Current and Future Preparation
for edTPA at Dowling College
S. Marshall Perry, Ph.D.
Assistant Professor and edTPA Coordinator,
DOWLING COLLEGE
LONG ISLAND, NEW YORK
Introductions to edTPA
• Me – Workshops, Webinars, Reading!
Resources on http://http://edtpa.aacte.org/
• Faculty – PowerPoints, Workshops, Resources
(particularly subject handbooks), Retreat
Introductions to edTPA
EdTPA Retreat—Agenda
I.
II.
III.
IV.
Introductions
Overview of day, goals
Supporting candidates completing edTPA
Small group review of rubrics, commentaries, and student artifacts
a.
Planning
b.
Instruction
c.
Assessment
V.
Reporting out and discussion
VI. Lunch
VII. Academic language overview
VIII. Meetings within departments
IX.
Reporting out and discussion
a.
Plans for courses
b.
Plans for pilot edTPA portfolios
c.
Needs for professional development resources
d.
Needs for meetings with students, field supervisors, school administrators
Introductions to edTPA
• Students – PowerPoints, testimonial videos,
electronic reference materials:
– Subject-Specific Handbooks
– Rubrics
– Commentary Prompts
– Making Good Choices
Introductions to edTPA
• Field Supervisors and Seminar Leaders –
Student Resources & Information on
Acceptable vs. Unacceptable Forms of Support
Developing Capacity
• Reassessing and modifying:
– course sequences
– class requirements
– student entrance requirements
– Student teacher placement process
edTPA Tasks
Course Alignment
Task 1
Planning for Instruction and Assessment
Rubrics 1-5
***select two learners as a focus for this assessment
one learning target related to one content area
one learning target in another curricular area
at least one must relate to IEP goal
Planning for Alignment and Development of
Knowledge and Skills
Planning Challenge and Support for Focus
Learner(s)
Rubric
1
2
Justification of Instruction and Support
3
Supporting Language/Communication
Development for Access and Performance
4
Planning Assessments to Monitor and Support
Learning
5
Course
2108, 3110, 4193, 6410,7424,
7425
2108, 2183, 3110,
3186, 4193, 6410, 6418,
6431/6432, 7424,
7425
2108, 2183, 3110,
3186, 4193, 6410, 6418,
6431/6432, 7424,
7425
2108, 2183, 3110,
3186, 4193, 6410, 6418,
6421, 6431, 7424, 7425
2108, 2101, 3110, 4193, 6423,
6431/6432, 7424, 7425
Task 2
Instructing and Engaging the Focus Learner
Rubrics 6 – 10
***analyze your teaching and the learning of the focus learner(s) in the video clips
Learning Environment
6
Engaging the Focus Learner(s)
7
Deepening Learning
8
Supporting Teaching and Learning
9
Analyzing Teaching Effectiveness
10
1081, 2108, 3110, 4193, 5402,
7424, 7425
2101, 2108, 3110, 3186, 4193,
6418, 6423, 7424, 7425
2101, 2184, 3110, 4193,
6423, 7424. 7425
2101, 2108, 3110, 3186,
4193, 6418, 6423, 7424,
7425
2108, 3110, 4193, 7424, 7425
Task 3
Assessing Learning
Rubrics 11 -15
***use baseline data, daily assessment, and final assessment to analyze focus learner(s)’
progress
document the feedback you gave
Analyzing Focus Learner(s) Performance
11
2183, 2184, 6410,6411,
Using Feedback to Guide Further Learning
12
Learner Use of Feedback
Analyzing the Focus Learner(s)’ Use of
Language/Communication
Using Assessment to Inform Instruction
13
14
2101, 2183, 2184, 6410, 6411,
6423
2108, 3110, 4193, 7424, 7425
2108, 3110, 4193, 6421,
6472, 7424, 7425
2108, 3110, 4193, 7424,
7425
15
Including edTPA Tasks and Rubrics into Course Outlines
Eric Shyman, Ed.D., B.C.S.E.
The below sample course outline is from an undergraduate course in Applied Behavior Analysis:
Session Topic:
Readings Due:
EdTPA Standard:
Roots of Applied Behavior Analysis in Exceptionality Education
Baer, Wolf, & Risley (1968); Chapter 1
Rubric 3: Justification of Instruction and Support
Session Topic:
Readings Due:
EdTPA Standard:
Preparing Behavioral Objectives
Chapter 2, Alberto & Troutmann
Rubric 1: Planning for Alignment and Development of Knowledge and Skills
Session Topic:
Readings Due:
EdTPA Standard:
Monitoring Behavior by Collecting Data
Chapter 3, Alberto & Troutmann
Rubric 5: Planning Assessments to Monitor and Support Learning
Session Topic:
Readings Due:
EdTPA Standard:
Functional Behavior Assessment
Chapter 6, Alberto & Troutmann
Rubric 2: Planning Challenge and Support for Focus Learner(s)
***The rubrics to which the course topic corresponds was chosen based on instructor judgment
regarding correspondence to the actual skill(s) employed and addressed by the course topic
The below sample course assignment/corresponding rubric is from the same undergraduate course in
Applied Behavior Analysis, which corresponds to specific Tasks in edTPA (NOTE 1: As edTPA changes,
these Task number correspondences will also require updating; NOTE 2: The sections from the
assignment below does not represent the complete assignment, only specific parts to demonstrate
the differences between the Tasks and corresponding components)
Project Assignment
This project requires students to conduct a behavioral assessment and prepare a written behavioral
profile based on direct observation of a child. All papers must be typewritten and double-spaced.
Students are expected to write clearly, express ideas concisely, and proofread papers for correct
spelling, grammar, and punctuation. APA style is to be used for all papers. This assignment corresponds
with the following CEC Standards:
Part I: Description of Learning Environment (edTPA Task 1)
1. Setting: School or Non-school (include district, community description, classroom
setting, teacher, racial/ethnic makeup, ELL, etc.)
2. Description of target student, including age, grade level, race/ethnicity, culturally
relevant information, and specific description of his exceptionalities (such as specific
challenges, IEP classification, testing accommodations provided, etc.).
3. Describe, if possible, any family-specific information and how it may affect his or her
learning or school performance.
4. Description of the target student’s behavior(s)
5. Characterize the types of social interactions observed in the class.
6. Characterize the target student’s emotional well-being.
Rubric for EDS 2183
(Initial Certification)
Criteria and
Qualities
Distinguished
Satisfactory
Deficient
4
3
2
Description of
Learning
Environment
The candidate
provides a
comprehensive
description of the
learning
environment by
including all
relevant details
about cultural
understanding,
emotional wellbeing, and positive
social interactions.
The candidate
provides an
adequate
description of the
learning
environment by
including some
relevant details
about cultural
understanding,
emotional wellbeing, and
positive social
interactions.
The candidate
provides a poor
description f the
learning
environment by
including few to
no relevant
details about
cultural
understanding,
emotional wellbeing, and
positive social
interactions.
The candidate
provides ample
evidence that
he/she was
actively engaged
with the individual
with ELN by
providing a
comprehensive
description of the
active instructional
and intervention
processes.
The candidate
provides some
evidence that
he/she was
actively engaged
with the
individual with
ELN by providing
an adequate
description of the
active
instructional and
intervention
processes.
The candidate
provides little
evidence that
he/she was
actively engaged
with the
individual with
ELN by providing
little to no
description of the
active
instructional and
intervention
processes.
The candidate
provides ample
evidence that the
learning
environment was
one in which
diversity is valued
and help their
general education
colleagues to
The candidate
provides
adequate
evidence that the
learning
environment was
one in which
diversity is valued
and help their
general education
The candidate
provides little to
no evidence that
the learning
environment was
one in which
diversity is
valued and help
their general
education
(edTPA Task 1)
Active Engagement
with ELN
(edTPA Task 2)
Environment in
Which Diversity is
Valued
(edTPA Task 1)
Comment:
Developing Capacity
• Hard copies of relevant student resources
bundled into a guide
– Steps to edTPA submission
– Suggested consent form
DOWLING COLLEGE
GUIDE TO EDTPA
S. Marshall Perry, Ph.D.
edTPA Coordinator
Patrick Johnson, Ph.D.
Academic Chair
Robert Manley, Ph.D.
Dean
DOWLING COLLEGE
SCHOOL OF EDUCATION
150 IDLE HOUR BOULEVARD
OAKDALE, NY 11769
TABLE OF CONTENTS
Letter from John King, Ed.D. .................................................................................... i
Letter from Patrick Johnson, Ph.D. .......................................................................... ii
Letter from S. Marshall Perry, Ph.D. ....................................................................... iii
Making Good Choices: a Support Guide for edTPA Candidates ......................... 1
Planning Your edTPA Submission.......................................................................... 34
Suggested Consent Form .......................................................................................... 35
Using the Pearson ePortfolio System ...................................................................... 36
Video Compression Guide ....................................................................................... 50
Guidelines for Supporting Candidates Completing edTPA ................................. 51
Developing Capacity
• Purchase Video Equipment
– Canon VIXIA HF R40 Camcorders
– Canon WM-V1 Bluetooth Wireless
Microphones
– Ravelli APLT4 Tripods
– LowePro Edit 110 Camera Bags
• Develop Checkout Guidelines
Developing Capacity
• Building on Faculty Strengths to Support
Students:
– Lesson Plan Template
– Academic Language Glossary
Developing Capacity
• Developing relationships with K-12 partners
Developing Capacity
• Meeting with students, particularly those in
full-time seminars. Three times during the
spring to explicitly address subject-specific
content in the Planning, Instruction, and
Assessment tasks.
• Answering questions over email
Moving Forward
• Reassess resource usage/needs
• Continued professional development,
including Arts & Sciences faculty
• Assessing graduating students to find out
what we could have done to help them
prepare
• Assisting students that need to retake part or
all of edTPA
Moving Forward
• Analyzing aggregated student responses to
inform future course alignment and curricular
content, at the class-, department-, and
school-levels.
• Developing strategies to integrate edTPA
content into earlier courses
Thanks
DOWLING COLLEGE
School of Education
150 Idle Hour Boulevard
Oakdale, NY 11769
Robert Manley, Ph.D.
Dean
Patrick Johnson, Ph.D.
Academic Chair
Wendy Ehrensberger, Ed. D
Professor
Eric Shyman, Ed.D., B.C.S.E.
Assistant Professor
S. Marshall Perry, Ph.D.
Assistant Professor and edTPA Coordinator,
DOWLING COLLEGE
LONG ISLAND, NEW YORK
perrysm@dowling.edu