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THE TEACHER PERFORMANCE
ASSESSMENT (EDTPA™)
June 18, 2013 – Mid-Hudson Regional Meeting
Dr. Mel L. Horton
edTPA Coordinator/NCATE Coordinator
The Sage Colleges – Esteves School of Education
EDTPA™ AND YOU?
Content Areas?
Supervisors?
Method’s?
Other?
THE ESTEVES SCHOOL OF EDUCATION
EXPERIENCE
Fall 2012 & Spring 2013
Suggestions and tips based on my experience
Things that I learned
What I will do differently this fall
OUTLINE OF THE PRESENTATION
Find out immediate concerns
Tips from the trenches
Interactive session
Focusing on one candidate’s edTPA
Planning
Instruction
Assessment
IMMEDIATE CONCERNS?
Faculty/Instructor/Supervisor Issues
Candidate Issues
Issues We Can’t Control
Other?
TASK 1: CONTEXT
Candidates provide information on the context in which they are teaching
Level
Special features
Facilities
Any specific mentor, school
or district requirements
There are minor variations
across disciplines about
the class
TASK 1: CONTEXT
Elementary
Time devoted each day to language
& literacy instruction
Ability grouping or tracking in
literacy – describe affect on class
Identify any textbook or
instructional program(full citing)
Secondary History/Social Studies
Name & length of course
Class schedule (minutes/days per
wk)
Ability grouping/tracking specific to
history/social studies
Identify textbook (full citing)
List other resources
Other resources
Student information & chart the
Student information & chart the
same
same
CONTEXT PAGE
TASK I
Elementary – Literacy
Submit a lesson plan for each
lesson in the learning segment
Submit key instructional materials
(artifacts)
Response to commentary prompts
prior to teaching
Choose one language function –
identify a learning task where
students use the language function.
Submit copies or directions for all
planned assessments for learning
segment
History/Social Studies
One class
Learning segment
3 to 5 lessons or 3-5 hours of
connected instruction
Central focus
Learn & use fact, concepts, &
interpretations or analyses to build
arguments
Submit lessons plans for each
lesson
Submit key instructional materials
LESSON PLANS
Elementary
State-adopted student academic
content and/or Common Core
Must include the number and text of
the content standard
Learning objectives for content
standards
Formal & informal assessments
(includes types of assessment &
what is being assessed)
Instructional strategies & learning
tasks
History/Social Studies
State-adopted student academic
content and/or Common Core
Must include the number and text of
the content standard
Learning objectives for content
standards
Formal & informal assessments
(includes types of assessment &
what is being assessed)
Instructional strategies & learning
tasks
What you & students will be doing
What you & students will be doing
Diverse student needs
Diverse student needs
Instructional resources
Instructional resources
ADVICE ON LESSON PLAN
REQUIREMENTS
On your lesson plan format/template , consider space for the key
requirements for lesson plans
Content Standards and/or Common Core
Learning objectives
Academic language objectives
Instructional Strategies & Learning Task
Structured Practice & Application
Closure
Differentiation/Planned Support
Assessments
Resources
Rubrics 1 & 2 are linked to lesson plans
LESSON PLANS
PROMPTS
Consider including on lesson plan templates information requested in prompts that
candidates must respond to in commentary section
Prompts vary slightly from subject area to subject area
5 major prompts in commentary section under Planning with sub-questions listed
under each prompt
Differentiation/Planned Supports
(Whole class, group of students with similar needs, individual students, students with IEPs or 504
Plans, etc.)
Academic Language
No more than 9 single-spaced pages including prompts
TASK 1
Along with lesson plans submit –
All assessments
(pre/post assessments, checklist, rubrics, etc.)
All artifacts or support materials used as part of instruction (peer assessments, exit
slips, task cards, homework, etc.)
All learning tasks, assessments, and artifacts must be aligned with lesson
objectives
Begin to think triangulation between Tasks, 1, 2, and 3
FIVE PLANNING PROMPTS
PROMPT 1 – CENTRAL FOCUS
History/Social Studies
Elementary
Central focus & purpose of content Central focus & purpose of content
Standards & learning objectives address
Essential literacy strategy
Requisite skills
Reading/writing connections
How do plans build on each other to
make connections or compose text (p.
14)
Standards & objectives
Facts & concepts
Interpretation & analysis skills
Building & supporting arguments
How plans build on each other to make
connections between facts, concepts
and interpretations or analyses to
support arguments, etc. (p. 10)
PROMPT 2 – KNOWLEDGE OF STUDENTS TO
INFORM TEACHING
Elementary/PE/History
Describe what you know about your
students in your class
Prior academic learning, experiences,
& prerequisite skills related to central
focus
Personal/cultural/community assets
related to central focus
Special Education
For each focus learner, identify 2
learning targets
Describe each focus learner’s
exceptionality
List goals/benchmarks in IEP for
each focus learner
List any special accommodations or
modifications in learning
environment, instruction, or
assessments based on IEP
Describe behavior management
plan
STRATEGIES FOR PROMPT 2A & B
Strategies Related to Prompt 2
Where is the information located?
What can candidates cite to support their answers?
How can they gather information and use it to answer the prompts?
Must teach candidates to answer prompts
If it has an “and,” all components must be addressed in prompt
Prior learning and prerequisite skills are key
Rubric 3 is used for Prompt 2
SUPPORTING CHILDREN/STUDENTS
PROMPT 3
Elementary – Literacy Learning
Use principles from research/devel. theory
Early Childhood – Use principles from
research/devel. theory
Explain how your understanding of
Explain how your understanding of
students’ prior learning &
community assets guided your
choice or adaptation of learning
tasks & materials
Describe & justify why your
instructional strategies & planned
supports are appropriate for whole
class and students with similar
needs.
Describe common developmental
approximations or common
misconceptions in literacy and how
you will address them.
children’s development, prior
learning, & community assets guide
your choice or adaptations of
learning tasks & materials
Describe and justify why your
instructional strategies & planned
supports are appropriate for whole
class and students with similar
needs.
Describe common developmental
approximations or
misunderstandings and how you
plan to address them.
SUPPORTING CHILDREN/STUDENTS
PROMPT 3
Elementary – Literacy Learning - Use principles from research/devel. theory
Explain how your understanding of students’ prior learning & community assets guided your
choice or adaptation of learning tasks & materials
How would your information from Prompt 2 determine teaching strategies used in the unit of instruction? How does
your understanding of prior learning, experiences, and community/cultural assets guide your choice or adaptation of
learning tasks and materials/ equipment?
Describe & justify why your instructional strategies & planned supports are appropriate for the
whole class and students with similar needs.
Good place for research and
theory to be applied
Must match what is found on lesson plans
Differentiation of instruction or accommodations from lesson plans
Describe common developmental approximations or common misconceptions in literacy and
how you will address them.
This is specific to their central focus
Could be based on pre-assessment(s)
Knowledge of age group
PROMPT 4 – LANGUAGE DEMANDS
Elementary
Supporting Literacy Development through
Language
Identify one language function essential for
students to learn the literacy strategy within
the central focus.
key words related to function – analyze,
argue, categorize, compare/contrast,
describe, explain, interpret, predict,
question, retell, summarize
Identify key learning tasks that provide
students opportunities to practice using the
language.
Additional language demands
vocabulary or key phrases
Plus one of the following: Syntax or
Discourse
Language Supports
Describe instructional supports (from
lesson plans) that help students
understand and use the language
function and the additional language
support.
History/Social Studies
Language Demand
Identify one language function essential for
students to learn content (analyze,
compare/contrast, construct, describe,
evaluate, examine, identify, interpret, justify,
locate, etc.)
Identify key learning tasks (lesson
day/number) that provide students with
the opportunity to use the language
function.
Additional Language Demand (written
or oral)
Vocabulary or key phrases
Syntax or discourse (at least one of the
two)
Language Supports – Describe the
instructional supports (from lesson
plans) help students understand and
use the language function and
additional language demands.
LANGUAGE DEMANDS
Both form and function must be included in lesson plans with learning
experiences tied to language demands
Use the chart provided in handbook to define objectives with learning
experiences – if summarize is in the objective – learning task and
assessment should require students to summarize
Rubric 4
PROMPT 5 – MONITORING STUDENT
LEARNING
Elementary
Reference assessments in this
section
Describe how your planned
formal and informal
assessments will provide direct
evidence that students can use
the literacy strategy and
requisite skills to comprehend
or compose text.
Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
Secondary English – Language Arts
Describe how your planned formal
and informal assessments will provide
direct evidence of how students’
abilities to comprehend, construct
meaning from, interpret, and/or
respond to complex text throughout
the learning segment.
• Explain how the design or
adaptation of your planned
assessments allows students
with specific needs to
demonstrate their learning.
ASSESSMENTS
All assessments should be attached to lesson plans
Informal, formal, formative, pre/post assessments
Should generate data that can support conclusions reached in Task 3
Provide documentation of students knowledge and use of academic
language specific to content area
Include any assessment adaptations that need to be made based on the
chart completed under context
Rubric 5 is specific to Prompt 5
TASK 1 – COMPLETED!
Candidates have 9 pages including the prompts for Task 1
This is the most essential part of the process
Provides the groundwork for completion of Tasks 2 and 3
Provides evidence for Task 2 and 3
Takes the longest to complete, candidates need the most guidance on this task, and
these are the tasks that must be backward mapped into the program
TASK 2: INSTRUCTING & ENGAGING
STUDENTS IN LEARNING
History/Social Studies
Challenging learning tasks which
candidates and learners are actively
engaged.
Two video clips (no more than 10
minutes) each
Clip 1 = illustrate what candidate did
to help students critically evaluate,
interpretations, defend arguments,
etc.
Clip 2 = how the candidate
supported as they form
interpretations or analyzes and used
evidence.
Can be whole class or targeted group
within class
Option – evidence for language use
can be provided by clip.
Elementary
Evidence for these prompts are on
the video clips or in commentary
that is supported by video clips
Candidate submits one or two clips
(total not to exceed 15 minutes)
Video clip(s)cannot be edited once
begun
Can feature whole class or targeted
group of students
Optional – language use can be either
video clips or student work sample
TASK 2: PROMPTS
Identify lesson plan(s) by number used in video clips
Promoting a positive learning environment
1.
2.
3.
a.
Respect and rapport with students
b.
Responsiveness to children with varied needs
c.
Easiest to score Rubric 6
Prompt 3 – Engaging students in learning
Refer to specific examples from the clips
Explain how your instruction engaged students in literacy strategy and requisite skills
Describe how your instruction linked prior academic learning & community assets.
Rubrics 7 & 8
Prompt 4 – Deepening Learning
How you elicited responses to promote thinking & applying literacy strategies using
requisite skills to comprehend or compose text
How you supported students to apply the literacy strategy in a meaning-based context.
Rubrics 7 & 8
CLIPS OF ELEMENTARY LITERACY
Take out Rubrics 7, 8, & 9 for Elementary Literacy
Watch the clip and score the clip based on the criteria on the rubrics
TASK 2: INSTRUCTING & ENGAGING
STUDENTS
Prompt 5 – Analyzing Teaching
How did your instruction support learning for whole class and students who need
greater support?
What changes would you make to your instruction?
Why do you think these changes would improve student learning?
Rubrics 9 & 10
TASK 3
ASSESSMENT 3 – WHAT I NEED TO DO?
ELEMENTARY
Assessment(s) submitted during planning task
Used with entire class
Must provide evidence for individual students
Essential literacy strategy
Requisite skills
Define & Submit evaluation criteria
Analyze work (quantitative & qualitative)
Select 3 work samples that represent a pattern of learning
( at least
one with an IEP, ELL, etc.)
Document feedback on three focus students (clips or work sample)
Submit selected assessment with directions/prompts (attach with 2 page
limit)
Evidence of students’ understanding of academic language (video clips
or here)
TASK 3: ASSESSMENT COMMENTARY
1. Analyzing Student Learning
a. Identify specific language/literacy standards/objectives (EC – varies across subject
area)
b. Provide directions/prompts for assessment and evaluative criteria you are using to
analyze student learning
c. Provide graphic or narrative summary of student learning based on evaluation
criteria and documented student data
EC – Use summary above and 3 sources of evidence for the 2 focus students relative
to language and literacy development
d. Analyze patterns of learning for whole class or differences for groups or individual
learners
e. Use documented student data for 3 focus student work samples.
TASK 3: ASSESSMENT COMMENTARY
2. Feedback to Guide Further Learning
a. In what form did you submit your feedback for the focus students
Rubrics with written feedback
Text of verbal feedback given
Samples of written feedback to parents
Other forms
b. Explain how feedback provided to focus students addresses their individual
strengths and needs relative to standards/objectives
c. How will you support students to apply feedback to guide improvement?
TASK 3: ASSESSMENT COMMENTARY
3. Evidence of Language Understanding: You may provide evidence
through video clip(s) or work samples
Explain to the extent to which students were able to use language
(selected function, vocabulary, and additional identified demands) to
develop content understanding.
TASK 3: ASSESSMENT COMMENTARY
4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning presented in prompts 1c-e, describe
next steps for instruction
Whole class
Focus students
b. Explain how next steps follow your analysis of students’ learning. Support your
explanation with principles from research and/or theory.
9 pages single space with prompts for assessment section.
ISSUES/CONCERNS: “IF I ONLY KNEW
THEN WHAT I KNOW NOW.”
Where to infuse edTPA™ tasks in course work prior to student
teaching?
Backward Mapping
Complete parts and ALL of edTPA prior to student teaching semester
Teach key tasks early on in the program and re-visit through out the program
Familiarize candidates with edTPA™ and handbooks ASAP in program
Student teaching semester is too late!
Lesson planning was weak
Consider adopting a common lesson plan format with edTPA components
embedded as needed.
Faculty, Adjuncts, Supervisors, etc. need to know the contents of their
respective handbook
Avoid “learning it” as the candidates are “experiencing it”
ISSUES/CONCERNS: “IF I ONLY KNEW
THEN WHAT I KNOW NOW.”
During student teaching, will the edTPA™ assessment factor into
grading for the student teaching experience? Or is it Pass/Fail?
What happens if a candidate does not pass all or part of edTPA, yet he
or she has completed the program?
VIDEO TAPING ISSUES
Video taping was not an issue in terms of hardware
Quality of sound was an issue (provide written narrative)
Compressing files
Tripod
Parental Permission
Candidate filming issues
Quality of clips
Quality of sound
How to capture the evidence needed for Task 2
ISSUES/CONCERNS: “IF I ONLY
KNEW THEN WHAT I KNOW NOW.”
edTPA™ coordinator
Time commitment
Train candidates
Train faculty – methods, supervisors, etc.
Provide training for academic language (candidates and faculty)
Provide training on using rubrics
Technology issues
Collection site
Where to house resources & handbooks?
Faculty, Adjuncts, Supervisors and Candidates
OTHER LESSONS LEARNED
Train supervisors before the candidates
Train supervisors to score edTPA™ BEFORE candidates submit final
copy
Caution them against 4’s & 5’s, and let the candidates know this as well.
Allow time for quality assessing
Takes time to assess one edTPA™
Consider inter-rater reliability if using as a Unit Assessment
WORKING WITH P-12 SCHOOL PARTNERS
Aware of the concerns regarding the video
Candidates are responsible for collecting permissions and ensuring confidentiality
Consider formal measures of consequence regarding inappropriate use (i.e., anything other
than edTPA portfolio)
Legal Counsel might insist to see documentation assuring FERPA compliance
“I do understand that violating any of the above conditions may result in disciplinary action up to
and including a recommendation to suspend my license.”
Coaching teacher needs to help with filming – provide guidance for candidate on where to
place camera for best evidence.
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VISIT THE ONLINE COMMUNITY
TPAC Online
More information
http://edtpa.aacte.org/
Questions
[email protected]
Join TPAC Online
http://tpaconline.ning.com/
Requires invitation: [email protected]
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CONTACT INFORMATION
518 244 4617
[email protected]