edTPA crosswalk to 2011 The Framework for Teaching Evaluation Instrument
by Charlotte Danielson
This document was produced to reveal the alignment between the 2011 Charlotte Danielson Framework for Teaching
Evaluation Instrument and edTPA. The Danielson/edTPA Crosswalk reveals that the central elements of the Danielson
framework are strongly aligned with the concepts embedded within the three tasks of the edTPA (i.e., Planning, Instruction
and Assessment). The domains within the Danielson framework are listed in the left column. Each domain, usually structured
with the elements discussed in a narrative format, has been re-organized into a corresponding list of the same elements (i., ii.,
iii…); this has been done to visually support the alignment description. The right hand column of the crosswalk lists the edTPA
tasks, prompts, and/or rubrics that align with the corresponding domains in the left column.
Evidence of edTPA alignment to the 2011 Charlotte Danielson Framework for Teaching Evaluation Instrument is further
organized by listing the edTPA task: Planning, Instruction and/or Assessment in the right column. Following the task name,
the commentary prompts and rubrics that provide evidence of alignment to the domains are listed. To demonstrate the key
areas of alignment, key terms and concepts are listed in bold font for both the domains and edTPA columns. Finally, to clarify
the particular instances of alignment with the edTPA, evidence for groups of Domains is often listed together. For example, to
reveal the alignment of Domain 3d with edTPA, the TPE was divided into two sections 3d.i-ii and 3d.iii-iv; a space has been
inserted between sections to denote the next set of elements and alignment evidence. Whenever possible, domains and edTPA
alignment evidence has been placed side-by-side. However, when a larger group of domain elements are addressed together,
such visual spacing is not possible. Overall the analyses of the relation between the edTPA (handbooks and rubrics) to the
2011 Charlotte Danielson Framework for Teaching Evaluation Instrument demonstrates substantial alignment.
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edTPA crosswalk to 2011 The Framework for Teaching Evaluation
Instrument by Charlotte Danielson
OVERALL
ARCHITECTURE
PURPOSE:
THE FRAMEWORK FOR TEACHING
EVALUATION INSTRUMENT- 2011 edition
BY CHARLOTTE DANIELSON
4 DOMAINS:
1. PLANNING AND PREPARATION
2. THE CLASSROOM ENVIRONMENT
3. INSTRUCTION
4. PROFESSIONAL RESPONSIBILITIES
ON-GOING/FORMATIVE AND SUMMATIVE
OBSERVATION TOOL TO EVALUATE
PROFESSIONAL GROWTH FOR LICENSED AND
PRACTICING TEACHERS - NEW AND VETERAN
TEACHERS
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edTPA
(ELEMENTARY LITERACY)
3 TASKS:
1. PLANNING
2. INSTRUCTION
3. ASSESSMENT
5 SCORING COMPONENTS:
1. PLANNING
2. INSTRUCTION
3. ASSESSMENT
4. ANALYZING TEACHING
5. ACADEMIC LANGUAGE
SUMMATIVE MULTIPLE MEASURES TEACHER
PERFORMANCE ASSESSMENT FOR INITIAL
LICENSURE
2
EVIDENCE
COLLECTED:
On-going observation data and classroom artifacts
from classroom visits supported by observation
rubrics
RUBRIC:
22 rubrics
4 indicators of proficiency (unsatisfactory, basic,
proficient and distinguished)
2012 Stanford Center for Assessment, Learning and Equity
Artifacts and commentaries to support a 3-5 lesson
(or 3-5 hour) subject-specific learning segment:
lesson plans and instructional materials, assessments,
student work samples with feedback, candidate
written commentaries on planning, instruction,
assessment, academic language and analysis of
teaching, and video clips of teaching
15 subject-specific rubrics
5-level rubrics, that measure the 5 components of
teaching (planning, instruction, assessment, analyzing
teaching, and academic language)
3
Domain 1: Planning and Preparation
COMPARISON
OF CONTENT
1a. Knowledge of Content and Pedagogy:
i. Knowledge of content and the structure
of the discipline: dominant structure,
smaller components, and central concepts
and skills
ii.
iii.
Domain 1a aligns to edTPA:
Task 1: Planning Instruction and Assessment
Prompt 1. Central Focus:
a-b. Describe the central focus and discuss how the
standards and learning objectives within your
learning segment address students’ abilities to learn the
skills and content.
Knowledge of prerequisite
relationships: important prerequisites of c. Explain how your plans build on each other to help
the discipline and an understanding of how students make connections between different content
area skills and knowledge to deepen their learning of the
to apply these in planning
content area.
Knowledge of content-specific
pedagogy: key pedagogies effective in
teaching
Prompt 2. Knowledge of students to inform teaching:
Describe your students’:
a. Prior learning and prerequisite skills related to the
central focus.
Prompt 3. Supporting Students’ Learning:
a. Explain how your understanding of your students’
prior learning and personal/cultural/community assets
guided your choice or adaptation of learning tasks
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and materials.
c. Describe common development approximations
and misunderstanding within your content focus and
how you will address them.
Rubric 1. Planning for Content Understanding: Plans
build on each other with clear connections to support
student learning of content.
1b. Demonstrating Knowledge of Students:
i. Knowledge of child and adolescent
development: various stages of children’s
development in relation to their learning
ii.
Knowledge of the learning process:
learning requires active intellectual
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Rubric 5. Monitoring Student Learning: The
assessments provide evidence or multiple forms of
evidence to monitor students’ progress toward
developing the content goals throughout the learning
segment.
Domain 1b aligns to edTPA:
The edTPA addresses developmentally appropriate
instruction through subject specific prompts and
rubrics. These handbooks include prompts that request
that the candidate identify their understandings of
students’ levels of development and learning (e.g., social,
language, and cognitive development). These handbooks
include: Early Childhood, Elementary Education, Middle
Childhood, and Secondary level handbooks.
Task 1: Planning Instruction and Assessment
Prompt 2: Knowledge of Students to Inform
Teaching
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iii.
iv.
v.
engagement.
Knowledge of students’ skills,
knowledge, and language proficiency:
influence of children’s lives beyond school
on learning
Knowledge of students’ interest and
cultural heritage: influence of children’s
background on learning
Knowledge of students’ special needs:
children’s development varies
For each of the prompts below 2a-c, describe
what you know about YOUR students with
respect to the central focus of the learning
segment.
Consider the variety of learners in your class
who may require different strategies/support
(e.g., students with IEPs, English language
learners, struggling readers, students who are
underperforming or those with gaps in academic
knowledge, and/or gifted students needing
greater support of challenge).
a. Prior learning and prerequisite skills
related to the central focus -- What do
students know, what can they do, and
what are they learning to do?
b. Personal/cultural/community assets
related to the central focus – What do you
know about your students’ everyday
experiences, cultural backgrounds and
practices, and interests?
c. Describe common development
approximations and misunderstanding
within your content focus and how you
will address them.
Prompt 4: Language Supports
d. Describe the instructional supports (during and/or
prior to the learning task) that help students
understand and successfully use the language
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identified in prompt 2a-c.
Rubric 2. Planning to support varied student learning
needs: Planned supports are tied to learning objectives
with attention to the characteristics of the whole
class or groups or individuals with similar needs.
Candidate attends to requirements in IEPs and 504
plans.
Rubric 3. Using Knowledge of Students to Justify
Teaching and Learning: Candidate justifies (with
research and theory) why learning tasks (or their
adaptations) are appropriate using:
• examples of students’ prior learning
• examples of personal/cultural /community assets
Domain 1c aligns to edTPA:
1c. Setting Instructional Outcomes:
i. Value, Sequence and Alignment:
Students must be able to build their
understanding of important ideas from
concept to concept.
ii.
Clarity: Outcomes must refer to what
students will learn, not what they will do,
and must permit viable methods of
assessment.
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Task 1: Planning Instruction and Assessment
Prompt 1. Central Focus:
a-b. Describe the central focus and discuss how the
standards and learning objectives within your
learning segment address students’ abilities to learn the
skills and content.
c. Explain how your plans build on each other to help
students make connections between different content
area skills and knowledge to deepen their learning of the
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iii.
iv.
Balance : Outcomes should reflect
different types of learning, such as
knowledge, conceptual understanding, and
thinking skills.
Suitability for diverse students:
Outcomes must be appropriate for all
students in the class.
content area.
Prompt 5. Monitoring Student Learning:
a. Describe how your planned formal and informal
assessments will provide direct evidence of
students’ content understanding throughout the
learning segment.
b. Explain how the design or adaptations of your
planned assessments allow students with
specific needs to demonstrate their learning.
Rubric 1. Planning for Content Understanding: Plans
build on each other with clear connections to support
student learning of content. Standards, objectives, and
learning tasks and materials are aligned with each other.
Rubric 5. Assessments to Monitor and Support
Student Learning: The assessments are aligned to
learning objectives and provide evidence or multiple
forms of evidence to monitor students’ progress
toward developing the content goals throughout the
learning segment.
Assessment adaptations required by IEP or 504
plans are made.
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Domain 1d.i, iii align to edTPA:
1d. Demonstrating Knowledge of Resources:
i. Resources for classroom use: Materials
align with learning outcomes.
ii. Resources to extend content knowledge
and pedagogy: Materials are available to
further teachers’ professional knowledge.
iii. Resources for students: Materials are
appropriately challenging.
Task 1: Planning Instruction and Assessment
Prompt 3: Supporting Students’ Learning
Respond to prompts a–c below. As needed, refer to
the instructional materials you have included to
support your explanations. Use principles from
research or theory to support your explanations,
where appropriate.
a. Explain how your understanding of your
students’ prior learning and
personal/cultural/community assets
(from prompt 2b above) guided your
choice or adaptation of learning tasks
and materials.
b. Describe and justify why your
instructional strategies and supports
are appropriate for the whole class and
students with similar or specific
learning needs.
Prompt 4: Language Supports
d. Describe the instructional supports (during and/or
prior to the learning task) that help students
understand and successfully use the language
identified in prompt 2a-c.
Prompt 5. Monitoring Student Learning:
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b. Explain how the design or adaptations of your
planned assessments allow students with specific
needs to demonstrate their learning.
Rubric 2. Planning to support varied student learning
needs: Planned supports are tied to learning objectives
with attention to the characteristics of the whole
class or groups or individuals with similar needs.
Candidate attends to requirements in IEPs and 504
plans.
Rubric 5. Assessments to Monitor and Support
Student Learning: The assessments are aligned to
learning objectives and provide evidence or multiple
forms of evidence to monitor students’ progress
toward developing the content goals throughout the
learning segment.
Domain 1e aligns to edTPA:
1e. Designing Coherent Instruction:
i. Learning activities: Instruction is designed
to engage students and advance their
learning through the content.
ii. Instructional materials and resources:
Materials and resources are appropriate to
the learning needs of the students.
2012 Stanford Center for Assessment, Learning and Equity
Task 1: Planning Instruction and Assessment
Prompt 1: Central focus
c. Explain how your plans build on each other to help
students make connections between different content
area skills and knowledge to deepen their learning of the
content area.
Prompt 3: Supporting Students’ Learning
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iii. Instructional groups: Groups are
intentionally organized to support student
learning.
iv. Lesson and unit structure: Organization is
clear and sequenced to advance students’
learning.
a. Explain how your understanding of your students’
prior learning and personal/cultural/community assets
(from prompt 2b above) guided your choice or
adaptation of learning tasks and materials.
b. Describe and justify why your instructional
strategies and supports are appropriate for the
whole class and students with similar or specific
learning needs.
Rubric 1. Planning for Content Understanding: Plans
build on each other with clear connections to support
student learning of content.
Rubric 2. Planning to support varied student learning
needs: Planned supports are tied to learning objectives
with attention to the characteristics of the whole
class or groups or individuals with similar needs.
Candidate attends to requirements in IEPs and 504
plans.
Domain 1f aligns to edTPA:
1f. Designing Student Assessments:
i. Congruence with instructional outcomes:
Assessments must match learning
expectations.
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Task 1: Planning Instruction and Assessment
Prompt 5: Monitoring Student Learning
Refer to the assessments you will submit as part of the
materials for Task 1.
a. Describe how your planned formal and informal
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ii. Criteria and standards: Expectations must
be clearly defined.
iii. Design of formative assessments:
Assessments for learning must be planned
as part of the instructional process.
iv. Use for planning: Results of assessment
guide future planning.
assessments will provide direct evidence of
students’ content understanding throughout the
learning segment.
b. Explain how the design or adaptations of your
planned assessments allow students with specific
needs to demonstrate their learning.
Rubric 5. Assessments to Monitor and Support
Student Learning: The assessments are aligned to
learning objectives and provide evidence or multiple
forms of evidence to monitor students’ progress
toward developing the content goals throughout the
learning segment.
Task 3: Assessing Student Learning
Prompt 4. Using Assessment to Inform Instruction:
a. Based on analysis of student learning, describe
next steps for instruction for whole class, the 3 focus
students, and other individuals/groups with specific
needs.
b. Explain how these next steps follow from your
analysis of the student learning. Support with
principles from research or theory.
Rubric 15. Using Assessment to Inform Instruction:
Next steps propose general or targeted support that
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improves student learning related to the standards
and learning objectives assessed.
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Domain 2 – The Classroom Environment
Domain 2a aligns to edTPA:
2a. Creating an Environment of Respect and
Rapport:
i. Teacher interactions with students,
including both words and actions: teachers
convey tone and that they are interested in
and care about their students.
ii.
Student interactions with students,
including both words and actions: teachers
model and teach students how to engage in
respectful interaction s with one another and
acknowledge respectful interactions among
students.
Task 2: Instructing and Engaging Students in
Learning
Prompt 2:Promoting a Positive Learning
Environment
Identify scenes in the video clip(s) where you
provided a positive learning environment that
addresses your students’ social emotional
development.
a. How did you demonstrate mutual respect,
rapport, and responsiveness to students with
varied needs and backgrounds, and challenge
students to engage in learning?
Rubric 6. Learning Environment:
The candidate demonstrates rapport with and
respect for students. Candidate provides a
challenging positive, low risk social environment
that promotes mutual respect among students.
Domain 2b.ii,iii aligns to edTPA:
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2b. Establishing a Culture of Learning:
i. Importance of content and of learning:
Teacher conveys the educational value of
what the students are learning.
ii. Expectations for learning and
achievement: teacher promotes positive self
efficacy.
iii. Student pride in work: student pride is
reflected in their interactions with classmates
and with the teacher.
Task 2: Instructing and Engaging Students in
Learning
Prompt 2:Promoting a Positive Learning
Environment
Identify scenes in the video clip(s) where you
provided a positive learning environment that
addresses your students’ social emotional
development.
a. How did you demonstrate mutual respect,
rapport, and responsiveness to students with
varied needs and backgrounds, and challenge
students to engage in learning?
Rubric 6. Learning Environment:
The candidate demonstrates rapport with and
respect for students. Candidate provides a
challenging, positive, low risk social environment
that promotes mutual respect among students.
Prompt 3:Engaging Students in Learning
Refer to examples from the clip(s) in your
explanations.
a. Explain how your instruction engaged students
in developing content understanding.
b. Describe how your instruction linked students’
prior learning and personal, cultural, and
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community assets with new learning.
Rubric 7. Engaging Student in Learning
2c. Managing Classroom Procedures:
Management of:
i. Instructional groups
ii. Transitions
iii. Materials and supplies
iv.
Performance of non-instructional duties
2d. Managing Student Behavior:
i. Expectations: Clearly determined that
expectations for student conduct have been
established and are being implemented.
ii. Monitoring of student behaviors: Teacher is
attuned to what’s happening in the classroom
and can move subtly to re-engage students in
the content being addressed.
iii. Response to student misbehavior: Teachers
respond to students’ violations of agreed2012 Stanford Center for Assessment, Learning and Equity
In the clip(s), students are engaged in learning
tasks that develop, deepen and extend their
abilities their understandings of the content.
Candidate links or prompts students to link prior
learning and personal culture or community
assets to new learning.
Not measured by edTPA
Domain 2d.ii,iii aligns to edTPA:
Task 2: Instructing and Engaging Students in
Learning
Prompt 2:Promoting a Positive Learning
Environment
Identify scenes in the video clip(s) where you
provided a positive learning environment that
addresses your students’ social emotional
development.
a. How did you demonstrate mutual respect,
rapport, and responsiveness to students with
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upon standards of conduct in such a way that
they respect the dignity of the student.
varied needs and backgrounds, and challenge
students to engage in learning?
Rubric 6. Learning Environment:
The candidate demonstrates rapport with and
respect for students. Candidate provides a
challenging, positive, low risk social environment
that promotes mutual respect among students. At
level 1 (Not Proficient): Candidate allows disruptive
behavior to interfere with student learning.
Prompt 4. Deepening Student Learning during
Instruction:
2e. Organizing Physical Space:
i. Safety and accessibility: Physical safety is a
primary consideration of all teachers; no
learning can occur if students are unsafe or if
they don’t have access to the board or other
learning resources.
ii. Arrangement of furniture and use of
physical resources
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a. Explain how you elicited student responses
to promote thinking and develop students’
content understandings.
Rubric 8. Deepening Student Learning:
Candidate elicits and/or builds on students’
responses to develop content understandings.
Domain 2e.i aligns to edTPA in the Science and
Physical Education handbooks:
Rubric 6. Learning Environment:
At a level 1 (Not Proficient) There are safety
problems visible on the video posing an immediate
danger to students.
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Domain 3 - Instruction
Domain 3a aligns to edTPA:
3a. Communication with Students:
i. Expectations for learning: Goals for learning
are communicated clearly to students.
ii. Directions and procedures: Students are
clear about what they are expected to do
during a lesson.
iii. Explanation of content: When explaining
concepts, teachers use vivid language and
imaginative analogies connecting to students’
interests and lives.
Task 2: Instructing and Engaging Students in
Learning
Prompt 3:Engaging Students in Learning
Refer to examples from the clip(s) in your
explanations.
a. Explain how your instruction engaged students
in developing content understanding.
b. Describe how your instruction linked students’
prior learning and personal, cultural, and
community assets with new learning.
Rubric 7. Engaging Student in Learning
In the clip(s), students are engaged in learning tasks
that develop, deepen and extend their abilities
and their understandings of the content.
Candidate links or prompts students to link prior
learning and personal culture or community
assets to new learning.
iv.
Use of oral and written language: Teachers’
2012 Stanford Center for Assessment, Learning and Equity
Task 3: Assessing Student Learning
19
use of language represents a model of
accurate syntax and rich vocabulary for
students’ development of language.
Prompt 3: Evidence of Language Understanding
and Use
Refer to examples from the clip(s) (with time
stamps) and/or student work samples as evidence:
a. Explain the extent to which your students were
able to use language (selected function, vocabulary
and additional identified demands) to develop
content understandings.
Domain 3b aligns to edTPA:
3b. Using Questioning and Discussion
Techniques:
i. Quality of questions and prompts: High
quality questions cause students to think and
reflect and deepen their understanding.
ii.
iii.
Discussion techniques: Effective teachers
promote learning through discussion.
Student participation: Teacher uses a range
of techniques to ensure that all students
contribute.
2012 Stanford Center for Assessment, Learning and Equity
Task 2: Instructing and Engaging Students in
Learning
Prompt 3:Engaging Students in Learning
Refer to examples from the clip(s) in your
explanations.
a. Explain how your instruction engaged students
in developing content understanding.
Rubric 7. Engaging Student in Learning
In the clip(s), students are engaged in learning tasks
that develop, deepen and extend their abilities
and their understandings of the content.
Prompt 4. Deepening Student Learning during
Instruction
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Refer to examples from the clip(s) in your
explanations.
a. Explain how you elicited student responses to
promote thinking and develop content
understandings.
b. Explain how you supported students to develop
content understandings.
Rubric 8: Deepening Student Learning: Candidate
elicits and/or builds on students’ responses to
develop content understandings.
Domain 3c.i,ii,iii aligns to edTPA:
3c. Engaging Students in Learning
i.
ii.
iii.
Activities and assignment: These are
aligned to goals of lesson, require student
thinking, and allow choice.
Groupings of students: Decisions for
grouping students align with lesson goals.
Instructional materials and resources:
Materials and resources that are suited to
engage students in deep learning.
2012 Stanford Center for Assessment, Learning and Equity
Task 1: Planning Instruction and Assessment
Prompt 3: Supporting Students’ Learning
a. Explain how your understanding of your students’
prior learning and personal/cultural/community
assets guided your choice or adaptation of
learning tasks and materials.
b. Describe and justify why your instructional
strategies and supports are appropriate for the
whole class and students with similar or specific
learning needs.
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iv.
Structure and pacing: Suitable pacing of the
lesson.
Rubric 2. Planning to support varied student
learning needs:
Planned supports are tied to learning objectives with
attention to the characteristics of the whole class
or groups or individuals with similar needs.
Candidate attends to requirements in IEPs and
504 plans.
Task 2: Instructing and Engaging Students in
Learning
Prompt 3:Engaging Students in Learning
Refer to examples from the clip(s) in your
explanations.
a. Explain how your instruction engaged students
in developing content understanding.
b. Describe how your instruction linked students’
prior learning and personal, cultural, and
community assets with new learning.
Rubric 7. Engaging Student in Learning
In the clip(s), students are engaged in learning tasks
that develop, deepen and extend their abilities
and their understandings of the content.
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Domain 3d aligns to edTPA:
3d. Using Assessment in Learning:
i. Assessment criteria: Teacher paying close
attention to evidence of student
understanding
ii.
Monitoring of students: Plans and ability to
elicit student understanding.
Task 1: Planning Instruction and Assessment
Prompt 5: Monitoring Student Learning
Refer to the assessments you will submit as part of
the materials for Task 1.
a. Describe how your planned formal and informal
assessments will provide direct evidence of
content learning.
Rubric 5. Assessments to Monitor and Support
Student Learning:
The assessments are aligned to learning objectives
and provide evidence or multiple forms of
evidence to monitor students’ progress toward
developing the content goals throughout the learning
segment.
Task 3: Assessing Student Learning
Assessment Prompts 1, 2 and 3:
Prompt 1. Analyzing Student Learning
a. Identify the specific standards/objectives from
the learning segment measured by the
assessment chosen for analysis.
b. Provide the directions/prompts for the
assessment and the evaluation criteria you are
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using to analyze your student learning.
c. Provide a graphic (table or chart) or narrative
summary of student learning for your whole class. Be
sure to summarize student learning for all criteria
described above.
d. Use evidence found in the three (3) student work
samples to analyze the patterns of learning for the
whole class and differences for groups or individual
learners relative to the central focus:
Consider: What do students understand and do
well, and where they continue to struggle (e.g.,
common errors, confusions, need for greater
challenge)?
Rubric 11. Analysis of student learning supported
with evidence:
The analysis focuses on what students did right
AND wrong and is supported with evidence from
the summary and work samples. Analysis includes
some differences in whole class learning.
iii.
iv.
Feedback to students: Teacher circulating to
monitor student learning and to offer
feedback
Students self-assessment and monitoring
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Prompt 2. Feedback to Guide Further Learning
Refer to specific evidence of submitted feedback to
support your explanations.
a. In what form did you submit your evidence of
feedback for the three focus students?
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of progress: Students assessing their own
work against established criteria
•
•
•
written directly on work samples
in audio files OR
video clip from the Instruction Task (provide
a time stamp reference)
b. Explain how feedback provided to the three focus
students addresses their individual strengths and
needs relative to the standards/objectives
measured.
c. How will you support students to apply the
feedback to guide improvement, either within the
learning segment or at a later time?
Rubric 12. Providing Feedback: Feedback is
accurate. Candidate describes how s/he will guide
focus students to use feedback to evaluate their
own strengths and needs.
Rubric 13. Student Use of Feedback: Candidate
describes how s/he will support focus students to
use feedback to deepen content understandings
related to their current learning and to generalize
beyond the current work sample.
Prompt 2. Using Assessment to Inform Instruction
a. Based on your analysis of student learning
presented in prompt 1c-d, describe next steps for
instruction:
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• for the whole class
• for the 3 focus students and other
individuals/groups with specific needs
b. Explain how these next steps follow from your
analysis of the student learning. Support with
principles from research or theory.
Rubric 15. Using Assessment to Inform
Instruction: Next steps propose general or
targeted support that improves student learning
related to the standards and learning objectives
assessed.
Domain 3e aligns to edTPA:
3e. Demonstrating Flexibility and
Responsiveness:
i.
Lesson adjustment: Ability for teacher to
make adjustments mid-lesson.
ii. Response to students: Seizing a teachable
moment.
iii.
Persistence: Teachers seek alternate
approaches to help their students who are
encountering difficulty be successful.
2012 Stanford Center for Assessment, Learning and Equity
Task 2: Instructing and Engaging Students in
Learning
Prompt 5. Analyzing Teaching:
a. How did your instruction support learning for
the whole class and students who need greater
support or challenge?
b. What changes would you make to your
instruction to better support student learning of
the central focus?
c. Why do you think these changes would improve
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student learning? Support your explanation with
evidence of student learning and principles from
theory or research as appropriate.
Rubric 10. Analyzing Teaching Effectiveness:
Candidate proposes changes that address students’
collective learning needs and/or individual needs
related to the central focus.
Elementary Education Task 4: Analyzing Student
work
Prompt 2. Analyzing Student Learning- Three
Focus Students
From your analysis of whole class student learning,
identify one area where students struggled. Select
three student work samples that represent the
struggles in this area.
At least one of the students must be a student with
specific learning needs.
a.
2012 Stanford Center for Assessment, Learning and Equity
Analyze the students’ work samples and describe
students’ struggle(s) with the underlying
mathematical understanding. Cite specific
evidence from the work samples in relation to
mathematical errors, confusions, and partial
understandings.
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Prompt 3. Developing Students’ Mathematical
Understanding
a. Based on your analysis of the student work
samples, write a targeted learning objective/goal
for the students.
b. Describe your re-engagement lesson designed
to develop each focus student’s mathematical
knowledge in relation to the targeted learning
objective/goal. Your description should include:
○
○
○
○
○
Targeted learning objective/goal from Prompt
3a.
Restate the state-adopted academic content
standards and/or Common Core Standards, if
applicable, that were the basis of the analysis.
Strategies and learning tasks to re-engage
students (including what you and the students
will be doing).
Representations and other instructional
resources/materials used to re-engage students
in learning.
Assessments for monitoring student learning
during the lesson (e.g., think pair share, use of
individual white boards, quick quiz
Prompt 4. Analyzing Teaching
Cite examples of student work to support
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your response.
a.
Describe the effectiveness of the
strategies you used during the reengagement lesson to develop
students’ mathematical
understanding in the identified area
of struggle.
Consider: What did students say or do to confirm
or change your perception of their learning in
relation to the identified area of struggle?
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Domain 4: Professional Responsibilities
Domain 4a aligns to edTPA:
4a. Reflecting on Teaching:
i. Accuracy: Accurate reflections on a lesson.
ii.
Use in future teaching: Use reflections to
make adjustments in their practice.
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Task 2: Instructing and Engaging Students in
Learning
Prompt 5. Analyzing Teaching
Refer to examples from the clip(s) in your
explanations.
a. How did your instruction support learning for the
whole class and students who need greater
support or challenge?
What worked? What didn’t? For whom? Consider
the variety of learners in your class who may
require different strategies/support (e.g., students
with IEPs, English language learners, struggling
readers, underperforming students or those with
gaps in academic knowledge, and/or gifted
students).
b. What changes would you make to your
instruction to better support student learning
of the central focus (e.g., missed
opportunities)?
c. Why do you think these changes would
improve student learning? Support your
explanation with evidence of student learning
and principles from theory or research as
appropriate.
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Rubric 10. Analyzing Teaching Effectiveness:
Candidate proposes changes that address students’
collective learning needs and/or individual needs
related to the central focus.
Task 3: Assessing Student Learning
Prompt 4: Using Assessment to Inform Instruction
a. Based on your analysis of student learning
presented in prompt 1c-d, describe next steps for
instruction:
• for the whole class
• for the 3 focus students and other
individuals/groups with specific needs
b. Explain how these next steps follow from your
analysis of the student learning. Support your
explanation with principles from research or
theory.
Elementary Education Task 4: Analyzing Student
work
Prompt 2. Analyzing Student Learning- Three
Focus Students
From your analysis of whole class student learning,
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identify one area where students struggled. Select
three student work samples that represent the
struggles in this area.
At least one of the students must be a student with
specific learning needs.
b.
Analyze the students’ work samples and describe
students’ struggle(s) with the underlying
mathematical understanding. Cite specific
evidence from the work samples in relation to
mathematical errors, confusions, partial
understandings.
Prompt 3. Developing Students’ Mathematical
Understanding
c. Based on your analysis of the student work
samples, write a targeted learning objective/goal
for the students.
d. Describe your re-engagement lesson designed
to develop each focus student’s mathematical
knowledge in relation to the targeted learning
objective/goal. Your description should include:
○
○
2012 Stanford Center for Assessment, Learning and Equity
Targeted learning objective/goal from Prompt
3a.
Restate the state-adopted academic content
standards and/or Common Core Standards, if
applicable, that were the basis of the analysis.
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○
○
○
Strategies and learning tasks to re-engage
students (including what you and the students
will be doing).
Representations and other instructional
resources/materials used to re-engage students
in learning.
Assessments for monitoring student learning
during the lesson (e.g., think pair share, use of
individual white boards, quick quiz
Prompt 4. Analyzing Teaching
Cite examples of student work to support
your response.
b. Describe the effectiveness of the
strategies you used during the reengagement lesson to develop
students’ mathematical
understanding in the identified area
of struggle.
Consider: What did students say or do to confirm or
change your perception of their learning in relation to
the identified area of struggle?
4b. Maintain Accurate Records:
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Partially measured in edTPA
33
i. Student completion of assignments: Routines
and systems that track student completion of
assignments
ii. Student progress in learning: Systems of
information regarding student progress
against instructional outcomes
iii. Non-instructional records: Processes of
maintaining accurate non-instructional
records
Given that edTPA is based on one learning segment,
which is 3-5 lessons (or in some cases 3-5 hours) of
instruction, it does not gather evidence of a teacher
candidate’s competence in terms of maintaining
accurate records of student work, progress or noninstructional records over time. Programs can include
embedded signature assessments with
methodologies that are better aligned with this
domain.
4c. Communicating with Families:
Not measured by edTPA
Given that edTPA is based on one learning segment,
iv. Information about the instructional
program: Frequent and culturally
which is 3-5 lessons (or in some cases 3-5 hours) of
appropriate information sent home regarding instruction, it does not gather evidence of a teacher
the instructional program and student
candidate’s competence in these areas. Programs can
progress
include embedded signature assessments with
v. Information about individual students: Two- methodologies that are better aligned with this
way communication between the teacher and domain.
families
vi. Engagement of families in the instructional
program: Frequent opportunities for families
to engage in the learning process
4d. Participating in a Professional Community:
i. Relationships with colleagues: Regular
teacher participation with colleagues to share
2012 Stanford Center for Assessment, Learning and Equity
Not measured by edTPA
Given that edTPA is based on one learning segment,
which is 3-5 lessons (or in some cases 3-5 hours) of
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and plan for student success
ii. Involvement in a culture of professional
inquiry: Regular teacher participation in
professional courses or communities that
emphasize improving practice
iii. Service to the school: Regular teacher
participation in school initiatives
instruction, it does not gather evidence of a teacher
candidate’s competence in these areas. Programs can
include embedded signature assessments with
methodologies that are better aligned with this
domain.
iv. Participation in school and district projects:
Regular teacher participation and support of
community initiatives
4e. Growing and Developing Professionally:
i. Enhancement of content knowledge and
pedagogical skill: Teachers remain current
by reading professional literature and
remaining current on the evolution of
thinking regarding instruction.
ii. Receptivity to feedback from colleagues:
Teachers actively pursue networks that
provide collegial support and feedback.
iii. Service to the profession: Participation in
professional organizations supporting
academic inquiry
Domain 4e.i aligns to edTPA:
Task 1: Planning for Instruction and Assessment
Prompt 3. Supporting Students Literacy Learning
Respond to prompts a–c below. As needed, refer to
the instructional materials you have included to
support your explanations. Use principles from
research or theory to support your explanations,
where appropriate.
a. Explain how your understanding of your students’
prior learning and personal/cultural/community
assets (from prompt 2b above) guided your choice or
adaptation of learning tasks and materials.
b. Describe and justify why your instructional
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strategies and supports are appropriate for the
whole class and students with similar or specific
learning needs.
Assessment Commentary Prompt:
Prompt 4. Using Assessment to Inform Instruction
a. Based on your analysis of student learning
presented in prompt 1c-d, describe next steps for
instruction:
• for the whole class
• for the 3 focus students and other
individuals/groups with specific needs
4f. Showing Professionalism:
i. Integrity and ethical conduct: Teacher having
a reputation as someone who can be trusted
and often being sought as a sounding board
ii. Service to students: Teacher frequently
reminding participants during committee or
planning work that students are the highest
priority
iii. Advocacy: Teacher supporting students, even
2012 Stanford Center for Assessment, Learning and Equity
b. Explain how these next steps follow from your
analysis of the student’s learning. Support your
explanation with principles from research or
theory.
Not measured by edTPA
Given that edTPA is based on one learning segment,
which is 3-5 lessons (or in some cases 3-5 hours) of
instruction, it does not gather evidence of a teacher
candidate’s competence in these areas. Programs can
include embedded signature assessments with
methodologies that are better aligned with this
domain.
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in the face of difficult situations or conflicting
policies
iv. Decision making: Teachers solve problems
with students’ needs as a priority
v. Compliance with school and district
regulations: Teacher consistently fulfilling
school district mandates regarding policies
and procedures
Indicators:
 Teacher having a reputation as someone who
can be trusted and often being sought as a
sounding board
 Teacher challenging existing practice in order
to put students first
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