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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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