared that the most important part of the edTPA and the observation cycle is a teacher candidate’s ability to reflect on their teaching and make changes as needed. If the candidate can do that, they will be able to be coachable.

Dr. Grimm agreed that money would be better spent on mentoring than a performance assessment.

Ms. Ejeh emphasized the importance of relationships and explained that she is hearing that it is necessary for teachers to have a good relationship with their peers, the community, and their students. She explained that she remembered during a previous discussion, she heard individuals state that the edTPA prevented them from being able to build those relationships as there was such a heavy workload that came with the assessment.

Dr. McIntyre said there was an action research project done a while back that allowed candidates to interact with the school community. She shared that this level of interaction with the community was not possible while the edTPA was in effect.

Representative Stuart asked if there was an example of an action research project, as she sees one as valuable and thinks the task force would benefit from viewing it.

Dr. McIntyre stated that she would see if she could find one.

Dr. Donovan asked the panelists if they would share how they feel about there being more support between universities and districts.

Dr. Gaston shared that today’s teacher candidates are very different from teacher candidates in the past. He shared that his district’s mentoring program has been helpful for those candidates in ensuring that they are successful. This relationship between a new teacher and their mentor helps to develop the skills necessary that may not have been learned during their teaching program.

Dr. Grimm shared about his district’s induction program and how it was helpful in building the relationships necessary for success within the district. He shared information about the mentoring program and stated that he believes the district’s retention rate was directly impacted by the mentoring program.

Dr. Helfer asked panelists if they had any additional thoughts to share with the members of the task force.

Dr. Grimm shared that he believes the time spent completing a teacher performance assessment is valuable time taken away from the teacher candidate’s ability to work on perfecting their abilities in the classroom.

Dr. Gaston added to this conversation by sharing the minor details needed for success, such as dressing appropriately for the interview, spelling and grammar on the application, and general interview skills.

Dr. Helfer thanked the panelists for their time and informed the task force members about their next steps.

IV. Adjournment

Dr. Helfer asked for a motion to adjourn the meeting. Senator Bennett motioned for adjournment. Dr. Donovan seconded. All members present unanimously agreed to adjourn.

The motion was passed.

Meeting adjourned at 5:02 p.m.

https://www.isbe.net/Documents_TPA/040824-Minutes.pdf