Adelphi University
School of Education
Spring 2014
Education Teacher Performance Assessment Seminar
Course #0801-699-004 Fridays 10am-12:30pm OR
0801-69-005 Fridays 1-3:30pm
Alumni House Board Room
Instructor
Dr. Emily Kang
Office: Post Hall Annex, Room 10
Office hours: M 2-3; 5:30-6:30pm; W 2-4; 6:30-7:30pm; F 3:30-4:30pm
Email: ekang@adelphi.edu (best way to reach me)
Course Description
edTPA is a performance assessment of readiness to teach. The portfolio assessment is designed with a
focus on student learning. As a performance-based assessment, edTPA is designed to engage teacher
candidates in demonstrating their understanding of teaching and student learning. Candidates complete
tasks and commentaries within a portfolio relevant to their programs.
Required materials to bring each week
1. Laptop
2. 2-3” binder dedicated solely for EdTPA materials with 5 dividers labeled:
a.
Rubrics, Handbook, Academic Language
b.
Context
c.
Planning (Task 1)
d.
Instruction (Task 2)
e.
Assessment (Task 3)
Expectations
1.
2.
3.
4.
Arrive to class on time.
Upload tasks on time. Don’t procrastinate!
Keep an open mind and ask questions.
Be organized.
Dates to Remember:
 February 7: Preferred deadline to upload Task 1 Planning. You must finish Task 1 before
teaching (Task 2).
 February 14: Preferred deadline to teach your edTPA lessons and use Presidents’ Week to
write (schools on vacation).
 February 28: Absolute deadline to teach your edTPA lessons
 March 7: Absolute deadline to upload Task 2 Instruction.
 March 13, 11:59pm: Complete edTPA portfolio must be uploaded to www.edTPA.com
Websites:
1. Course moodle site (where you will find all EDTPA-related documents: handbook, rubrics and
supporting materials)
2. www.EdTPA.com (where you will register for the edTPA and upload your edTPA learning segment
task by task. Final task must be submitted by March 13, 11:59pm)
1
Seminar Agenda
Class
1
Date
Tues
Jan 21
Topics
Overview of EDTPA: What do I need to think about for
each task?
 Looking at EdTPA handbook in content groups
 Understanding the language of the rubrics
 Making Good Choices
 How to set up edTPA account online. Explore
edTPA.com
 Video release forms
 Moodle Support site
 Acceptable and Unacceptable levels of support
 Writing for EVIDENCE
Task 1: PLANNING
 Completing the Context Form – setting the stage for
differentiation
 Who are your focus students?
 Begin mapping learning segment sequence (write
content and process objectives for each day)
 Brainstorm teaching ideas for lesson topic
-Generate components of awesome lesson
-Instructional Strategies and Promote
Understanding handout
 Begin rough draft of lesson plans
 Unpack Rubrics 1-3
2
Wed
Jan 22
Sci
215N
Task 1: PLANNING
 Finalize learning objectives (content and language) for
each day of learning segment
 Create pre/post assessment and rubric (include
language objectives)
 Backwards mapping and Bloom’s taxonomy/DOK
 Further develop lesson plans
 Unpack Rubrics 4,5
 Peer review lesson plans and assessments according to
rubrics 1-5
Academic Language
What are language demands (functions, vocab, syntax,
discourse)?
Looking ahead: Task 2: INSTRUCTION
Videotaping for evidence of student engagement and
deepening their learning (Rubrics 6-10)
2
Assignments
For class 2:
 Read EdTPA Handbook and
Making Good Choices in their
entirety
 Finalize with CT your EdTPA
learning segment topic
 Bring in planning materials for
learning segment.
 Bring laptop for each class.
 Register for edTPA ($300) on
www.edTPA.com
CLASS 2 WILL BE HELD IN
SCIENCE 215 N.
For class 3:
 Give pre-assessment to students
and bring in class set on Jan 31.
 PRACTICE VIDEOTAPING
LESSONS for the next 2 weeks.
 Complete Context form online.
 Bring in drafts of edTPA lesson
plans and (if possible) planning
commentary.
3
Fri
Jan 31
Task 1: PLANNING
 Preasssessment analysis (Complete assessment chart
based upon rubric you created in class 2.
 Refine lesson plans & Planning Commentary based on
preassessment results.
 Refine lesson plans with focus students in mind
o Differentiation and learning styles
o Culturally responsive teaching
o Focus students:
-different reading levels
-kids who need more challenge//gifted
-struggling students with gaps in knowledge
-students with IEPs or 504s
-ELLs
For class 4:
 PRACTICE VIDEOTAPING
LESSONS. Think about what part
of taped learning segment to choose
as final clips
 Continue working on Task 1:
Planning.
Academic Language:
Incorporating language demands (functions, vocab, syntax,
discourse) into lessons via language objectives and
opportunities to practice language
Work time (1 hour)
Be sure to include EVIDENCE/EXAMPLES in Planning
Commentary
Connecting to Education Research and Theories
4
Fri
Feb 7
Task 2: INSTRUCTION
 Overview (# clips/duration varies by content area)
 Review Making Good Choices p. 13-20
 Emphasis on engaging and deepening student learning
 Unpack Instruction Rubrics 6-10
 Analyze sample videos using Rubrics 6-10
 How to lead a meaningful class discussion
For class 5:
 Upload lesson plans, materials,
assessments and planning
commentary to edTPA.com by
Friday 2/14. You must upload
Task 1 before you teach your
learning segment.
Task 3: ASSESSMENT
 How to assess students informally and formally
 Remember to collect class set of student work
(postassessment)
 Modify postassessment rubric as necessary
 Skim Assessment Rubrics 11-15
Work time (1 hour)
FULL WRITING DAY – No student teaching today
3
 Teach your edTPA lessons,
videotape, collect student work.
TIP: Videotape the entire 3-5
day learning segment. Then
choose the best clips later.
5
Fri
Feb 14
Task 2: INSTRUCTION
 Choosing the best clips
 Video editing tips
 Self assessment of instruction task (video and
commentary) using Rubrics 6-10
Fri
Feb 28
 Feb 28: Last day to teach your
edTPA lessons, videotape, collect
student work.
 Give post assessment (from class
2) and bring in class set. Bring
analysis chart from preassessment.
Work time (1 hour)
6
For class 6:
PRESIDENTS WEEK
Task 3: ASSESSMENT
 Analyze post assessments
 Look for student content learning gains – pre/post and
practice writing assessment commentary
 Analyze students’ use of language that demonstrates
development content understanding
 Analyze focus students’ learning
 Use assessments to guide next steps in instruction and
planning
 Feedback analysis: students’ use of feedback to further
their own learning
For Class 7:
 Upload Task 2
 Bring in all tasks for peer
review
Work time (1 hour)
FULL WRITING DAY – No student teaching today
7
Fri
Mar 7
Task 3: ASSESSMENT
 Analyze sample Assessment Commentary using Rubrics 11-15
Peer review of planning, instruction and assessment commentaries using rubrics
Work Time (1 hour)
FULL WRITING DAY – No student teaching today
8
Thurs
March
13
The final EDTPA portfolio is due by 11:59pm
Thursday March 13, 2014 on
http://www.edTPA.com/
4
REMINDERS FOR EACH TASK
Task 1: PLANNING
 Decide on topic
o What are the knowledge, understandings and skills all of your students need to
know?
o Who are your 3 focus students? How will you accommodate and differentiate?
 Develop preassessment (collect for individual students) and post assessment
activity/worksheet and rubric (backwards mapping)
o Use Bloom’s taxonomy to encourage higher level thinking
 Develop plans based upon what students know/don’t know
o Incorporate components of an awesome lesson
o How will you have students practice being a
historian/scientist/artist/mathematician/writer?
o How will you reinforce academic language (support in reading text and writing
(literacy), practice using/understanding vocab, speaking English to do context-specific
skills like discuss, compare, evaluate, debate)?
o Link to education theory: constructivism, differentiation, social learning, inquiry,
problem solving, adolescent development
 Include a discussion in plans to introduce activity and to debrief after activity
o How will you facilitate the discussion? (Avoid close ended questions)
o Decide on how you want to group students.
Task 2: INSTRUCTION
 Videotape the entire 3-5 days. Decide who will videotape and inform him/her how you should
be taped (move around room, follow you, zoom in on student work, capture student dialogue)
 Your evidence must show on the videotape (not just in the commentary)
o What kinds of questions did you ask to further student thinking?
o What are the students doing/saying/practicing academic language?
o How are they practicing being a historian/scientist/artist/mathematician/writer?
 How will you improve your instruction based on how the lessons went? (Go beyond
management…discuss changes in instructional practice)
Task 3: ASSESSMENT
 Give post assessment activity/worksheet/project (collect all student work)
 Analyze class set using rubric – who met/exceeded/did not meet expectations?
 Describe pattern of understanding for whole class and subgroups (struggling readers, advanced
students, etc)
 Assess for content, practices/skills, and academic language
 Focus on 3 focus students’ work – what kind of feedback will you give?
 How will the students use the feedback to improve their learning?
5