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Relationship of InTASC Standards to edTPA Rubrics 1 InTASC Standards 1 Planning 2 3 4 5 6 edTPA Rubrics Instruction 7 8 9 10 11 Assessment 12 13 14 15 1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies 9. Professional Learning & Ethical Practice 10. Leadership & Collaboration 1 Crosswalk contains contents from the 2013-14 edTPA Handbook for Secondary Mathematics as an example. The contents reflect the common architecture included across 27 versions of edTPA. Subject specific language varies for prompts and rubrics across edTPA versions, but the broader pedagogical connections to InTASC are consistent across all. 1 SCALE 7/2013 InTASC Standards 1. Learner Development 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Planning Task, Prompt 3 Planning Task, Prompt 3 a. b. Explain how your understanding of your students’ prior academic learning, personal/cultural/comm unity assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 2 Level 4 Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 3 Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. 2 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning Planning Commentary Prompt 4 Planning Commentary Prompt 5 d. a. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c. Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Describe how your planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment. Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Assessment adaptations required by IEP or 504 plans are made. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Planning Commentary Prompt 5 a. b. Describe how your planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. 5. Planning Assessments to Monitor and Support Student Learning Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning. developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment. Assessment adaptations required by IEP or 504 plans are made. Planning Commentary Prompt 4 Planning Commentary Rubric 5 Level 5: Level 4 plus: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. 2. Learning Differences Planning Commentary Prompt 1 Planning Commentary Prompt 2 Planning Commentary Prompt 3 3 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings b. c. Given the central focus, describe how the standards and learning objectives within your learning segment address conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics. Planning Rubric 1 Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands 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, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. b. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do? Personal/cultural/community assets related to the central focus— What do you know about your students’ everyday experiences, cultural backgrounds b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 3 Level 1: Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds. Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ 4 SCALE 7/2013 a. Language Demand: Language 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: compare/contrast, conjecture, describe, explain, prove. b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.) c. Additional Language Demands. Given the language function and task identified above, describe the 5. Planning Assessments to Monitor and Support Student Learning b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 5 Level 5: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning. InTASC Standards 1. Planning for SubjectSpecific Understandings 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. Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands and practices, and interests? c. Mathematical dispositions—What do you know about the extent to which your students perceive mathematics as “sensible, useful, and worthwhile” 2 persist in applying mathematics to solve problems believe in their ability to learn mathematics Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets following associated language demands (written or oral) students need to understand and/or use. Vocabulary and/or symbols Mathematical precision3 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development Plus at least one of the following: Syntax Discourse Planning Commentary Prompt 3 a. 2 community assets. Explain how your understanding of your students’ prior academic learning, personal/cultural/comm unity assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning 5. Planning Assessments to Monitor and Support Student Learning Consider the range of students’ understandings of the language function and other demands—what do students already know, From The Common Core State Standards for Mathematics 3 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics. 5 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands tasks and materials. b. what are they struggling with, and/or what is new to them? Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans. Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). 6 SCALE 7/2013 Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c. 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 3. Learning Environments 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning. Planning Prompt 1 c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics. Planning Rubric 1 Level 3: Plans for 7 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings 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. Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands 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. 4. Content Knowledge 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. Planning Prompt 1 c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical Planning Prompt 3 c. Describe common mathematical preconceptions, errors, or misunderstandings within your content focus and how you will address them. Planning Prompt 2 Planning Commentary Prompt 2 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. Planning Rubric 2 8 SCALE 7/2013 Planning Commentary Prompt 4 a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings reasoning and/or problem solving skills to deepen their learning of mathematics. Planning Rubric 1 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. Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Level 5: Supports include specific strategies to identify and respond to preconceptions, common errors, and misunderstandings. 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). a. b. c. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do? Personal/cultural/community assets related to the central focus— What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Mathematical dispositions—What do you know about the extent to which your students 9 SCALE 7/2013 some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove. b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.) c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Vocabulary and/or 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands perceive mathematics symbols as “sensible, useful, and worthwhile” 4 persist in applying mathematics to solve problems believe in their ability to learn mathematics Mathematical precision5 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development Plus at least one of the following: Syntax Discourse Planning Prompt 3 b. 4 Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them? Planning Rubric 3 Level 3 Candidate justifies why d. Language Supports. Refer to your lesson plans and instructional materials 5. Planning Assessments to Monitor and Support Student Learning From The Common Core State Standards for Mathematics 5 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics. 10 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets 11 SCALE 7/2013 as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c. Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning. 5. Application of Content Planning Commentary Prompt 4 a. Language Demand: Language 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: compare/contrast, conjecture, describe, explain, prove. b. Identify a key learning task from your plans that provides students with opportunities to practice using the 12 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.) 5. Planning Assessments to Monitor and Support Student Learning c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Vocabulary and/or symbols Mathematical precision6 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development Plus at least one of 6 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics. 13 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands the following: Syntax Discourse Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them? d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c. Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional 14 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning. 6. Assessment 5. Planning Assessments to Monitor and Support Student Learning Planning Task, Prompts 5a-b a. Describe how your planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, 15 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands 5. Planning Assessments to Monitor and Support Student Learning procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 5 Level 1: Assessments are NOT aligned with the central focus and standards/objectives for the learning segment. Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning 16 SCALE 7/2013 InTASC Standards 7. Planning for Instruction 1. Planning for SubjectSpecific Understandings Planning Prompt 1 c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics. Planning Rubric 1 Level 1: Standards, objectives, learning tasks, and materials are not aligned with each other. Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Prompt 2 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, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic learning and Planning Commentary Prompt 2 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, underperforming students or those with gaps in academic knowledge, and/or gifted students). a. Prior academic 17 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment. InTASC Standards 1. Planning for SubjectSpecific Understandings 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. 7 8 Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands 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. Mathematical dispositions—What do you know about the extent to which your students perceive mathematics as “sensible, useful, and worthwhile” 7 persist in applying mathematics to solve problems believe in their ability to learn mathematics 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. Mathematical dispositions—What do you know about the extent to which your students perceive mathematics as “sensible, useful, and worthwhile” 8 persist in applying mathematics to solve problems believe in their ability to learn mathematics Planning Prompt 3 From The Common Core State Standards for Mathematics From The Common Core State Standards for Mathematics 18 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Planning Commentary Prompt 3 a. Explain how your understanding of your students’ prior academic learning, personal/cultural/comm unity assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials. Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 3 Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ 19 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 8. Instructional Strategies 1. Planning for SubjectSpecific Understandings Planning Commentary Prompt 1 b. c. Given the central focus, describe how the standards and learning objectives within your learning segment address conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics. Planning Rubric 1 Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans. prior academic learning [AND] examples of personal/cultural/ community asset Prompt 2 Planning Commentary Prompt 4 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. a. Language Demand: Language 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: compare/contrast, conjecture, describe, explain, prove. 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). a. b. Prior academic 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. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning Personal/cultural/com- 20 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning Planning Task, Prompts 5a-b a. Describe how your planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps InTASC Standards 1. Planning for SubjectSpecific Understandings 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. 9 Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands munity assets related to the central focus— What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? task occurs. (Give lesson day/number.) c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Vocabulary and/or symbols Mathematical precision10 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development Plus at least one of the following: Syntax c. Mathematical dispositions—What do you know about the extent to which your students perceive mathematics as “sensible, useful, and worthwhile” 9 persist in applying mathematics to solve problems believe in their ability to learn mathematics Planning Commentary Prompt 3 a. Explain how your understanding of your students’ prior academic learning, personal/cultural/comm unity assets, and mathematical 5. Planning Assessments to Monitor and Support Student Learning in academic knowledge, and/or gifted students. Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment. From The Common Core State Standards for Mathematics 10 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics. 21 SCALE 7/2013 InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands dispositions (from Discourse prompts 2a–c above) guided your choice or adaptation of learning tasks and materials. Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them? Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans. Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the 22 SCALE 7/2013 Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c. 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 9. Professional Learning & Ethical Practice 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands Planning Commentary Prompt 2 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 23 SCALE 7/2013 language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning. 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands 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). a. b. c. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do? Personal/cultural/community assets related to the central focus— What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Mathematical dispositions—What do you know about the extent to which your 24 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands students perceive mathematics as “sensible, useful, and worthwhile” 11 persist in applying mathematics to solve problems believe in their ability to learn mathematics Planning Prompt 3 b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs. Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. Planning Rubric 3 Level 3 Candidate justifies why 11 From The Common Core State Standards for Mathematics 25 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Planning for SubjectSpecific Understandings Map of edTPA Operational Rubrics to InTASC Standards edTPA Planning Constructs 2. Planning to Support 3. Using Knowledge of 4. Identifying and Varied Student Learning Students to Inform Supporting Language Needs Teaching and Learning Demands learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. 10. Leadership & Collaboration Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community asset 26 SCALE 7/2013 5. Planning Assessments to Monitor and Support Student Learning InTASC Standards 1. Learner Development 2. Learning Differences 6. Learning Environment Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Level 4: The candidate demonstrates rapport with and respect for students. Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning. Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links prior academic learning to new learning. 27 SCALE 7/2013 10. Analyzing Teaching Effectiveness InTASC Standards 6. Learning Environment Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students. 3. Learning Environments Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning. Instruction Prompt 3 a. Explain how your instruction engaged students in developing Instruction Prompt 4 a. Explain how you elicited and responded to student responses to 28 SCALE 7/2013 Instruction Prompt 4 b. Explain how you used representations to support students’ understanding 10. Analyzing Teaching Effectiveness InTASC Standards 6. Learning Environment environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) conceptual promote thinking and and use of mathematical understanding procedural fluency mathematical reasoning and/or problem solving skills b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning. Instruction Rubric 7 Level 5: Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning. develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. 29 SCALE 7/2013 concepts and procedures. Instruction Rubric 9 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures. 10. Analyzing Teaching Effectiveness InTASC Standards 4. Content Knowledge 6. Learning Environment Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students. Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning. Instruction Rubric 8 Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving 30 SCALE 7/2013 Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand 10. Analyzing Teaching Effectiveness InTASC Standards 6. Learning Environment Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) skills. Candidate links prior academic learning to new learning. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. 5. Application Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning. Instruction Prompt 2 and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Instruction Prompt 4 31 SCALE 7/2013 mathematical concepts and procedures. 10. Analyzing Teaching Effectiveness InTASC Standards of Content 6. Learning Environment Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) a. Explain how your instruction engaged students in developing conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. 6. Assessment 7. Planning for Instruction 32 SCALE 7/2013 10. Analyzing Teaching Effectiveness InTASC Standards 8. Instructional Strategies 6. Learning Environment Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning environment. How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning? Instruction Rubric 6 Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 1: The candidate does most of the talking and students provide few responses. Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen 33 SCALE 7/2013 Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures. 10. Analyzing Teaching Effectiveness InTASC Standards 6. Learning Environment varied perspectives and promotes mutual respect among students. 9. Professional Learning & Ethical Practice Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. 10. Analyzing Teaching Effectiveness Instruction Prompt 5 a. What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)? Consider the variety of learners in your class who may require different strategies/support (such as, students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). b. Why do you think these changes would 34 SCALE 7/2013 InTASC Standards 6. Learning Environment Map of edTPA Operational Rubrics to InTASC Standards edTPA Instruction Constructs 7. Engaging Students in 8. Deepening Student 9. Subject-Specific Learning Learning Pedagogy: Using Representations (focus varies among credential areas) 10. Analyzing Teaching Effectiveness improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research. Instruction Rubric 10 Level 3: Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory. Level 4: Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory. Level 5: Level 4 plus: Candidate justifies changes using principles of research and/or theory. 10. Leadership & Collaboration 35 SCALE 7/2013 InTASC Standards 1. Learner Development 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning Assessment Commentary Prompt 3 Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings. Assessment Rubric 14 Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs. Assessment Commentary Prompt 3 2. Learning Differences Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional 36 SCALE 7/2013 15. Using Assessment to Inform Instruction InTASC Standards 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning 15. Using Assessment to Inform Instruction identified language demands from Task 1) to develop content understandings. Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s). 12 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs. 3. Learning Environments 4. Content Knowledge 12 Assessment Prompt 3 Assessment Commentary Prompt 3 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse). 37 SCALE 7/2013 InTASC Standards 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning 15. Using Assessment to Inform Instruction Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings. Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s). 13 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and 13 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse). 38 SCALE 7/2013 InTASC Standards 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning 15. Using Assessment to Inform Instruction provides evidence of language use and content learning for students with varied needs. Assessment Commentary Prompt 3 5. Application of Content Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings. Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s). 14 Level 4: Candidate explains and provides evidence of students’ use of the 14 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse). 39 SCALE 7/2013 InTASC Standards 6. Assessment 11. Analysis of Student Learning Assessment Task, Prompts 1a-d a. Identify the specific standards/objectives measured by the assessment you chose for analysis. b. Provide the evaluation criteria you use to analyze student learning. c. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above. Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning Assessment Task, Prompts 2b Assessment Task, Prompts 2c b. Explain how feedback provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured. c. Assessment Rubric 12 Level 3: Feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives, with some attention to the other. Feedback is provided consistently for the focus students. How will you support students to apply the feedback to guide improvement, either within the learning segment or at a later time? Assessment Rubric 13 Level 4: Candidate describes how s/he will support focus students to use feedback on their strengths and weaknesses to deepen understandings and skills related to their current work. Level 5: Level 4 plus: Candidate guides focus students to generalize 40 SCALE 7/2013 language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs. 15. Using Assessment to Inform Instruction Assessment Task, Prompts 4a-b a. Based on your analysis of student learning presented in prompts 1c–d, describe next steps for instruction for the whole class for the 3 focus students and other individuals/groups with specific needs 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 InTASC Standards 11. Analysis of Student Learning d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to conceptual understanding procedural fluency mathematical reasoning and/or problem solving skills Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning Level 4: Feedback is accurate and addresses both strengths AND needs related to specific learning objectives. Feedback is provided consistently for the focus students. Level 5: Level 4 plus: Candidate describes how s/he will guide focus students to use feedback to evaluate their own strengths and needs. feedback beyond the current work sample. academic knowledge, and/or gifted students needing greater support or challenge). b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. Assessment Rubric 15 Level 3: Next steps propose general support that improves student learning related to • conceptual understanding • procedural fluency AND/OR • mathematical reasoning and/or problem solving skills Level 4: Next steps provide targeted support to individuals or groups to improve their learning relative to • conceptual understanding • procedural fluency AND/OR Consider what students understand and do well, and where they continue to struggle (e.g., preconceptions, common errors, common struggles, confusions, and/or need for greater challenge). Assessment Rubric 11 Level 3: 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. 41 SCALE 7/2013 15. Using Assessment to Inform Instruction InTASC Standards 11. Analysis of Student Learning Level 4: Analysis uses specific examples from work samples to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class. Level 5: Analysis uses specific evidence from work samples to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals or groups. Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning • mathematical reasoning and/or problem solving skills Next steps are connected with research and/or theory. Level 5: Next steps provide targeted support to individuals and groups to improve their learning relative to • conceptual understanding • procedural fluency AND/OR • mathematical reasoning and/or problem solving skills Next steps are justified with principles from research and/or theory. Assessment Prompt 4 7. Planning for Instruction a. Based on your analysis of student learning presented in prompts 1c–d, describe next steps for instruction for the whole class for the 3 focus students and other individuals/groups with specific needs 42 SCALE 7/2013 15. Using Assessment to Inform Instruction InTASC Standards 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning 15. Using Assessment to Inform Instruction 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 needing greater support or challenge). b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. Assessment Prompt 4 8. Instructional Strategies a. Based on your analysis of student learning presented in prompts 1c–d, describe next steps for instruction for the whole class for the 3 focus students and other individuals/groups 43 SCALE 7/2013 InTASC Standards 11. Analysis of Student Learning Map of edTPA OPERATIONAL rubrics to InTASC Standards edTPA Assessment Constructs 12. Providing Feedback to 13. Student Use of 14. Analyzing Students’ Guide Learning Feedback Language Use and Mathematics Learning 15. Using Assessment to Inform Instruction with specific needs 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 needing greater support or challenge). b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory. 9. Professional Learning & Ethical Practice 10. Leadership & Collaboration 44 SCALE 7/2013