Exploring edTPA with READ 
Presented by Ellen Dobson and Diana Lys
May 2, 2014
PART 1:
CENTRAL FOCUS
Goal
 To introduce the concept of central focus
 To identify comprehension/composition
strategies as defined by edTPA
 To identify requisite skills to support literacy
strategies
 To review and critique sample central focus
statements
Review
 Three major tasks: Planning, Instruction,
Assessment
 Throughout – Academic Language and
Analysis of Teaching
 Learning segment – 3-5 connected lessons
addressing a central focus
 Evidences
– Artifacts
– Commentaries
Review
 15 Rubrics
 5 levels of performance (official scoring)
 3 levels of performance (local evaluation)
Central focus defined
 The central focus is a brief description of the
concept or goal that unifies the lessons in the
learning segment.
The central focus should:
 Describe what you are teaching your students
 Describe the purpose for teaching that
content
 Describe how the standards/learning
objectives apply to
– the learning strategy that you used
– any skills that are learned during the lesson
– reading/writing connection
Central
focus
Academic
Language
Lesson 1
Learning
target (s)
Lesson 2
Learning
target(s)
Lesson 3
Learning
target(s)
Central focus for Elementary Literacy
 The central should support students to
develop an essential literacy strategy and the
requisite skills for comprehending or
composing text in meaningful contexts. (p. 8)
Activity 1 – Examining Examples
Activity 2 – Developing a central focus
 The goal of this learning segment is to support
students’ development of an essential literacy
strategy and the requisite skills for
{comprehending/composing} text.
 The essential strategy to be developed in the
learning segment is _______ .
 The requisite skill(s) needed to develop this strategy
are ________.
 During the learning segment, students will _____.
Central focus and rubrics
 In which rubrics is the central focus
referenced?
Homework
 Access the ELEM Literacy Fall 2013 portfolio
 Review the Planning Commentaries for
Candidate A and Candidate B
 Critique the central focus for each candidate
 Provide recommendations for improving the
central focus
Next Steps for Fall 2014
 Local Evaluator training
CLEAR THE AIR
Clear the Air
Concluding Thoughts on
Part 1: Central Focus
PART 2:
CURRICULUM
FOCUS
Goal
 Commence curriculum mapping exercise to:
– Reconcile READ program and edTPA language
– Align instructional language across curriculum
– Align READ service courses objectives with
Literacy Strategies and Requisite Skills
Courses in a
Program of Study
Program
Activity
Cosmopolitan
Protocol
Curriculum
Mapping
Cosmopolitan
Protocol
READ Area
Action Steps
edTPA Literacy Strategies
 Focusing on Elementary Literacy strategies…
 What do you need to better understand these
strategies?
 What about the strategies can you “believe
in”?
edTPA Literacy Strategies
What do you need to better
understand these strategies?
What about the strategies can
you “believe in”?
Literacy Strategies
READ Program Vocabulary
edTPA Vocabulary
Common Definitions
READ/edTPA
Definition
Link to Curriculum
Where are Literacies Strategies INTRODUCED, PRACTICED, ASSESSED?
READ/edTPA
READ 3301
READ 3302
READ 4534
READ 5317
Debrief
Belief
Doubt
Next
Steps
Homework
Next Steps for Fall 2014
 Academic Language
– What is a Language Function?
– How and where do we teach
about Academic Language?
– How can READ 3990, 5316,
and 5317 contribute to
developing candidate
knowledge and skills around
Academic Language?