MARCH 28, 2014
EVE DIERINGER, ED.D.

Background
August 31, 2012 memo
“…

Background
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Commissioner King
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Panel Presentation
“How can field and course work be integrated?”

The journey begins
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 The Teacher Performance Assessment (TPA) is a student centered multiple measure assessment of teaching.
 It is designed to be educative and predictive of effective teaching and student learning.

Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Rubric Blueprint
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the
Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

Rubric Progression
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

What to Do
Elementary edTPA Tasks Overview
What to submit Evaluation Rubrics
Task 1: Literacy Planning: Planning for Literacy Instruction and Assessment
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Select one class as a focus
Provide relevant context information.
Identify a learning segment to plan, teach, and analyze.
Select a learning segment of 3–5 lessons
Identify a central focus. The central focus should support students to develop an essential strategy for comprehending or composing text and requisite skills that directly support that strategy.
Write and submit a lesson plan for each lesson in the learning segment.
Select and submit key instructional materials
Respond to commentary prompts prior to teaching the learning segment.
Choose one language function. Identify a learning task where students use that language function. Identify the language that students will be expected to use to engage in the learning task and your instructional supports.
Submit copies or directions for all planned assessments from the learning segment.
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Part A: Literacy Context for
Learning Information
Part B: Lesson Plans for
Learning Segment
Part C: Instructional Materials
Part D: Literacy Assessments
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Part E: Planning Commentary
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Literacy Planning Rubrics
 Rubric 1: Planning for Literacy
Learning
Rubric 2: Planning to Support
Varied Student Learning
Needs
Rubric 3: Using Knowledge of
Students to Inform Teaching and Learning
Rubric 4: Identifying and
Supporting Language
Demands
Rubric 5: Planning
Assessments to Monitor and
Support Student Learning

Elementary edTPA
Evaluation Rubrics
Task 1: Literacy Planning: Planning for Literacy Instruction and Assessment
Literacy Planning Rubrics
 Rubric 1: Planning for Literacy Learning
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How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text?
Rubric 2: Planning to Support Varied Student Learning Needs
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How does the candidate use knowledge of his/her students to target support for students’ literacy learning?
Rubric 3: Using Knowledge of Students to Inform Teaching and Learning
How does the candidate use knowledge of his/her students to justify instructional plans?
Rubric 4: Identifying and Supporting Language Demands
How does the candidate identify and support language demands associated with a key literacy learning task?
Rubric 5: Planning Assessments to Monitor and Support Student Learning
How are the formal and informal assessments selected or designed to monitor students’ use of the essential strategy and requisite skills to comprehend or compose text?

What to Do
Elementary edTPA Tasks Overview
What to submit Evaluation Rubrics
Task 2: Literacy Instruction: Instructing and Engaging Students in Literacy Learning
 Obtain required permissions for video recording from parents/guardians of your students and other adults appearing in the video.
 Identify lessons to video record.
You should be interacting with students to support them to independently apply the literacy strategy to comprehend or compose text.
 Video record your teaching and select 1 or 2 video clips (no more than 15 minutes total).
 Analyze your teaching and your students’ learning in the video clip(s) by responding to commentary prompts.
 Part A: Video Clips Instruction Rubrics
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 Part B: Instruction Commentary  Rubric 7: Engaging Students in
Learning
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Rubric 6: Learning Environment
Rubric 8: Deepening Student
Learning
Rubric 9: Subject-Specific
Pedagogy: Elementary Literacy
Rubric 10: Analyzing Teaching
Effectiveness

Elementary edTPA Tasks Overview
Evaluation Rubrics
Task 2: Literacy Instruction: Instructing and Engaging Students in Literacy Learning
Instruction Rubrics
 Rubric 6: Learning Environment
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How does the candidate demonstrate a positive literacy learning environment that support students’ engagement in learning?
Rubric 7: Engaging Students in Learning
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How does the candidate actively engage students in integrating strategies and skills to comprehend or compose text?
Rubric 8: Deepening Student Learning
How does the candidate elicit student response to promote thinking and develop literacy skills and the essential strategy to comprehend and/or compose text?
Rubric 9: Subject-Specific Pedagogy: Elementary Literacy
How does the candidate support students to apply the essential literacy strategy?
Rubric 10: Analyzing Teaching Effectiveness
How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?

What to Do
Elementary edTPA Tasks Overview
What to submit Evaluation Rubrics
Task 3: Literacy Assessment: Assessing Students’ Literacy Learning
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Select one assessment from the learning segment that you will use to evaluate your students’ developing knowledge and skills.
Submit the assessment used to evaluate student performance.
Define and submit the evaluation criteria you will use to analyze student learning.
Collect and analyze student work to identify quantitative and qualitative patterns of learning within and across learners in the class.
Select 3 work samples to illustrate your analysis that represent the patterns of learning. At least one of the students must be a student with specific learning needs.
Summarize the learning of the whole class, and refer to work samples from three focus students to illustrate patterns in student understanding across the class.
Submit feedback on the assessment for the 3 students in written, audio, or video form.
Analyze evidence of students’ language use from
(1) the video clip(s) from the instruction task,
AND/OR (2) the student work samples from the literacy assessment task.
Analyze your assessment of student learning and plan for next steps by responding to commentary prompts.
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Part A: Student Literacy Work
Samples
Part B: Evidence of Feedback
Part C: Literacy Assessment
Commentary
Part D: Evaluation Criteria
Assessment Rubrics
 Rubric 11: Analysis of Student
Learning
 Rubric 12: Providing Feedback to
Guide Further Learning
 Rubric 13: Student Use of
Feedback
 Rubric 14: Analyzing Students’
Language Use and Literacy
Learning
 Rubric 15: Using Assessment to
Inform Instruction

Elementary edTPA Tasks Overview
Evaluation Rubrics
Task 3: Literacy Assessment: Assessing Students’ Literacy Learning
Assessment Rubrics
 Rubric 11: Analysis of Student Learning
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How does the candidate analyze evidence of student learning
Rubric 12: Providing Feedback to Guide Further Learning
What type of feedback does the candidate provide to focus students?
Rubric 13: Student Use of Feedback
How does the candidate provide opportunities for focus students to use the feedback to guide their further learning?
Rubric 14: Analyzing Students’ Language Use and Literacy Learning
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How does the candidate analyze students’ use of language to develop content understanding?
Rubric 15: Using Assessment to Inform Instruction
How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction?

One professor’s thinking
Course Description:
This course also helps to prepare teacher candidates for the edTPA Secondary English Language Arts
Assessment by analyzing and applying the three tasks:
(1) Planning for Instruction and Assessment,
(2) Instructing and Engaging Students in
Learning, and
(3) Assessing Student Learning.

One professor’s thinking
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Create effective English Language Arts lesson plans and a Unit Plan (with 5 consecutive English-
Language Arts lessons) that meet the requirements of the edTPA Secondary
Language Arts Assessment criteria.
Write practice responses to the three tasks required for teacher candidates on the edTPA Secondary
Language Arts and use the specialized terminology found within this assessment.
Create various informal and formal assessments to evaluate students’ deep understanding and individual and group learning patterns.

One professor’s thinking
Course Content
What is the edTPA Secondary English Language Arts
Assessment?
 What are the requirements of Task 1?
 What are the requirements of Task 2?
 What are the requirements of Task 3?
 How can the rubrics be helpful guides for teacher candidates?
 What are the special terms that you need to know and include in this edTPA Secondary ELA Assessment?

Another small step
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Course Outline
METHODS AND TECHNIQUES OF TEACHING
MATHEMATICS FOR ADOLESCENT STUDENTS
 Each student will write 3 consecutive lesson plans using the
Molloy Lesson Plan Format on one topic in Math 7, 8, or
Integrated Algebra (level will be selected in class).
 One lesson will be presented in class (20 minutes maximum).
 The lesson will be video-taped for use in the edTPA write-up for
Tasks 1, 2, and 3.
 These will be scored using the rubrics found in the edTPA
Handbook.

edTPA Workshop
Field Supervisors May 2013
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edTPA Workshop
Field Supervisors May 2013
Seminars
Session 1 Introduction to Course Outline and Course Requirements
Session 2
Session 3
Sessions 4, 5, 6
Sessions 7, 8
Introduction to edTPA Handbook:
Review Common Core Standards and the Academic Language in
Glossary
Introduction to TASK 1: PLANNING FOR INSTRUCTION AND
ASSESSMENT
Introduction to TASK 2: INSTRUCTING AND ENGAGING STUDENTS
Session 8 Introduction to Task 3: ASSESSING STUDENT LEARNING

edTPA Workshop
Field Supervisors May 2013
“Confidential Information (samples and/or video) provided by SCALE may be used for such trainings and must be distributed only to faculty or P-12 partners under secure conditions in face-to-face meetings and never posted on publically available, non-secure websites or platforms (without password protection).”

edTPA Workshop
Field Supervisors May 2013
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How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text?
Elementary Literacy
How do the candidate’s plans build students’ abilities to comprehend, construct meaning from, interpret, and/or respond to complex text?
Secondary ELA
How do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills? Elementary
Mathematics
How do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills? Secondary
Mathematics
How do the candidate’s plans build students’ abilities to use science concepts and scientific practices during inquiry to explain a real-world phenomenon? Secondary Science
How do the candidate’s plans build knowledge and skills aligned to individualized education plan goals and benchmarks? Special Education

edTPA Workshop
Field Supervisors May 2013

edTPA Workshop
Field Supervisors May 2013

edTPA Workshop
Field Supervisors May 2013
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Language Functions
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Vocabulary
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Syntax
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Discourse

Enlisted faculty and field supervisors
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Elementary
Literacy
Mathematics
Secondary ELA
Secondary Mathematics
Secondary HSS
Secondary Science
English as an Additional Language
Special Education

Faculty and Field Supervisor Collaboration
Summer 2013
Their work showed little ability to expand upon ideas or to grasp the reader’s attention. In order to achieve proficiency of the concept of effective use of adjectives in writing, this learning segment will offer scaffolded instruction within the gradual release of responsibility model (Gambrell et. al.,
2007). All skills will be modeled by the teacher. Then students will be given the opportunity to rehearse through guided practice. Finally, support will be withdrawn as the students will take the responsibility to utilize the skills by identifying and producing adjectives and by utilizing them within the context of writing.

Course Revision
August 2013
Refer to examples from the video clip in your responses to the prompts. a. Explain how your instruction engaged students in developing an understanding of science and requisite skills.
b. Describe how your instruction linked students’ prior academic learning or knowledge with new learning.

edTPA Workshop
Field Supervisors May 2013
STRATEGIES (Learning Strategies*)
Strategies are the instructional approaches used during the lesson.
Strategies should include edTPA language/ communication subcategories.

edTPA Workshop
Faculty and Field Supervisors October 2013
• Instructional and social context
• Lesson plans and
Instructional materials, student assessments
• Video Clips • Analysis of whole class assessment
• Instruction
Commentary
• Analysis of learning and feedback to
THREE students
• Assessment
Commentary
• Planning
Commentary
Analysis of Teaching Effectiveness
Academic Language Development

edTPA Workshop
Faculty and Field Supervisors October 2013
Supporting Literacy Development Through Language
Language Demand: Language Function. Identify one language function essential for students to learn the literacy strategy within your central focus.
Analyze Argue
Interpret Predict
Categorize Compare/ contrast
Describe Explain
Question Retell Summarize

edTPA Workshop
Faculty and Field Supervisors October 2013
Supporting History/Social Studies Development Through
Language
Language Function. Identify one language function essential for students to learn the history/social studies content 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.
Construct Describe Evaluate Analyze Compare/ contrast
Examine Identify Interpret Justify Locate

edTPA Workshop
Faculty and Field Supervisors October 2013
Supporting Mathematics Development Through Language
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
Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above.

edTPA Workshop
Faculty and Field Supervisors October 2013
Artifacts Rubrics
• Analysis of whole class assessment
11. Analysis of Student Learning
• Analysis of learning and feedback to THREE students
12. Using Feedback to Guide Further
Learning
13. Student Use of Feedback
14. Analyzing Students ’ Language Use
• Assessment
Commentary 15. Using Assessment to Inform Instruction

edTPA Workshop
Faculty and Field Supervisors October 2013
Rubric 11
How does the candidate analyze evidence of student learning?
Rubric 12
What type of feedback does the candidate provide to focus students?
Rubric 13
How does the candidate provide opportunities for focus students to use the feedback to guide their further learning?
Rubric 14
How dos the candidate analyze students’ use of language to develop content understanding?
Rubric 15
How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction?

edTPA Workshop
Faculty and Field Supervisors October 2013
 Where to find the evidence:
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• Rubric 11: Commentary prompt 1, evaluative criteria, work samples
Rubric 12 : Commentary prompt 2a, work samples
Rubric 13 : Commentary prompt 2b
 Materials to use:
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• Candidate sample (do not look at scores)
Evaluation Rubric document
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What are you looking for?
See “look fors”
Highlight, note evidence linked to rubric language
Determine where most of the evidence falls —emerging, proficient or advanced

edTPA Workshop
Faculty and Field Supervisors October 2013
Artifacts Rubrics
• Video Clips
• Commentary
6. Learning Environment
7. Engaging Students in Learning
8. Deepening Student Learning
9. Subject Specific Pedagogy
10. Analyzing Teaching Effectiveness

edTPA Workshop
Faculty and Field Supervisors October 2013
History/SS Rubric 6: Learning Environment
Evidence: Video clips, Instruction commentary prompt 2
Students openly share responses during debate and respond to candidate questions without hesitation.
Candidate affirms responses, “excellent” or “great.”
Students ask for help when working independently.
Mutual respect among students less clear as little to no evidence of student to student interaction
Score: Proficient

Secondary ELA, Math, Science Elementary, World Language,
History/Social Studies, K-12 Performing Arts
K-12 Visual Arts
Submit
March 6 submit
March 20
April 3
April 17 re-submit
May 1
May 15
Receive Score
March 27
April 10
April 24
May 8
May 22
June 5
Submit
March 13 submit
March 27
April 10
April 24 re-submit
May 8
Receive Score
April 10
April 24
May 8
May 22
June 5

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Introduction to Task 1
Planning for Instruction and Assessment:
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Begin to plan for learning segment (3-5 lesson plans using Table of Contents planning sheet)
Review Professional Responsibilities and Artifacts and
Commentary Specifications for edTPA handbooks
Re-read Rubrics 1-5 highlighting key words
HW: Complete Context for Learning Information and
Task 1 Commentary

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 No classes week of February 17 due to Winter Recess

February 10, 12
Seminar 4 - Introduction to Task 3
Assessing Students’ Learning:
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Begin to analyze student written work from assessment(s)
Read and discuss directions for Task 3 on pp. 25-
27.
Re-read Rubrics 11-15
HW: Completed Task 3 to be handed in to instructor on February 24, 26

February 24, 26
Seminar 5 – Individual conferences on all tasks in preparation for submission on March 6 and March 13
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Scores received on March 27/April 10
If students need to re-submit a new set of lesson plans and commentaries (due to unacceptable scores on first submission), then supervisors offer individual support.
Students need to re-submit by April 17/April 24

edTPA Workshop
Field Supervisors December 2013
FIELD
Elementary
Evaluation
All other handbook areas
World Languages
TOTAL SCORE
49
41
35
AVERAGE
RUBRIC
SCORE
2.73
2.73
2.73

Rubric 1: Planning for Mathematical Understandings
How do the candidate’s plans build students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills?
 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.
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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.

Rubric 1: Planning for English-Language Arts Understandings
How do the candidate’s plans build students’ abilities to comprehend, construct meaning from, interpret, and/or respond to complex text?
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Level 3 Plans for instruction build on each other to support learning of meanings of complex text with clear connections to interpretive skills or responses to the text, supported by textual references.
Level 4 Plans for instruction build on each other to support learning of meanings of complex text with clear and consistent connections to interpretive skills or responses to the text, supported by textual references.
Level 4 plus Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.

Rubric 1: Planning for Scientific Understandings
How do the candidate’s plans build students’ abilities to use science concepts and scientific practices during inquiry to explain a real-world phenomenon?
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Level 3 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon and to generate explanations through engagement in scientific practices through inquiry.
Level 4 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon, and to generate evidencebased arguments.
Level 5 Plans for instruction build on each other to support students learning of science concepts, to investigate a phenomenon, and to generate and evaluate evidence-based arguments.

“Secret language”
“School is where you go to learn a secret language but they don’t tell you that it’s there. You have to figure it out on your own. It’s like an initiation to a secret club.”
~ Maya, 8th grade.

Academic Language IS
 A register of English used for specific purposes
 Used in both writing and speaking, but different from social conversation
 Much broader than a focus on “correct” usage

Academic language is NOT
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What makes language sound academic?
Everyday language
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Shorter and incomplete sentences
Actions through verbs (cut down trees)
More active voice (How much pizza did they eat?)
Shorter noun phrases
(healthy food…)
Academic Language
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Longer and more complex sentences
Make actions into nouns to build concepts
(deforestation)
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Passive voice more common (How much pizza was eaten?)
Long noun phrases
(Improving the nutritional quality of foods offered from other sources…)

Translating between academic and everyday language
http://www.engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

Vocabulary
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A few different language features (syntax)
Everyday language
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Shorter and incomplete sentences (Sausage biscuits again?)
Actions through verbs (cut down trees)
More active voice (They ate pizza)
Shorter noun phrases
(healthy food)
Academic Language
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Longer and complex sentences (Experts say that…….)
Make actions into nouns to build concepts
(deforestation)
Passive voice more common (how much pizza was eaten?)
Long noun phrases
(Improving the nutritional quality of foods offered from other sources)

Examples of syntax: elaborate noun phrases
 ...added moisture evaporated from the sea surface then powers the seedling tropical storm like a giant heat engine
 Write an inequality that, when solved, will give the amount of sales Mandy needs to cover her planned expenses.

Discourse
 Discourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction.
 Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures) that provide useful ways for the content to be communicated.

edTPA Workshop
Students
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Mandatory
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8:00 a.m. to 2:00 p.m.

edTPA Workshop
Students January 15, 2014
1. See edTPA Glossary in your edTPA Handbook
2. *See hand-out 1, Simplified Explanations of
Academic Language and edTPA Glossary Terms

edTPA Workshop
Students January 15, 2014
Planning for Alignment and Learning
 How do I select the central focus, student content standards, and learning objectives?
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What is my subject area emphasis?
How do I select a learning segment?
 What should I include in my lesson plans?
 What if I have particular lessons that I am required to teach in a prescribed way? What if my school or grade level has a standard curriculum?

edTPA Workshop
Students January 15, 2014
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Workshop within the Workshop
Students January 16, 2014
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Windows Movie Maker: http://windowns.microsoft.com/en-US/windows-vista/Getting-started-with-Windows-
Movie-Maker iMovie: http://desktopvideo.about.com/od/imoviefideotutorials/

Workshop within the Workshop
Students January 16, 2014
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http://www.teachingchanel.org/videos/videotaping-tips-for-teachers

edTPA Workshop
Students January 17, 2014
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edTPA Workshop
Field Supervisors January 2014
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Task 1 – Planning
Part A Context for Learning Information - no more than 3 pages
Part B Lesson Plans for Learning Segment -no more than 4 pages per lesson; submit 3-5 lesson plans
Part C Instructional Materials-no more than 5 pages of KEY instructional materials per lesson plan
Part D. Assessments -submit assessments in 1 file; within the file, label assessments by corresponding lesson (Lesson 1
Assessment, etc.); order assessments as they are used in the learning segment
Part E. Planning Commentary no more than 9 pages, including prompts

edTPA Workshop
Field Supervisors January 2014
Video & Commentary Task 2 Instruction
 Part A. Video Clips (2) - no more than 10 minutes total running time for each; or 1-2 videos totaling 15 minutes
(subject dependent)
Before recording video, obtain permission from parents/guardians of your students and from adults who appear in the video; when naming each clip file, include the number of the lesson shown in the video clip.
 Part B. Instruction Commentary - no more than 6 pages of commentary, including prompts

edTPA Workshop
Field Supervisors January 2014
Task 3 - Assessment
 Part A. Student Work Samples (Part A. Student Work Samples (use correction fluid, or a marker to mask/remove students’ name, your name, and school name before copying/scanning any work samples; on each work sample indicate the student number and refer to them accordingly in the
Assessment Commentary; when naming each work sample file, include the student number; if students’ writing is illegible, write a transcription directly on the work sample.
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Part B. Evidence of Feedback (document the location of your evidence of feedback in the Assessment
Commentary; if feedback is not written on the student work samples or recorded on the video clips, submit only 1 file for each student, document, video file, OR audio file and indicate the student number (Student 1 Feedback, etc.) in the corresponding feedback; when naming each feedback file, include the student number; if you submit feedback as a video or audio clip and comments cannot be clearly heard, attach transcriptions of your comments (no more than 2 pages) to the end of the
Assessment Commentary).
For Academic Language-If you choose to submit a video clip of student language use, it should be no more than 5 minutes, with a time stamp reference for the evidence of language use described in the
Assessment Commentary.
Part C. Assessment Commentary - no more than 8 pages of commentary, including prompts; no more than 5 pages for the chosen assessment; if necessary no more than 2 pages of feedback transcriptions; important: insert a copy of the chosen assessment, including directions/prompts provided by students.
Part D. Evaluation Criteria (Indicate the lesson number on the corresponding evaluation criteria:
Lesson 1 Evaluation Criteria, Lesson 2 Evaluation Criteria, etc.)

Elementary Literacy Assessment
Rubric 1: Planning for Literacy Learning
How do the candidate’s plans build students’ literacy skills and an essential strategy for comprehending or composing text?
Level 1
Candidate’s plans focus solely on literacy skills without connections to any strategy for comprehending or composing text.
There are significant content inaccuracies that will lead to student misunderstandings.
Level 2
Plans for instruction support student learning of skills with vague connections to strategies for comprehending or composing text.
Level 3
Plans for instruction build on each other to support learning of skills with clear connections to the essential literacy strategy for comprehending or composing text.
OR
Level 4
Plans for instruction build on each other to create a meaningful context that supports learning of skills with clear and consistent connections to the essential literacy strategy for comprehending or composing text.
Level 5
Level 4 plus: Plans build an authentic connection between reading and writing.
Candidate explains how s/he will use learning tasks and materials to lead students to independently apply the essential strategy and identified skills.
Standards, objectives, and learning tasks and materials are not aligned with each other.

Secondary History/Social Studies Assessment
Rubric 3: Using Knowledge of Students to Inform Teaching and Learning
How does the candidate use knowledge of his/her students to justify instructional plans?
Level 1
Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds.
Level 2
Candidate justifies learning tasks with limited attention to students’ prior academic learning
OR personal/cultural/co mmunity assets.
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’ prior academic learning examples of personal/cultural/ community assets
Level 5
Level 4 plus:
Candidate’s justification is supported by principles from research and/or theory.
Candidate makes superficial connections to research and/or theory.
Candidate makes connections to research and/or theory.

edTPA Workshop
Field Supervisors January 2014
Resources and tips to help Field Supervisors assist students with edTPA:
1 Deadlines to submit edTPA:
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Secondary- March 6
Elementary- March 13
2 Be aware of timelines. Students will be taping either the week immediately before or the week immediately after February vacation (February 17-21)
3 All submissions will be made via Chalk & Wire
4 Names may not appear on any documents (this includes student’s name, cooperating teacher’s name, names of schools, names of students, Molloy College)
5 Refer to each subject -specific handbook (on website)
6 Refer to Making Good Choices (on website)

edTPA Workshop
Field Supervisors January 2014
7 How can you help your students?
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You should encourage students to tape early on and frequently to make sure visual and audio is clear!
You should read your students’ submissions.
You may not edit for grammar or content.
You should refer to the rubrics (subject specific and incorporated into each subject specific handbook).
You should have students refer to any graphic organizers received in the 3-day workshop.
You should ask questions based on submissions such as: Look at Rubric 10 for a score of 4.
Did you include all of that? [Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory.]
You should emphasize the need to work with a buddy, to refer to the rubrics and to be critical!
You should encourage the use of theorists, theories and how they guide students’ teaching.
You should ask students to include in task 3 what the child did well and what he/she needs to do to improve this specific submitted assessment.

edTPA Workshop
Field Supervisors January 2014
TO BEGIN
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I have…
Identified in what grade level (and subject area) I will be completing the edTP
Registered at edTPA.com and written down my Authorization Key and
Submission Deadline:
Once registered, you can access your authorization key at edtpa.com.
You will need to log in using your original email and password. Click
“current registrations” and “manage edTPA portfolio.” Click “edTPA
Platform Provider.” Acknowledge and confirm. Then you will see your authorization key. It should also be emailed to you.
Authorization Key: ___________________________
Submission Deadline: ___________________________

edTPA Workshop
Field Supervisors January 2014
TO BEGIN
I have…





Identified in what grade level (and subject area) I will be completing the edTPA
Registered at edTPA.com and written down my Authorization Key and
Submission Deadline:
Once registered, you can access your authorization key at edtpa.com.
You will need to log in using your original email and password. Click
“current registrations” and “manage edTPA portfolio.” Click “edTPA
Platform Provider.” Acknowledge and confirm. Then you will see your authorization key. It should also be emailed to you.
Authorization Key: ___________________________
Submission Deadline: ___________________________

edTPA Workshop
Field Supervisors January 2014
TASK 1
 Used my Cooperating Teacher as an aide in choosing one class as a focus
 Used my Cooperating Teacher as an aide in identifying any students with accommodations, modifications, and/or permanent
IEP’s within the chosen class
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Used my Cooperating Teacher as an aide in completing Part A in the first week of my student teaching placement
Made sure Part A is in the correct format: 1 File, Arial 11pt. font, single space, 1” margins, no more than 3 pages including prompts (.doc; .docx; .odt; .pdf)
 Spoken with my Cooperating Teacher and decided what learning segment I will be plan, teach, and analyze (3-5 consecutive lessons)

edTPA Workshop
Field Supervisors January 2014
TASK 2
 Identified a recording device I would like to use
(FLIP video, iPhone, camera, etc.) and found a clear spot in the classroom to set up the device.
 Obtained permission from the parents/guardians of the students, and from the adults who will appear in the video(s). (I determine whether I will film the whole class, or a targeted group.)

edTPA Workshop
Field Supervisors January 2014
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TASK 3

Additional Student Support
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Last Minutes Reminders edTPA: What to Submit
Format your response in Arial 11 pt single spaced text with 1” page margins.
Task 1: Planning for Instruction and Assessment
 Part A: Context for Learning Information - no more than 3 pages
 Part B: Lesson Plans for Learning Segment - no more than 4 pages per lesson; submit 3-5 lesson plans
 Part C: Instructional Materials - Materials-no more than 5 pages of
KEY instructional materials per lesson plan
 Part D: Assessments - submit assessments in 1 file; within the file, label assessments by corresponding lesson (Lesson 1 Assessment, etc.); order assessments as they are used in the learning segment
 Part E: Planning Commentary - no more than 9 pages, including prompts

Last Minutes Reminders edTPA: What to Submit
Task 2: Instructing and Engaging Students in Learning
Part A: Video Clips – 2 clips of no more than 10 minutes each total running time for each; or 1-2 Videos totaling 15 minutes. Make sure to read your subject specific handbook! When naming each clip file, include the number of the lesson shown in the video clip
Part B: Instruction Commentary - no more than 6 pages of commentary, including prompts

Last Minutes Reminders edTPA: What to Submit
Task 3: Assessing Student Learning
Part A: Student Work Samples - Student Work Samples (Part A. Student Work Samples (use correction fluid, or a marker to mask/remove students’ name, your name, and school name before copying/scanning any work samples; on each work sample indicate the student number and refer to them accordingly in the
Assessment Commentary; when naming each work sample file, include the student number; if students’ writing is illegible, write a transcription directly on the work sample.
Part B: Evidence of Feedback -(document the location of your evidence of feedback in the Assessment
Commentary; if feedback is not written on the student work samples or recorded on the video clips, submit only 1 file for each student, [document, video file, OR audio file] and indicate the student number (Student
1 Feedback, etc.) in the corresponding feedback; when naming each feedback file, include the student number; if you submit feedback as a video or audio clip and comments cannot be clearly heard, attach transcriptions of your comments (no more than 2 pages) to the end of the Assessment Commentary).
[ Assessment Commentary -If you choose to submit a video clip of student language use, it should be no more than 5 minutes, with a time stamp reference for the evidence of language use described in the
Assessment Commentary.]
Part C: Assessment Commentary - no more than 10 pages of commentary, including prompts; no more than 5 pages for the chosen assessment; if necessary no more than 2 pages of feedback transcriptions; important: insert a copy of the chosen assessment, including directions/prompts provided by students.
Part D: Evaluation Criteria -Evaluation Criteria (Indicate the lesson number on the corresponding evaluation criteria)