+
A performance assessment for teacher
candidates
Pre-Student Teaching: March 4 & 7, 2016
+
Overview
Why
edTPA for Wisconsin?
Where
What
does edTPA come from?
does edTPA look like?
What
does edTPA mean for our
schools and classrooms?
What
does edTPA mean for us?
+
edTPA
 Was
created by Stanford University with
input from teachers and teacher educators
 Supports
candidate learning and
preparation, program growth and renewal
 Is
a measure of readiness to teach
 Is
based on NBPT Standards
 Informs
program completion and licensure
decisions
 Is
supported by AACTE
+
Wisconsin DPI
Introduction to edTPA
State
Superintendent Tony Evers
http://www.youtube.com/watch?v=lD
4KuGIHwo4
+
edTPA
 Is
grounded in demonstrating practices and
focuses on student learning
 Aligns
with INTASC Standards
 Aligns
with the Framework for Teaching
 Prepares
candidates for expectations of
Educator Effectiveness
 Complementary
to the PDP process
+
Timeline
 Fall
2014-2015
 UWSP Pilot edTPA to Pearson (20 students)
 Spring
2014-2015
 All UWSP teacher candidates pilot edTPA with
Local Evaluation, pilot sample to Pearson
 2015-2016
 All
teacher candidates statewide complete
edTPA and submit to Pearson
 Wisconsin standard setting year
 2016-2017
 Passing
score required for teaching
certification and licensure
+
Architecture of the edTPA
+
Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for Learning,
Lesson Plans, Instructional Materials,
Assessments, Commentary
 Planning
for Learning
 Planning to Support Varied Student Learning
Needs
 Using Knowledge of Students to Inform
Teaching & Learning
 Identifying & Supporting Language Demands
 Planning Assessments to Monitor & Support
Student Learning
+
Task #2: Instructing & Engaging
Students in Learning
Artifacts
Include: Video Clip(s),
Commentary
 Learning Environments
 Engaging Students in Learning
 Deepening Student Learning
 Subject-Specific Pedagogy
 Analyzing Teaching Effectiveness
+ Task #3: Assessing Student Learning
Artifacts
include: Student Work Samples,
Evidence of Feedback, Evaluation
Criteria Commentary
 Analysis of Student Learning
 Providing Feedback to Guide Further
Learning
 Student Use of Feedback
 Analyzing Students’ Language Use and
Literacy
 Using Assessment to Inform instruction
+
Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for
Learning, Lesson Plans, Instructional
Materials, Assessments, Commentary
Let’s
begin with the Professional Ed
Program Lesson Plan Framework (see
handout)
+
UWSP
Professional Education Program
Lesson Plan Framework
 Please
use this framework to design your plans for
effective instruction. The embedded shaded
guidelines and questions will help you consider
aspects to address as you prepare your plan. Be
sure to keep in mind the Gradual Release of
Responsibility Model as you write your plan.
Remember this learning model guides the learner
through teacher modeling and demonstration,
shared teacher/learner demonstration, learner
guided practice, and learner independent practice.
+
First: General Information
+
Then: Contextual Information
 Type
of school
 List
any special features of your school or
classroom setting
 Describe
any district, school, or
cooperating teacher expectations that
might affect your planning or delivery of
instruction
+
Contextual Information cont…
 Also
address the following points related
to learners:
 The
children in the class
 Explain
required or needed supports,
accommodations or modifications for your
learners that will affect your instruction in
this learning segment.
 Include
the variety of learners in your
classroom
+
Next: The Lesson
 Central
Focus
 Essential
Questions
 Connections
with Academic or Common
Core Standards
 Objectives
 Consider
assessments (formative)
 Academic
 Prior
Language
Knowledge
+
Lesson Procedure
Note:
Be sure to work with the guiding
questions in the Lesson Plan
Framework which will help in
describing your procedures
+
Lesson Plan Commentary
 This
section will describe your rationale for
your lesson – what you are thinking about
and basing your decisions on.
 Feel
free to integrate background and
theoretical foundations you have learned
from your course of study – including your
Foundations and Methods courses.
 Work
with the guiding questions on the
Lesson Plan Framework to help you
develop your commentary.
+
Now… Let’s take a look
In
groups of two or three take some
time now to look through your edTPA
Handbook section for Task 1.
“Task
1: Planning for Literacy
Instruction and Assessment”
Notice
the guidelines for writing the
plan and for writing the commentary.
+
What did you notice?
+
Next
Study
rubrics 1-5 for Task 1
What
do you notice?
+
An Example
Just
to show you a sample of a lesson
plan and commentary designed for a
science lesson….
D2L
+
In Conclusion and In General
edTPA
has three tasks: planning,
instruction and assessment
Guidelines
for these tasks are
designed specifically for each
program area and will vary across
areas
Become
familiar with the guidelines
for your specific handbook
+
Mechanics
Chalk
& Wire will be the platform
used at UWSP to store, edit, complete,
and submit your edTPA Portfolio
Evaluation, scoring, and
delivery of
results to candidates and programs is
conducted by Pearson
Course
fees will pay for these.
+
Resources for Assistance
with edTPA
 UWSP
School of Education-edTPA
http://www.uwsp.edu/education/Pages/e
dtpa.aspx
 Wisconsin Department of Public
Instruction
 http://tepdl.dpi.wi.gov/epp/edtpa
 Chalk & Wire
 www.chalkandwire.com
+
Campus Contacts for Support
with edTPA
Cathleen
Olds
edTPA Coordinator, UWSP
colds@uwsp.edu
Leslie
McClain
Professor, School of Education, UWSP
lmcclain@uwsp.edu
+
Support Sessions
Task 2 & 3
Friday, April 8, 2016
1:00-3:00, rm. 116 CPS