Transcript Introduction to edTPA PowerPoint

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Orientation to edTPA
Purpose
Summary of Tasks
Evidence
Structure of the Learning Segment
About the Rubrics
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OF THIS ASSESSMENT
To determine teacher candidates’ abilities to…
 Consider
academic contexts and students’ sociocultural backgrounds
 Plan
instruction using content standards and strategies
that apply knowledge of varied student’s needs
 Design, implement
and adjust instruction and
assessment to support student learning
 Reflect
on and analyze evidence of the effects of
instruction on student learning
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edTPA FOCUS QUESTIONS
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Who are you teaching?
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What do you want them to learn?
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How will they learn it?
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How will you know what was learned by whom?
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What will you do next?
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SUMMARY OF TASKS
Describe, analyze, and
evaluate a LEARNING SEGMENT.
(3-5 lessons that build upon one another toward a
central focus)
Complete
3 tasks for the edTPA:
 1. Planning for Instruction and Assessment
 2. Instructing and Engaging Students in Learning
 3. Assessing Student Learning
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TWO TYPES OF EVIDENCE
Teaching Artifacts
 Lesson
plans
 Instructional
 Assessment
 Teaching
 Student
 Context
materials
materials
videos
work samples
 Evidence
Commentaries
of feedback
for Learning
Information
 Planning
Commentary
 Instruction
Commentary
 Assessment
Commentary
+ STRUCTURE OF THE LEARNING
SEGMENT
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Context for Learning Information
Lesson Plans
Instructional Materials
Assessment Tools/Procedures &
Criteria
Planning Commentary
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Video Clips
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Instruction Commentary
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Student Work Samples
Evidence of Feedback
Assessment Commentary
Evaluation Criteria
Student Self-Reflections
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ABOUT THE RUBRICS
 Grounded
in the notion of a continuum of teacher
learning, practice, & expertise
 Rubric
indicators from Level 1 – Level 5
Level 1
Level 3
Not Yet There
Early Novice
Level 5
Highly
Accomplished Beginner
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Rubric Blueprint
Task name: Rubric Title
Guiding Question
Level 1
Level 2
Struggling
candidate,
not ready to
teach
Needs more
practice
Level 3
Acceptable
level to
begin
teaching
Level 4
Solid
foundation
of
knowledge
and skills
Level 5
Highly
accomplished
beginner
+ Rubric progression
Expanding repertoire of skills & strategies
Deepening of rationale and reflection
1
Not Ready
Teacher
Focus
Whole
Class
Fragmented,
Indiscriminate
5
Early Novice
Highly Accomplished
Beginner
Student
Focus
Individuals/
Flex. Groups
Integrated,
Intentional &
Well Executed
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edTPA Handbook
Structure
Tasks
Prompts
Rubrics
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STRUCTURE OF HANDBOOK
Tasks
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Planning, Instruction, Assessment
Parts to Each Task
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What Do I Need to Think About
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What Do I Need to Do
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What Do I Need to Write
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How Will the Evidence of My Practice be Assessed
Rubrics for Each Task
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5 Planning + 5 Instruction +5 Assessment = 15
RUBRICS TOTAL
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edTPA TASK OVERVIEW
This example uses Task 2 Instruction: Instructing and Engaging
Students in Learning
What to Do
What to Submit
 Obtain required permissions for
 Part A: Video
videorecording from parents/guardians
Clip(s)
of your students and other adults
appearing in the video.
 Part B: Instruction
 Identify lessons to videorecord. You
Commentary
should be interacting with students to
support them to independently apply
the literacy strategy to comprehend or
compose text.
 Videorecord your teaching and select 1
or 2 video clips (no more than 15
minutes total).
 Analyze your teaching and your students’
learning in the video clip(s) by
responding to commentary prompts.
Evaluation Rubrics
Instruction Rubrics
Rubric 6: Learning Environment
Rubric 7: Engaging Students in
Learning
Rubric 8: Deepening Student
Learning
Rubric 9: Subject-Specific
Pedagogy
Rubric 10: Analyzing Teaching
Effectiveness
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ABOUT THE PROMPTS
 Each
task contains a series of questions or prompts
called a COMMENTARY.
 PLANNING COMMENTARY
 INSTRUCTION COMMENTARY
 ASSESSMENT COMMENTARY
 Candidates
 Some
 There
respond to each prompt using a template.
prompts have multiple parts
may be additional evidence (ARTIFACTS) that is to
be provided or referenced
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ABOUT THE RUBRICS

At the end of each task are 5 rubrics.
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Each rubric has a title or focus. Often this corresponds to the
Commentary Prompt heading.
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A guiding question follows. This should look quite similar to the
Commentary prompts the TCs respond to.
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Rubrics have 5 levels. Most rubrics have only 1 criteria.
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Rubric 5: Planning Assessments to Monitor and Support
Student Learning
Rubric Focus/Title
How are the informal and formal assessments selected or designed to monitor
students’ progress toward the standards/targets?
Rubric Guiding Question
Level 1
Level 2
Level 3
Level 4
Level 5
The assessments only
provide evidence of
students' literal
comprehension of text.
The assessments provide limited
evidence to monitor students’
abilities to construct meaning from,
interpret, and/or respond to complex
text during the learning segment.
The assessments provide specific
evidence to monitor students’ abilities
to construct meaning from, interpret,
and/or respond to a complex text
during the learning segment.
The assessments provide multiple
forms of evidence to monitor
students’ abilities to construct meaning
from, interpret, and/or respond to
complex text throughout the learning
segment.
Level 4 plus
Assessment
adaptations required by
IEP or 504 plans are
NOT made.
Assessment adaptations required
by IEP or 504 plans are made.
Assessment adaptations required by
IEP or 504 plans are made.
Assessment adaptations required by
IEP or 504 plans are made
Rubric Performance Levels or
Rubric Criteria
Assessments are
NOT aligned with
the central focus
and
standards/learning
targets for the
The assessments are strategically
designed to allow individuals or
groups with specific needs to
demonstrate their learning.
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What Does an edTPA
Portfolio Look Like?
Organization
Tasks
Prompts
Rubrics
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PORTFOLIO
Planning
• Context for
Learning
• Lesson plans
• Instructional
materials
• Assessments
• Planning
Commentary
Instruction
• Video Clips
• Instruction
Commentary
Assessment
• Student Work
Samples
• Evidence of
Feedback
• Assessment
Commentary
• Evaluation
Criteria
• Student SelfReflections
Analysis of Teaching Effectiveness
Academic Language Development
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edTPA TASKS
A cycle of teaching…
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Planning = INTENDED teaching
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Instruction = ENACTED teaching
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Assessment = IMPACT of your teaching
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WHAT DOES THE TC DO?
TASK #1. Planning (written)
 (knowledge of school, classroom, students)
 (organize curriculum, instruction, assessment)
TASK #2. Instruction/Engagement (video/written)
 (engage in meaningful tasks, deepen student learning)
 (analyze and reflect on your instruction)
TASK #3. Assessment (written, student work samples,
feedback)
 (analysis of student learning, self-reflections, and academic
language use)
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PROMPTS

Planning Commentary
3b. Describe and justify why your instructional strategies and planned
supports are appropriate for the whole class and students with
similar or specific learning needs.
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Instruction Commentary
5a. How did your instruction support learning for the
whole class and students who need greater support or
challenge?
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PROMPTS CON’T
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Assessment Commentary
3b. Based on your analysis of student performance on this assessment
describe next steps for instruction to impact student learning:
• For the whole class
• For the 3 focus students and other individuals /groups with specific
needs