march 28, 2014 eve dieringer, ed.d. edtpa: one college’s journey

MARCH 28, 2014

EVE DIERINGER, ED.D.

edTPA: One College’s Journey

Background

August 31, 2012 memo

“…strengthen the assessments for the certification of teachers and school leaders, by creation of a teacher performance assessment…”

Background

Fall 2012 NYSATE and NYACTE Conference, Albany, NY

Commissioner King

Panel Presentation

“How can field and course work be integrated?”

The journey begins

November 2012 Division Meeting

February 2013 Local Evaluation Training

March 2013 Introduction to Students

edTPA WorkshopFaculty and Field Supervisors April

2013

What is edTPA?

The Teacher Performance Assessment (TPA) is a student centered multiple measure assessment of teaching.

It is designed to be educative and predictive of effective teaching and student learning.

Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

The journey continues

Rubric Blueprint


Rubric Progression


Elementary edTPA Tasks OverviewWhat to Do What to submit Evaluation Rubrics

Task 1: Literacy Planning: Planning for Literacy Instruction and Assessment

Select one class as a focus Provide relevant context information. Identify a learning segment to plan, teach, and analyze. Select a learning segment of 3–5 lessons Identify a central focus. The central focus should

support students to develop an essential strategy for comprehending or composing text and requisite skills that directly support that strategy.

Write and submit a lesson plan for each lesson in the learning segment.

Select and submit key instructional materials Respond to commentary prompts prior to teaching the

learning segment. Choose one language function. Identify a learning task

where students use that language function. Identify the language that students will be expected to use to engage in the learning task and your instructional supports.

Submit copies or directions for all planned assessments from the learning segment.

Part A: Literacy Context for Learning Information

Part B: Lesson Plans for Learning Segment

Part C: Instructional Materials

Part D: Literacy Assessments

Part E: Planning Commentary

Literacy Planning Rubrics Rubric 1: Planning for Literacy

Learning Rubric 2: Planning to Support

Varied Student Learning Needs

Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

Rubric 4: Identifying and

Supporting Language Demands Rubric 5: Planning Assessments

to Monitor and Support Student Learning

Elementary edTPA Evaluation Rubrics

Task 1: Literacy Planning: Planning for Literacy Instruction and Assessment

Literacy Planning Rubrics Rubric 1: Planning for Literacy Learning

How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text?

Rubric 2: Planning to Support Varied Student Learning NeedsHow does the candidate use knowledge of his/her students to target support for students’ literacy learning?

Rubric 3: Using Knowledge of Students to Inform Teaching and LearningHow does the candidate use knowledge of his/her students to justify instructional plans?

Rubric 4: Identifying and Supporting Language DemandsHow does the candidate identify and support language demands associated with a key literacy learning task?

Rubric 5: Planning Assessments to Monitor and Support Student Learning How are the formal and informal assessments selected or designed to monitor students’ use of the essential strategy and requisite skills to comprehend or compose text?

Elementary edTPA Tasks OverviewWhat to Do What to submit Evaluation Rubrics

Task 2: Literacy Instruction: Instructing and Engaging Students in Literacy Learning

Part A: Video Clips

Part B: Instruction Commentary

Instruction Rubrics

Rubric 6: Learning Environment

Rubric 7: Engaging Students in Learning

Rubric 8: Deepening Student Learning

Rubric 9: Subject-Specific Pedagogy: Elementary Literacy

Rubric 10: Analyzing Teaching Effectiveness

Obtain required permissions for video recording from parents/guardians of your students and other adults appearing in the video.

Identify lessons to video record. You should be interacting with students to support them to independently apply the literacy strategy to comprehend or compose text.

Video record 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.

Elementary edTPA Tasks OverviewEvaluation Rubrics

Task 2: Literacy Instruction: Instructing and Engaging Students in Literacy Learning

Instruction Rubrics Rubric 6: Learning Environment

How does the candidate demonstrate a positive literacy learning environment that support students’ engagement in learning?

Rubric 7: Engaging Students in Learning How does the candidate actively engage students in integrating strategies and skills to comprehend or compose text?

Rubric 8: Deepening Student Learning How does the candidate elicit student response to promote thinking and develop literacy skills and the essential strategy to comprehend and/or compose text?

Rubric 9: Subject-Specific Pedagogy: Elementary LiteracyHow does the candidate support students to apply the essential literacy strategy?

Rubric 10: Analyzing Teaching Effectiveness How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?

Elementary edTPA Tasks OverviewWhat to Do What to submit Evaluation RubricsTask 3: Literacy Assessment: Assessing Students’ Literacy Learning

Select one assessment from the learning segment that you will use to evaluate your students’ developing knowledge and skills. Submit the assessment used to evaluate student performance.

Define and submit the evaluation criteria you will use to analyze student learning.

Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class.

Select 3 work samples to illustrate your analysis that represent the patterns of learning. At least one of the students must be a student with specific learning needs.

Summarize the learning of the whole class, and refer to work samples from three focus students to illustrate patterns in student understanding across the class.

Submit feedback on the assessment for the 3 students in written, audio, or video form.

Analyze evidence of students’ language use from (1) the video clip(s) from the instruction task, AND/OR (2) the student work samples from the literacy assessment task.

Analyze your assessment of student learning and plan for next steps by responding to commentary prompts.

Part A: Student Literacy Work Samples

Part B: Evidence of Feedback

Part C: Literacy Assessment Commentary

Part D: Evaluation Criteria

Assessment Rubrics

Rubric 11: Analysis of Student Learning

Rubric 12: Providing Feedback to Guide Further Learning

Rubric 13: Student Use of Feedback

Rubric 14: Analyzing Students’ Language Use and Literacy Learning

Rubric 15: Using Assessment to Inform Instruction

Elementary edTPA Tasks OverviewEvaluation Rubrics

Task 3: Literacy Assessment: Assessing Students’ Literacy Learning

Assessment Rubrics Rubric 11: Analysis of Student Learning

How does the candidate analyze evidence of student learning Rubric 12: Providing Feedback to Guide Further Learning

What type of feedback does the candidate provide to focus students? Rubric 13: Student Use of Feedback

How does the candidate provide opportunities for focus students to use the feedback to guide their further learning?

Rubric 14: Analyzing Students’ Language Use and Literacy LearningHow does the candidate analyze students’ use of language to develop content understanding?

Rubric 15: Using Assessment to Inform Instruction How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction?

One professor’s thinking

Course Description:

This course also helps to prepare teacher candidates for the edTPA Secondary English Language Arts Assessment by analyzing and applying the three tasks: (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in

Learning, and(3) Assessing Student Learning.


Create effective English Language Arts lesson plans and a Unit Plan (with 5 consecutive English- Language Arts lessons) that meet the requirements of the edTPA Secondary

Language Arts Assessment criteria. Write practice responses to the three tasks

required for teacher candidates on the edTPA Secondary Language Arts and use the specialized terminology found within this assessment.

Create various informal and formal assessments to evaluate students’ deep understanding and individual and group learning patterns.


Course Content

What is the edTPA Secondary English Language Arts Assessment?

What are the requirements of Task 1? What are the requirements of Task 2? What are the requirements of Task 3? How can the rubrics be helpful guides for teacher

candidates? What are the special terms that you need to know and

include in this edTPA Secondary ELA Assessment?

Another small step

April 18, 2013Core group meeting

Need for districts, cooperating teachers to understand

requirements Need to revise lesson plan and

course outlines

Course Outline

METHODS AND TECHNIQUES OF TEACHING

MATHEMATICS FOR ADOLESCENT STUDENTS

Each student will write 3 consecutive lesson plans using the Molloy Lesson Plan Format on one topic in Math 7, 8, or Integrated Algebra (level will be selected in class).

One lesson will be presented in class (20 minutes maximum). The lesson will be video-taped for use in the edTPA write-up for

Tasks 1, 2, and 3. These will be scored using the rubrics found in the edTPA

Handbook.

edTPA WorkshopField Supervisors May 2013

Finalize outlines for seminars

Review local evaluation samples


Seminars Session 1 Introduction to Course Outline and Course Requirements

Session 2 Introduction to edTPA Handbook:

Session 3 Review Common Core Standards and the Academic Language in Glossary

Sessions 4, 5, 6 Introduction to TASK 1: PLANNING FOR INSTRUCTION AND ASSESSMENT

Sessions 7, 8 Introduction to TASK 2: INSTRUCTING AND ENGAGING STUDENTS

Session 8 Introduction to Task 3: ASSESSING STUDENT LEARNING


“Confidential Information (samples and/or video) provided by SCALE may be used for such trainings and must be distributed only to faculty or P-12 partners under secure conditions in face-to-face meetings and never posted on publically available, non-secure websites or platforms (without password protection).”


How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text? Elementary Literacy

How do the candidate’s plans build students’ abilities to comprehend, construct meaning from, interpret, and/or respond to complex text? Secondary ELA

How do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills? Elementary Mathematics

How do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills? Secondary Mathematics

How do the candidate’s plans build students’ abilities to use science concepts and scientific practices during inquiry to explain a real-world phenomenon? Secondary Science

How do the candidate’s plans build knowledge and skills aligned to individualized education plan goals and benchmarks? Special Education


There are language demands that teachers need to consider as they plan to support student learning of content, which include:

Language Functions

Vocabulary

Syntax

Discourse

Enlisted faculty and field supervisors

Elementary Literacy Mathematics

Secondary ELA Secondary Mathematics Secondary HSS Secondary Science English as an Additional Language Special Education

Faculty and Field Supervisor CollaborationSummer 2013

Their work showed little ability to expand upon ideas or to grasp the reader’s attention. In order to achieve proficiency of the concept of effective use of adjectives in writing, this learning segment will offer scaffolded instruction within the gradual release of responsibility model (Gambrell et. al., 2007). All skills will be modeled by the teacher. Then students will be given the opportunity to rehearse through guided practice. Finally, support will be withdrawn as the students will take the responsibility to utilize the skills by identifying and producing adjectives and by utilizing them within the context of writing.

Course RevisionAugust 2013

Engaging Students in LearningRefer to examples from the video clip in your responses to the prompts.

a. Explain how your instruction engaged students in developing an understanding of science and requisite skills.b. Describe how your instruction linked students’ prior academic learning or knowledge with new learning.


STRATEGIES (Learning Strategies*) Strategies are the instructional approaches used

during the lesson. Strategies should include edTPA language/

communication subcategories.

edTPA WorkshopFaculty and Field Supervisors October

2013

Planning Instruction Assessment• Instructional and

social context

• Lesson plans and Instructional materials, student assessments

• Planning Commentary

• Video Clips

• Instruction Commentary

• Analysis of whole class assessment

• Analysis of learning and feedback to THREE students

• Assessment Commentary

Analysis of Teaching Effectiveness Academic Language Development


2013

Supporting Literacy Development Through Language

Language Demand: Language Function. Identify one language function essential for students to learn the literacy strategy within your central focus.

Analyze Argue Categorize Compare/contrast

Describe Explain

Interpret Predict Question Retell Summarize


2013

Supporting History/Social Studies Development Through Language

Language Function. Identify one language function essential for students to learn the history/social studies content within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

Analyze Compare/contrast

Construct Describe Evaluate

Examine Identify Interpret Justify Locate

edTPA WorkshopFaculty and Field Supervisors October 2013

Supporting Mathematics Development Through LanguageLanguage Function. Identify one language function essential

for students to learn the mathematics within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment.

Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above.

Compare/contrast

Conjecture Describe Explain Prove


Artifacts Rubrics

• Analysis of whole class assessment

• Analysis of learning and feedback to THREE students

• Assessment Commentary

11. Analysis of Student Learning

12. Using Feedback to Guide Further Learning

13. Student Use of Feedback

14. Analyzing Students’ Language Use

15. Using Assessment to Inform Instruction


2013

Rubric 11How does the candidate analyze evidence of student learning?Rubric 12What type of feedback does the candidate provide to focus students?Rubric 13How does the candidate provide opportunities for focus students to use

the feedback to guide their further learning? Rubric 14How dos the candidate analyze students’ use of language to develop

content understanding?Rubric 15How does the candidate use the analysis of what students know and are

able to do to plan next steps in instruction?


2013

Where to find the evidence: • Rubric 11: Commentary prompt 1, evaluative criteria, work samples• Rubric 12 : Commentary prompt 2a, work samples• Rubric 13 : Commentary prompt 2b

Materials to use: • Candidate sample (do not look at scores)• Evaluation Rubric document

What are you looking for?• See “look fors”• Highlight, note evidence linked to rubric language• Determine where most of the evidence falls—emerging, proficient or

advanced


2013Artifacts Rubrics

• Video Clips

• Commentary

6. Learning Environment

7. Engaging Students in Learning

8. Deepening Student Learning

9. Subject Specific Pedagogy

10. Analyzing Teaching Effectiveness


History/SS Rubric 6: Learning Environment

Evidence: Video clips, Instruction commentary prompt 2 Students openly share responses during debate and respond to candidate questions without hesitation.Candidate affirms responses, “excellent” or “great.”Students ask for help when working independently.Mutual respect among students less clear as little to no evidence of student to student interaction

Score: Proficient

Secondary ELA, Math, Science Elementary, World Language, History/Social Studies, K-12 Performing Arts K-12 Visual Arts

Submit Receive Score

March 6submit

March 27

March 20 April 10

April 3 April 24

April 17 re-submit

May 8

May 1 May 22

May 15 June 5

Submit Receive Score

March 13submit

April 10

March 27 April 24

April 10 May 8

April 24 re-submit

May 22

May 8 June 5

edTPA WorkshopField Supervisors December 2013

Seminar 1

Introduction to Course and edTPA Requirements

Deadlines for edTPA: March 6/March 13

Schedule first observation/video clip Review CCSS, Academic Language

(glossary), Making Good Choices

Seminar 2

Introduction to Task 1 Planning for Instruction and Assessment: Begin to plan for learning segment (3-5 lesson

plans using Table of Contents planning sheet) Review Professional Responsibilities and

Artifacts and Commentary Specifications for edTPA handbooks

Re-read Rubrics 1-5 highlighting key words HW: Complete Context for Learning

Information and Task 1 Commentary

Seminar 3

February 3, 5 Seminar 3 - Introduction to Task 2Instructing and Engaging Students: Begin to plan video clip(s) Re-read Rubrics 6-10 highlighting key

words HW: Completed Task 2 Commentary to be

handed in to instructor February 10, 12 No classes week of February 17 due to Winter

Recess

Seminar 4

February 10, 12 Seminar 4 - Introduction to Task 3Assessing Students’ Learning: Begin to analyze student written work from

assessment(s) Read and discuss directions for Task 3 on

pp. 25-27. Re-read Rubrics 11-15 HW: Completed Task 3 to be handed in to

instructor on February 24, 26

Seminar 5

February 24, 26Seminar 5 – Individual conferences on all tasks

in preparation for submission on March 6 and March 13

Scores received on March 27/April 10 If students need to re-submit a new set of

lesson plans and commentaries (due to unacceptable scores on first submission), then supervisors offer individual support.

Students need to re-submit by April 17/April 24

edTPA WorkshopField Supervisors December 2013

edTPA Minimum Cut Scores

FIELD TOTAL SCORE AVERAGE RUBRICSCORE

Elementary Evaluation

49 2.73

All other handbook areas

41 2.73

World Languages 35 2.73

Rubric 1: Planning for Mathematical UnderstandingsHow do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills?

Level 3 Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning and/or problem solving skills.

Level 4 Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills.

Level 5 (Level 4 plus) Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.

Rubric 1: Planning for English-Language Arts Understandings How do the candidate’s plans build students’ abilities to comprehend, construct meaning from, interpret, and/or respond to complex text?

Level 3 Plans for instruction build on each other to support learning of meanings of complex text with clear connections to interpretive skills or responses to the text, supported by textual references.

Level 4 Plans for instruction build on each other to support learning of meanings of complex text with clear and consistent connections to interpretive skills or responses to the text, supported by textual references.

Level 4 plus Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.

Rubric 1: Planning for Scientific UnderstandingsHow do the candidate’s plans build students’ abilities to use science concepts and scientific practices during inquiry to explain a real-world phenomenon?

Level 3 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon and to generate explanations through engagement in scientific practices through inquiry.

Level 4 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon, and to generate evidence-based arguments.

Level 5 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon, and to generate and evaluate evidence-based arguments.

“Secret language”

“School is where you go to learn a secret language but they don’t tell you that it’s there. You have to figure it out on your own. It’s like an initiation to a secret club.”

~ Maya, 8th grade.

Academic Language IS

A register of English used for specific purposes

Used in both writing and speaking, but different from social conversation

Much broader than a focus on “correct” usage

Academic language is NOT

JUST specialized vocabulary JUST words JUST linguistic forms without meaning or purpose

JUST written language JUST formal language JUST the use of standard (“correct”) forms

What makes language sound academic?

Everyday languageShorter and

incomplete sentencesActions through

verbs (cut down trees)

More active voice (How much pizza did they eat?)

Shorter noun phrases (healthy food…)

Academic LanguageLonger and more complex

sentencesMake actions into nouns

to build concepts (deforestation)

Passive voice more common (How much pizza was eaten?)

Long noun phrases (Improving the nutritional quality of foods offered from other sources…)

Translating between academic and everyday language

Teaching technique:As you teach, stop and engage students in translating between academic language and everyday language. Help them to see different ways of saying the same thing and different purposes for saying things differently. http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning



Vocabulary

Content-specific words (i.e. trapezoid)

General academic words (i.e. furthermore, feature)

Common, everyday words that are used in specialized ways in subjects (i.e. table, right, state)

A few different language features (syntax)

Everyday language Shorter and incomplete

sentences (Sausage biscuits again?)

Actions through verbs (cut down trees)

More active voice (They ate pizza)

Shorter noun phrases (healthy food)

Academic Language Longer and complex

sentences (Experts say that…….)

Make actions into nouns to build concepts (deforestation)

Passive voice more common (how much pizza was eaten?)

Long noun phrases (Improving the nutritional quality of foods offered from other sources)

Examples of syntax: elaborate noun phrases

...added moisture evaporated from the sea surface then powers the seedling tropical storm like a giant heat engine

Write an inequality that, when solved, will give the amount of sales Mandy needs to cover her planned expenses.

Discourse

Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction.

Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.

edTPA WorkshopStudents

January 15

January 16

January 17 Mandatory 8:00 a.m. to 2:00 p.m.

edTPA Workshop Students January 15, 2014

What edTPA vocabulary terms do I need to know before completing this assessment?

1. See edTPA Glossary in your edTPA Handbook

2. *See hand-out 1, Simplified Explanations of Academic Language and edTPA Glossary Terms

Planning for Alignment and Learning

How do I select the central focus, student contentstandards, and learning objectives?

What is my subject area emphasis? How do I select a learning segment? What should I include in my lesson plans? What if I have particular lessons that I am

required to teach in a prescribed way? What if my school or grade level has a standard curriculum?


Language Demands

How do I identify the language demands of a learning task?


Workshop within the WorkshopStudents January 16, 2014

Video Recording Guidelines Video Recording Suggestions Software and Equipment Considerations

Video Equipment TutorialsWindows Movie Maker:

http://windowns.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-Movie-Maker

iMovie:http://desktopvideo.about.com/od/imoviefideotutorials/



http://desktopvideo.about.com/od/imoviefideotutorials/

Workshop within the WorkshopStudents January 16, 2014

How do I select a learning segment?

Video Recording Key Decisions Maintaining Confidentiality Features of a Quality edTPA Video

How to Prepare the edTPA Video http://www.teachingchanel.org/videos/videotaping-tips-for-teachers

http://www.teachingchanel.org/videos/videotaping-tips-for-teachers


Analyzing Student Learning

What kind of student work should I analyze for my edTPA?

edTPA WorkshopField Supervisors January 2014

Task 1 – Planning Part A Context for Learning Information - no more

than 3 pages Part B Lesson Plans for Learning Segment -no more

than 4 pages per lesson; submit 3-5 lesson plans Part C Instructional Materials-no more than 5 pages

of KEY instructional materials per lesson plan Part D. Assessments -submit assessments in 1 file;

within the file, label assessments by corresponding lesson (Lesson 1 Assessment, etc.); order assessments as they are used in the learning segment

Part E. Planning Commentary no more than 9 pages, including prompts


Video & Commentary Task 2 Instruction

Part A. Video Clips (2) - no more than 10 minutes total running time for each; or 1-2 videos totaling 15 minutes (subject dependent) Before recording video, obtain permission from parents/guardians of your students and from adults who appear in the video; when naming each clip file, include the number of the lesson shown in the video clip.

Part B. Instruction Commentary - no more than 6 pages of commentary, including prompts


Task 3 - Assessment Part A. Student Work Samples (Part A. Student Work Samples (use correction fluid, or a

marker to mask/remove students’ name, your name, and school name before copying/scanning any work samples; on each work sample indicate the student number and refer to them accordingly in the Assessment Commentary; when naming each work sample file, include the student number; if students’ writing is illegible, write a transcription directly on the work sample.

Part B. Evidence of Feedback (document the location of your evidence of feedback in the Assessment Commentary; if feedback is not written on the student work samples or recorded on the video clips, submit only 1 file for each student, document, video file, OR audio file and indicate the student number (Student 1 Feedback, etc.) in the corresponding feedback; when naming each feedback file, include the student number; if you submit feedback as a video or audio clip and comments cannot be clearly heard, attach transcriptions of your comments (no more than 2 pages) to the end of the Assessment Commentary).

For Academic Language-If you choose to submit a video clip of student language use, it should be no more than 5 minutes, with a time stamp reference for the evidence of language use described in the Assessment Commentary.

Part C. Assessment Commentary - no more than 8 pages of commentary, including prompts; no more than 5 pages for the chosen assessment; if necessary no more than 2 pages of feedback transcriptions; important: insert a copy of the chosen assessment, including directions/prompts provided by students.

Part D. Evaluation Criteria (Indicate the lesson number on the corresponding evaluation criteria: Lesson 1 Evaluation Criteria, Lesson 2 Evaluation Criteria, etc.)

Elementary Literacy AssessmentRubric 1: Planning for Literacy Learning How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate’s plans focus solely on literacy skills without connections to any strategy for comprehending or composing text. There are significant content inaccuracies that will lead to student misunderstandings.

OR

Standards, objectives, and learning tasks and materials are not aligned with each other.

Plans for instruction support student learning of skills with vague connections to strategies for comprehending or composing text.

Plans for instruction build on each other to support learning of skills with clear connections to the essential literacy strategy for comprehending or composing text.

Plans for instruction build on each other to create a meaningful context that supports learning of skills with clear and consistent connections to the essential literacy strategy for comprehending or composing text.

Level 4 plus: Plans build an authentic connection between reading and writing.

Candidate explains how s/he will use learning tasks and materials to lead students to independently apply the essential strategy and identified skills.

Secondary History/Social Studies Assessment Rubric 3: Using Knowledge of Students to Inform Teaching and LearningHow does the candidate use knowledge of his/her students to justify instructional plans?

Level 1 Level 2 Level 3 Level 4 Level 5

Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.

Candidate justifies learning tasks with limited attention to students’ prior academic learning OR personal/cultural/community assets.

Candidate justifies why learning tasks (or their adaptations) are appropriate using --examples of students’ prior academic learning OR examples of personal/cultural/ community assets

Candidate makes superficial connections to research and/or theory.

Candidate justifies why learning tasks (or their adaptations) are appropriate using

examples of students’ prior academic learning

examples of personal/cultural/ community assets

Candidate makes connections to research and/or theory.

Level 4 plus: Candidate’s justification is supported by principles from research and/or theory.


Resources and tips to help Field Supervisors assist students with edTPA:

1 Deadlines to submit edTPA: Secondary- March 6 Elementary- March 13

2 Be aware of timelines. Students will be taping either the week immediately before or the

week immediately after February vacation (February 17-21) 3 All submissions will be made via Chalk & Wire 4 Names may not appear on any documents (this includes student’s name, cooperating

teacher’s name, names of schools, names of students, Molloy College) 5 Refer to each subject -specific handbook (on website) 6 Refer to Making Good Choices (on website)


7 How can you help your students?

You should encourage students to tape early on and frequently to make sure visual and audio is clear!

You should read your students’ submissions. You may not edit for grammar or content. You should refer to the rubrics (subject specific and incorporated into each

subject specific handbook). You should have students refer to any graphic organizers received in the 3-day

workshop. You should ask questions based on submissions such as: Look at Rubric 10 for

a score of 4. Did you include all of that? [Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory.]

You should emphasize the need to work with a buddy, to refer to the rubrics and to be critical!

You should encourage the use of theorists, theories and how they guide students’ teaching.

You should ask students to include in task 3 what the child did well and what he/she needs to do to improve this specific submitted assessment.


TO BEGIN I have… Identified in what grade level (and subject area) I will be

completing the edTP Registered at edTPA.com and written down my Authorization

Key and Submission Deadline: Once registered, you can access your authorization key at

edtpa.com. You will need to log in using your original email and password. Click “current registrations” and “manage edTPA portfolio.” Click “edTPA Platform Provider.” Acknowledge and confirm. Then you will see your authorization key. It should also be emailed to you.

Authorization Key: ___________________________ Submission Deadline: ___________________________


TO BEGIN I have… Identified in what grade level (and subject area) I will be

completing the edTPA Registered at edTPA.com and written down my Authorization

Key and Submission Deadline: Once registered, you can access your authorization key at

edtpa.com. You will need to log in using your original email and password. Click “current registrations” and “manage edTPA portfolio.” Click “edTPA Platform Provider.” Acknowledge and confirm. Then you will see your authorization key. It should also be emailed to you.

Authorization Key: ___________________________ Submission Deadline: ___________________________


TASK 1 Used my Cooperating Teacher as an aide in choosing one

class as a focus Used my Cooperating Teacher as an aide in identifying

any students with accommodations, modifications, and/or permanent IEP’s within the chosen class

Used my Cooperating Teacher as an aide in completing Part A in the first week of my student teaching placement

Made sure Part A is in the correct format: 1 File, Arial 11pt. font, single space, 1” margins, no more than 3 pages including prompts (.doc; .docx; .odt; .pdf)

Spoken with my Cooperating Teacher and decided what learning segment I will be plan, teach, and analyze (3-5 consecutive lessons)


TASK 2 Identified a recording device I would like to

use (FLIP video, iPhone, camera, etc.) and found a clear spot in the classroom to set up the device.

Obtained permission from the parents/guardians of the students, and from the adults who will appear in the video(s). (I determine whether I will film the whole class, or a targeted group.)


TASK 3 Identified the location of my evidence of

feedback (Part A if written on the student work samples; Part B if audio/ video)

Provided feedback on what the student did well and what s/he needs to do to improve this assessment and future assessments

Responded to the prompts in Part C

Additional Student Support

February-MarchBeginning mid February4:30 - 6:30 p.m.

February breakTwo sessions, four hours

Last Minutes RemindersedTPA: What to Submit

Format your response in Arial 11 pt single spaced text with 1” page margins.

Task 1: Planning for Instruction and Assessment Part A: Context for Learning Information - no more than 3

pages Part B: Lesson Plans for Learning Segment - no more than

4 pages per lesson; submit 3-5 lesson plans Part C: Instructional Materials - Materials-no more than 5

pages of KEY instructional materials per lesson plan Part D: Assessments - submit assessments in 1 file; within

the file, label assessments by corresponding lesson (Lesson 1 Assessment, etc.); order assessments as they are used in the learning segment

Part E: Planning Commentary - no more than 9 pages, including prompts


Task 2: Instructing and Engaging Students in Learning

Part A: Video Clips – 2 clips of no more than 10 minutes each total running time for each; or 1-2 Videos totaling 15 minutes. Make sure to read your subject specific handbook! When naming each clip file, include the number of the lesson shown in the video clip

Part B: Instruction Commentary - no more than 6 pages of commentary, including prompts


Task 3: Assessing Student LearningPart A: Student Work Samples - Student Work Samples (Part A. Student Work Samples (use

correction fluid, or a marker to mask/remove students’ name, your name, and school name before copying/scanning any work samples; on each work sample indicate the student number and refer to them accordingly in the Assessment Commentary; when naming each work sample file, include the student number; if students’ writing is illegible, write a transcription directly on the work sample.

Part B: Evidence of Feedback -(document the location of your evidence of feedback in the Assessment Commentary; if feedback is not written on the student work samples or recorded on the video clips, submit only 1 file for each student, [document, video file, OR audio file] and indicate the student number (Student 1 Feedback, etc.) in the corresponding feedback; when naming each feedback file, include the student number; if you submit feedback as a video or audio clip and comments cannot be clearly heard, attach transcriptions of your comments (no more than 2 pages) to the end of the Assessment Commentary).[ Assessment Commentary -If you choose to submit a video clip of student language use, it should be no more than 5 minutes, with a time stamp reference for the evidence of language use described in the Assessment Commentary.]

Part C: Assessment Commentary - no more than 10 pages of commentary, including prompts; no more than 5 pages for the chosen assessment; if necessary no more than 2 pages of feedback transcriptions; important: insert a copy of the chosen assessment, including directions/prompts provided by students.

Part D: Evaluation Criteria -Evaluation Criteria (Indicate the lesson number on the corresponding evaluation criteria)

march 28, 2014 eve dieringer, ed.d. edtpa: one college’s journey

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