Mentoring/Assessing & Scoring the edTPA Mara Manson Ed.D September 20, 2013 Who Scores the edTPA Teacher educators from programs that participate in edTPA Other qualified teacher education faculty Clinical supervisors of student teachers K-12 teachers, administrators, and National Board Certified Teachers. All scorers are recruited and selected because of their extensive experience with teacher candidates and superior content knowledge © SCALE 2012 edTPA Scorer Trainin g Pearson © SCALE 2012 Care to Share What is the role of University/College Supervisors in mentoring Teacher Candidate’s to successfully complete the edTPA? What is the role of University/College Faculty members in preparing Teacher Candidates to be successful when completing the edTPA? © SCALE 2012 Materials Handbook Evaluation Rubrics Teacher Candidate edTPA work sample © SCALE 2012 edTPA Today’s Agenda As a group Individually Overview of each rubric Read Strategies for navigating task & gathering evidence Gather evidence map evidence to rubric © SCALE 2012 edTPA As a table Discuss to come to agreement As a group share Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection 1 Not Ready Teacher Focus Whole Class Fragmented, Indiscriminate © SCALE 2012 edTPA 5 Proficient Novice Highly Accomplished Beginner Student Focus Individuals/ Flex. Groups Integrated, Intentional & Well Executed Task by Task Overview Read the Context for Learning. Evaluate Task 1 (Planning) completely, then move on to 2 Evaluate Task 2 (Instruction) completely (consulting Task 1 evidence as needed) Evaluate Task 3 (Assessment) completely (consulting Tasks 1 & 2 evidence as needed) © SCALE 2012 edTPA Task 1 - Planning What to do Select one class as a focus Provide relevant context information Identify a learning segment (3-5 consecutive lessons) Identify a central focus in the learning domains (psychomotor, cognitive , affective Write and submit a lesson plan for each lesson in the learning segment Select and submit key instructional materials As part of the commentary, choose one language function to analyze physical education language demands and identify a learning task where students use that language function. Identify both the language that students will be expected to use to engage in the learning task Submit all copies of assessments for the learning segment prior to teaching the learning segment © 2013 Board of Trustees of the Leland Stanford Junior University Rubrics 1-5 Task 2 - Instruction Obtain required permission for video recording Identify lessons from the learning segment you planned in Task 1 to videorecord Select 3 focus students that represent the range of psychomotor competencies. At least one student must be a student with learning needs Videorecord your teaching a select 1 or 2 clips (totaling no more than 20 minutes) Analyze your teaching in the clips and respond to the commentary © 2013 Board of Trustees of the Leland Stanford Junior University Rubrics 6-10 Task 3 – Assessing Student Learning Select one formal-based assessment from the learning segment Define and submit the evaluation criteria you will use to analyze student learning Review whole class results from the selected assessment to identify quantitative and qualitative patterns Summarize the learning of the whole class using documented student data. Use video clips of the 3 focus students to illustrate patterns of student learning Submit feedback on the assessment for the 3 focus students in written, audio or video form Analyze evidence of students’ language use from video clips from the instructional task, an additional video clip of one or more students using language within the learning segment, and/or student work samples and assessment data from the assessment task Analyze your assessment of student learning and plan for next steps in the commentary Rubrics 11-15 CARE TO SHARE Task 1 Rubrics 1-5 Task 2 Rubrics 6-10 Task 3 Rubrics 11-15 Questions? Mara Manson Manson@adelphi.edu 516 877-4257