TPAC - Task 2
By Dora L. Bailey, 2011
1
Video Tape should :
An analysis of the effects of teaching
on students’ learning (the “so what”)
2
Assessing Video: Evidence of Teaching 1
Rank the quality of what you see 1-5: from Low level of evidence (1) to very high level of evidence (5)
Task
Engaging
Students
Learning
Describe evidence
students are intellectually
engaged in discussions, tasks
or activities,
through both teacherstudent and student-student
interactions,
that support students to
analyze or interpret accounts
of an historical event or a
social studies phenomenon.
links made between new
content and students’ prior
learning and experience
in ways that support
interpretations of an
historical event or social
studies phenomenon.
Deepening elicits and builds on students’
Students
responses
Learning
to deepen understanding of
how to analyze or interpret
history-social studies sources
and accounts or defend
claims/arguments.
uses conflicting or
alternative evidence from
various sources
to challenge students to
defend their
claims/argument.
ASCD Pre, During, Post Reading Video Series
3
Collect permission forms from
parents/guardians and prepare for videorecording.
► Review and identify lessons where you are
engaging your students in understanding and
analyzing a significant historical event or
social studies phenomenon.
► Cut to appropriate length (s)
► Respond to commentary prompts to analyze
your teaching and your students’ learning in
the video clips.

TPAC Field Test Pre-Release Handbook
Stanford University September 2011 p. 3
4



Consider how you use active, studentcentered instructional approaches to support
student learning.
Think about how your choices of instructional
strategies engage students in evaluating
sources of information, forming individual
interpretations of the event or phenomenon,
and defending their claims/arguments.
While teaching, how do you prompt students
to make connections between their prior
learning and experiences and the content to
be learned?
5


Clip should illustrate what you did as a
teacher to help students develop their
understanding of how to critically evaluate a
historical or social scientific source.
Sources include such things as
primary source documents, artifacts,
interviews, survey analysis, the
textbook, a map, a documentary film,
or a political cartoon.
6

Provide a copy of any relevant writing
on the board, overhead, or walls if it is
not clearly visible on the video. Insert
this document at the end of the
Instruction Commentary.
For last 4 slides AYA-SS p. 10
7
Assessing: Video Evidence of Teaching 2
Embedded in TPAC Task 2:
Rank what you see 1-5: from Low level of evidence (1) to very high level of evidence (5)
1 2 3 4 1 2
3
4
Engaging Students Learning
students are intellectually engaged in discussions, tasks or activities,
through both teacher-student and student-student interactions,
that support students to analyze, interpret, problem solve, and/or
experiment
links made between new content and students’ prior learning and
experience
in ways that support interpretations , operations, usages, and/or
processes
meaningful content
1
2
3
4
1
2
3
4
Deepening Students Learning
elicits and builds on students’ responses
to deepen understanding of how to interpret, analyze,
synthesizes, criticize and/or make arguments/solve problems.
uses conflicting or alternative evidence from various sources
to challenge students to defend/describe their position.
meaningful content
1
2
3
4
1
2
3
4
Academic Language
Use of academic language by teacher
Use of academic language by students
Use of vocabulary by teacher
Use of vocabulary by students
Teacher appropriately encourages students to use academic
language and vocabulary
meaningful content
scaffolding & support for academic language development,
including access to content only vs. models, practice, feedback
8


Using examples from the clips, describe how
your instruction (tasks, activities, discussions,
and/or teaching strategies) linked students‟
prior learning and experiences with new
learning.
Prior learning and experience includes
students’ academic content knowledge,
language development, social/emotional
development, family/cultural assets, interests
and lived experiences.
9


Explain how the instruction (tasks, activities,
discussions, and/or teaching strategies)
depicted in the clips motivated and
intellectually engaged students in developing
understandings of facts and concepts and in
critically evaluating sources of information
about the historical event or social studies
phenomenon.
Cite specific examples from the clips of
what students said/did to support your
explanation.
AYA-SS, p. 11
10
-Demonstrate how you balance the teaching of
skills and processes to promote language and
literacy development. You will provide video
evidence of your ability to intellectually engage
children in meaningful learning experiences,
monitor their understanding, and use your
responses to children to guide their learning.
-How do you prompt children to make
connections between their prior learning and
experiences and the identified skills and
processes to be learned?
Early Childhood
Prompt Example
11


a) Explain how you elicited student thinking
though questions or materials and facilitated
responses that supported students to form
interpretations, think critically, problem
solve, etc.
b) Cite evidence from the clips of what
you and your students said/did to
support your explanations.
12

a) Describe evidence in the clips that demonstrates the extent
to which students are able to understand and/or use the
language associated with the identified language demand
(vocabulary, function/form and/or instructional language) in
ways that develop students‟ understandings of facts,
concepts, interpretations and analyses

b) Using this evidence, how well did your language support
or instruction promote academic language development for
students with varied language levels?
 reveal students’ understanding and use of
academic language associated with
content learning
 support academic language development
associated with content learning?
13
Assessing: Video Evidence of Teaching 2
Embedded in TPAC Task 2:
Rank what you see 1-5: from Low level of evidence (1) to very high level of evidence (5)
1 2 3 4 1 2
3
4
Engaging Students Learning
students are intellectually engaged in discussions, tasks or activities,
through both teacher-student and student-student interactions,
that support students to analyze, interpret, problem solve, and/or
experiment
links made between new content and students’ prior learning and
experience
in ways that support interpretations , operations, usages, and/or
processes
meaningful content
1
2
3
4
1
2
3
4
Deepening Students Learning
elicits and builds on students’ responses
to deepen understanding of how to interpret, analyze,
synthesizes, criticize and/or make arguments/solve problems.
uses conflicting or alternative evidence from various sources
to challenge students to defend/describe their position.
meaningful content
1
2
3
4
1
2
3
4
Academic Language
Use of academic language by teacher
Use of academic language by students
Use of vocabulary by teacher
Use of vocabulary by students
Teacher appropriately encourages students to use academic
language and vocabulary
meaningful content
scaffolding & support for academic language development,
including access to content only vs. models, practice, feedback
14


1. If you could teach these lessons to the same
group of students again, what are two or three
things you would do differently to improve the
learning of these students based on their
varied needs and characteristics? Consider
missed opportunities and other aspects of
planning, instruction and/or assessment.
2. Citing evidence from your experience
teaching this learning segment, explain why
you would expect these changes to make a
difference in student learning.
15


H4: How does the candidate actively engage
students in evaluating sources of information
and forming individual interpretations of the
historical event or social studies
phenomenon? Engaging students learning
H5: How does the candidate elicit and
monitor students’ responses to develop their
abilities to critically evaluate accounts of an
historical event or social studies phenomenon
and defend their claims/arguments?
Deepening students learning
16


In the clip(s), students are intellectually
engaged in discussions, tasks or activities,
through both teacher-student and studentstudent interactions, that support students
to analyze or interpret accounts of an
historical event or a social studies
phenomenon.
Candidate makes links between new
content and students’ prior learning and
experience in ways that support
interpretations of an historical event or
social studies phenomenon.
AYA SS, p. 19
17


Candidate elicits and builds on students’
responses to deepen understanding of how
to analyze or interpret history-social
studies sources and accounts or defend
claims/arguments.
Candidate uses conflicting or alternative
evidence from various sources to challenge
students to defend their claims/argument.
18
Examine your plans for the learning segment
and identify learning tasks in which students
are actively engaged in 1) collecting and
recording scientific data and/or 2) interpreting
data to explain a scientific phenomenon. The
clips will not include the entire inquiry process,
but should provide a sample of how you
interact with students to support their learning
to collect and use data to construct an
explanation using science concepts.
19
Cite examples of language supports
seen in the clips to help your students
understand the content and/or
participate in scientific discourse
central to the lesson.
How did these strategies reflect
students’ varying language
proficiencies and promote their
language development?
20
 Describe
your strategies for
eliciting student thinking and how
your ongoing responses further
their learning. Cite examples
from the clip(s).
21
Assessing: Video Evidence of Teaching 2
Embedded in TPAC Task 2:
Rank what you see 1-5: from Low level of evidence (1) to very high level of evidence (5)
1 2 3 4 1 2
3
4
Engaging Students Learning
students are intellectually engaged in discussions, tasks or activities,
through both teacher-student and student-student interactions,
that support students to analyze, interpret, problem solve, and/or
experiment
links made between new content and students’ prior learning and
experience
in ways that support interpretations , operations, usages, and/or
processes
meaningful content
1
2
3
4
1
2
3
4
Deepening Students Learning
elicits and builds on students’ responses
to deepen understanding of how to interpret, analyze,
synthesizes, criticize and/or make arguments/solve problems.
uses conflicting or alternative evidence from various sources
to challenge students to defend/describe their position.
meaningful content
1
2
3
4
1
2
3
4
Academic Language
Use of academic language by teacher
Use of academic language by students
Use of vocabulary by teacher
Use of vocabulary by students
Teacher appropriately encourages students to use academic
language and vocabulary
meaningful content
scaffolding & support for academic language development,
including access to content only vs. models, practice, feedback
22



Reflect on students’ learning of
concepts and academic language as
featured in the video clip(s).
Identify both successes and missed
opportunities for monitoring all
students’ learning
and for building their own
understanding of how to collect,
analyze, and interpret data from a
scientific inquiry.
23
 If
you could do it over, what might
you have done to take advantage
of missed opportunities or to
improve the learning of students
with diverse learning needs and
characteristics?
24


Strategies for intellectual engagement
seen in the clips offer structured
opportunities for students to collect,
analyze, and interpret scientific data.
These strategies reflect attention to
students’ academic or language
development, social/emotional
development, and/or cultural and
lived experiences.
25


Candidate identifies successful and
unsuccessful teaching practices.
The proposed improvements are
reasonable and address the learning
of a subgroup or individual students.
26
A video clip should be continuous and
unedited, with no interruption in the events.
The clip(s) should include interactions between
you and your students and your responses to
student comments, questions, and needs.
The clip(s) can feature either the whole class or
a targeted group of students within the class
Both you and your students should be visible
and clearly heard on the videorecording
submitted.
You need the appropriate permission from the
parents/guardians of your students and from
adults that appear on the video.
27
Assessing: Video Evidence of Teaching 2
Embedded in TPAC Task 2:
Rank what you see 1-5: from Low level of evidence (1) to very high level of evidence (5)
1 2 3 4 1 2
3
4
Engaging Students Learning
students are intellectually engaged in discussions, tasks or activities,
through both teacher-student and student-student interactions,
that support students to analyze, interpret, problem solve, and/or
experiment
links made between new content and students’ prior learning and
experience
in ways that support interpretations , operations, usages, and/or
processes
meaningful content
1
2
3
4
1
2
3
4
Deepening Students Learning
elicits and builds on students’ responses
to deepen understanding of how to interpret, analyze,
synthesizes, criticize and/or make arguments/solve problems.
uses conflicting or alternative evidence from various sources
to challenge students to defend/describe their position.
meaningful content
1
2
3
4
1
2
3
4
Academic Language
Use of academic language by teacher
Use of academic language by students
Use of vocabulary by teacher
Use of vocabulary by students
Teacher appropriately encourages students to use academic
language and vocabulary
meaningful content
scaffolding & support for academic language development,
including access to content only vs. models, practice, feedback
28
 Know
your students
 Know
your content
 Know
how to teach your
content
29