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Cooperating Teacher Workshop
August 18, 2015
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Overview
Why
edTPA for Wisconsin?
Where
What
does edTPA come from?
does edTPA look like?
What
does edTPA mean for our
schools and classrooms?
What
does edTPA mean for us?
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edTPA
 Was
created by Stanford University with
input from teachers and teacher educators
 Supports
candidate learning and
preparation, program growth and renewal
 Is
a measure of readiness to teach
 Is
based on NBPT Standards
 Informs
program completion and licensure
decisions
 Is
supported by AACTE
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Wisconsin DPI
Introduction to edTPA
State
Superintendent Tony Evers
http://www.youtube.com/watch?v=lD
4KuGIHwo4
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edTPA
 Is
grounded in demonstrating practices and
focuses on student learning
 Aligns
with INTASC Standards
 Aligns
with the Framework for Teaching
 Prepares
candidates for expectations of
Educator Effectiveness
 Complementary
to the PDP process
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Architecture of the edTPA
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edTPA Rubric Blueprint
Task name: Rubric Title
Guiding Question
Level 1
Level 2
Level 3
Level 4
Level 5
Represents
the
knowledge
and skills of
a seriously
struggling
candidate
who is not
ready to
teach
Represents
the
knowledge
and skills of
a candidate
who is
possibly
ready to
teach
Represents
the
knowledge
and skills of
a candidate
who is
qualified to
teach
Represents
a candidate
with a solid
foundation
of
knowledge
and skills
for a
beginning
teacher
Represents
the
advanced
skills and
abilities of a
candidate
very well
qualified
and ready to
teach
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Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for Learning,
Lesson Plans, Instructional Materials,
Assessments, Commentary
 Planning
for Learning
 Planning to Support Varied Student Learning
Needs
 Using Knowledge of Students to Inform
Teaching & Learning
 Identifying & Supporting Language Demands
 Planning Assessments to Monitor & Support
Student Learning
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Task #2: Instructing & Engaging
Students in Learning
Artifacts
Include: Video Clip(s),
Commentary
 Learning Environments
 Engaging Students in Learning
 Deepening Student Learning
 Subject-Specific Pedagogy
 Analyzing Teaching Effectiveness
+ Task #3: Assessing Student Learning
Artifacts
include: Student Work Samples,
Evidence of Feedback, Evaluation
Criteria Commentary
 Analysis of Student Learning
 Providing Feedback to Guide Further
Learning
 Student Use of Feedback
 Analyzing Students’ Language Use and
Literacy
 Using Assessment to Inform instruction
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Mechanics
Chalk
& Wire will be the platform
used at UWSP to store, edit, complete,
and submit the edTPA Portfolio
Evaluation, scoring, and
delivery of
results to candidates and programs is
conducted by Pearson
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Timeline
 Fall
2014-2015
 UWSP Pilot edTPA to Pearson (20 students)
 Spring
2014-2015
 All UWSP teacher candidates pilot edTPA with
Local Evaluation, pilot sample to Pearson
 2015-2016
 All
teacher candidates statewide complete
edTPA and submit to Pearson
 Wisconsin standard setting year
 2016-2017
 Passing
score required for teaching
certification and licensure
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Resources for Assistance
with edTPA
 UWSP
School of Education-edTPA
http://www.uwsp.edu/education/Pages/e
dtpa.aspx
 Wisconsin Department of Public
Instruction
 http://tepdl.dpi.wi.gov/epp/edtpa
 Chalk & Wire
 www.chalkandwire.com
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Campus Contacts for Support
with edTPA
Cathleen
Olds
Director of Field Experience, UWSP
colds@uwsp.edu
Leslie
McClain
Professor, School of Education, UWSP
lmcclain@uwsp.edu
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Architecture of the edTPA
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Task #1: Planning for Instruction &
Assessment
Artifacts
include: Context for
Learning, Lesson Plans, Instructional
Materials, Assessments, Commentary
Let’s
begin with the Professional Ed
Program Lesson Plan Framework (see
handout)
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UWSP
Professional Education Program
Lesson Plan Framework
 Please
use this framework to design your plans for
effective instruction. The embedded shaded
guidelines and questions will help you consider
aspects to address as you prepare your plan. Be
sure to keep in mind the Gradual Release of
Responsibility Model as you write your plan.
Remember this learning model guides the learner
through teacher modeling and demonstration,
shared teacher/learner demonstration, learner
guided practice, and learner independent practice.
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First: General Information
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Then: Contextual Information
 Type
of school
 List
any special features of the school or
classroom setting
 Describe
any district, school, or
cooperating teacher expectations that
might affect planning or delivery of
instruction
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Contextual Information cont…
 Also
address the following points related
to learners:
 The
children in the class
 Explain
required or needed supports,
accommodations or modifications for your
learners that will affect the instruction in
this learning segment.
 Include
the variety of learners in the
classroom
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Next: The Lesson
 Central
Focus
 Essential
Questions
 Connections
with Academic of Common
Core Standards
 Objectives
 Consider
assessments (formative)
 Academic
 Prior
Language
Knowledge
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Lesson Procedure
Note:
Be sure to work with the guiding
questions in the Lesson Plan
Framework which will help in
describing the procedures
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Lesson Plan Commentary
 This
section will describe the rationale for
the lesson – describe the thinking behind
the decision making.
 Integrate
background and theoretical
foundations learned in the course of study –
including Foundations and Methods
courses.
 Work
with the guiding questions on the
Lesson Plan Framework to help develop the
commentary.
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An Example
Just
to show you a sample of a lesson
plan and commentary designed for an
elementary lesson….
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Architecture of the edTPA
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Task #2: Instructing & Engaging
Students in Learning
 Obtain
permission for video recording
(UW-System and WSBA permission form)
 Examine
plans for the learning segment &
identify tasks where teacher candidate and
students are actively engaged
 Remember
- video clips must include
aspects specified in the 2015 edTPA
Handbook
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Task #2: Instructing & Engaging
Students in Learning cont….
 Know
the specific guidelines for clips that
are to be included (content & number)
 Decide
who will be included in the clip
(Whole class? Targeted sample?)
 Read
through tips for video recording
(become familiar with and practice using the
technology prior to recording the lessons)
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Task #2: Instructing & Engaging
Students in Learning - Commentary
 Explains
which lesson(s) is included
 Demonstrates
promoting a positive
learning environment
 Engages
student learning
 Deepens
student learning during
instruction
 Analyzes
teaching (with reference to the
video clips)
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Explains
 Identify
which lesson(s) is included
lessons by lesson plan number
 Promoting
 Good
a positive learning environment
rapport and respect
 High Order Thinking Skill (HOTs) vs. Low Order
Thinking (LOTS) questioning strategies
 Know the students’ names
 Low risk environment
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Engages
student learning
 Collaborative
activities
 Making personal or cultural connection to lesson
 Prior knowledge to the lesson
 Deepens
student learning
 Discussions
- student-teacher/student-student
 Student critique and comments allow for
evaluative thinking and understanding
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Task #2: Instructing & Engaging
Students in Learning – few tips
 Analyzes
teaching (with reference to video
clips)
 Changes
that could improve instruction
 Identify specific examples from the video
 Relevant theory and research
 Other supportive activities for instruction
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Task #2: Instructing & Engaging
Students in Learning – Video tips
 Before
video recording the lessons:
 Collect
consent forms
 Students without consent (Face blur--last resort)
 Students engaging/ discussing/ collaborating
 Practice! Practice!! Practice!!!
 During
video session
 Assumption
– no video taping going on
 Capture & zoom in on important segments
 Project “teacher’s voice”
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Architecture of the edTPA
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Task #3: Assessing Student
Learning
 Determine
which assessment from the
learning segment used to evaluate the
students…
 Define
and submit the evaluation criteria
 Collect
and analyze student work to identify
quantitative and qualitative patterns of
learning (note guidelines for submission of
student work)
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Task #3: Assessing Student
Learning cont…
 Select
specific student work samples that
represent the patterns of learning
 Document
feedback given to specific
students
 Provide
evidence of students’
understanding and use of academic
language
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Task #3: Assessing Student
Learning - Commentary
 Identify
your specific learning objectives
and standards
 Provide
a chart or narrative that
summarizes student learning for the whole
class.
 Use
evidence from specific student work
samples and the whole class to analyze
patterns
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Task #3: Assessing Student
Learning - Commentary
 Refer
to specific feedback given to support
explanations.
 Provide
evidence of students’ use of
academic language
 Describe
next steps for instruction
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In Conclusion and In General
edTPA
has three tasks: planning,
instruction and assessment
Guidelines
for these tasks are
designed specifically for each
program area and will vary across
areas
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The Role of the Cooperating
Teacher and University Supervisor
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As the Teacher Candidate completes edTPA Tasks, ask
probing and clarification questions as needed by the
candidate while completing this process.
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We cannot edit the Teacher Candidates’ edTPA, but peers,
Supervisors and Cooperating Teachers may offer general
critique. We cannot do it for them.
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We can be supportive in the completion of the 3 Tasks.
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edTPA submission date is October 29, 2015 (small number of
students will submit the edTPA December 23, 2015).
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Thank
you for joining us and
for supporting our Teacher
Candidates!
Note: New Cooperating Teachers
please stay.