Adelphi University
School of Education
Spring 2014
Education Teacher Performance Assessment Childhood Seminar 0801-669
002
003
9:30am-12:00pm
1:00pm-3:30pm
Post Hall Room 207
Hagedorn Room 216
Instructor: Mary Jean McCarthy
Office: Post Hall Annex, Room 7
Office hours: M 12:30- 2:30 pm; T 10am -12 pm; F 8:30- 9:30 & 3:30-4:30pm
Email: mccarthy2@adelphi.edu
Course Description
edTPA is a performance assessment of readiness to teach. The portfolio assessment is designed with a
focus on student learning. As a performance-based assessment, edTPA is designed to engage teacher
candidates in demonstrating their understanding of teaching and student learning. Candidates complete
tasks and commentaries within a portfolio relevant to their programs.
Required materials to bring each week
1. Laptop
2. 2-3” binder dedicated solely for EdTPA materials with 5 dividers labeled:
a.
Rubrics, Handbook, Academic Language
b. Context
c.
Planning (Task 1)
d.
Instruction (Task 2)
e.
Assessment (Task 3)
Expectations
1.
2.
3.
4.
5.
Arrive to class on time.
Upload tasks on time. Don’t procrastinate!
Keep an open mind and ask questions.
Be organized.
You will upload your work for each task as you progress. Follow directions provided.
You will
at the end of the process.
Dates to Remember:
 February 7: Preferred deadline to upload Task 1 Planning. You must finish Task 1 before teaching (Task 2).
 February 14: Preferred deadline to teach your edTPA lessons and use Presidents’ Week to write (schools on
vacation).
 February 28: Absolute deadline to teach your edTPA lessons
 March 7: Absolute deadline to upload Task 2 Instruction.
 March 13, 11:59pm: Complete edTPA portfolio must be uploaded to www.edTPA.com if you want to receive
your score by April 10.
1
Websites:
1. Course Moodle site (where you will find all EDTPA-related documents: handbook, rubrics and supporting
materials)
2. www.EdTPA.com (where you will register for the edTPA and upload your edTPA learning segment
task by task. Final task must be submitted by March 13, 11:59pm)
Seminar Agenda
Class
#
1
Date
(Section)
Tues
Jan 21
Topics
Assignments
Overview of EDTPA
Review EDTPA handbook
For class 2: Decide with CT on
EDTPA learning segment topic
Emphasize Making Good Choices Support Guide
Bring in learning segment
you’d like to work on in
preparation for student
teaching.
(Appendix A!)
Review Acceptable Levels of Support
KNOW your students!
Write analytically showing evidence
Distribute Video release forms
Unpack language of the rubrics (Part 1)
Look at sample Context form and commentary
Analyze AU teacher candidate ’s edTPA sample
Share Learning Segment Format and lesson plan template
2
2
Wed
Jan 22
Task 4: ASSESSING STUDENTS’ MATHEMATICS
UNDERSTANDING- get going NOW!
Task 1: PLANNING
Unpack Rubrics (Part 2)
Backwards mapping and Bloom’s taxonomy
**Creating rubrics and pre/post assessment
– look at their own LPs and develop assessment
– peer review assessment according to rubric 5
Academic Language: Rubric 4
Overview of language demands (functions, vocab, syntax,
discourse)
Videotaping logistics
-capture EVIDENCE of student engagement including
the interaction with individual students
For class 3: Give preassessment to students and
bring in class set. (Student
work from post assessment due
class 6).
Register for edTPA assessment
at www.edTPA.com
 Use Pearson
ePortfolio System as
your portfolio
platform system
Complete Context form directly
in edTPA system
Register for edTPA assessment at www.edTPA.com
Use Pearson ePortfolio System as your portfolio platform
system
3
Fri
Jan 31
Task 1: PLANNING
3 Focus students
-different reading levels
-kids who need more challenge//gifted
-struggling students with gaps in knowledge
-students with IEPs or 504s
-ELLs
For class 4: Bring in EDTPA
lesson plans and planning
commentary.
Academic Language:
Incorporating language demands (functions, vocab, syntax,
discourse)
ASSESSMENT: Task 3
Analyze pre-assessments to inform teaching
Review commentary prompts, rubrics
4
Fri
Feb 7
Task 1:PLANNING
Analyze Task 1 – Self and peer assess lesson plans in
learning segment and commentary using Rubrics 1-5
Connect to Education Research and Theories
Academic Language-Incorporate language demands
(functions, vocab, syntax, discourse)
FULL WRITING DAY
Your planning commentary must be written before you
teach.
3
Upload Task 1
5
Fri
Feb 14
Task 2: INSTRUCTION
-INSTRUCTIONAL STRATEGIES THAT PROMOTE
STUDENT ENGAGEMENT &UNDERSTANDING
Modeling
Questioning techniques
Leading a discussion
Total participation techniques
Students doing and using academic language
thinking maps
word walls
grouping strategies
etc.
For class 6: Give post
assessment and bring in class
set.
Bring analysis chart from
preassessment.
Upload Task 4 Mathematics
Assessment by Feb 28.
show sample EDTPA video clip 2
Analyze videos and Task 2 commentary using Rubrics 6-10
(self and peers)
Scanning/uploading documents
Choosing own videotape segments
6
Fri
Feb 28
PRESIDENTS WEEK
Task 2: INSTRUCTION
Analyze videos and Task 2 commentary using Rubrics 6-10
(self and peers)
Teach your edTPA lessons,
videotape, collect student
work.
*Upload
Task 3:ASSESSMENT
Analyzing post assessment
-Looking for student learning gains – pre/post
-analysis of focus students’ learning
-Feedback analysis
by Feb 28
Review of planning, instruction and assessment
commentaries using scoring rubrics
(self and peer)
FULL WRITING DAY
7
Fri
Mar 7
Task 3: ASSESSMENT
Upload
Analyze using Rubrics 11-15
(self and peers)
FULL DAY FOR WRITING!
by 11:59 PM March 13
4
8
Thursday
March13
The final EDTPA portfolio is due by 11:59pm
Thursday March 13, 2014 if you want to receive your
score by April 10.
You must upload your edTPA electronically onto
http://www.edTPA.com/
5
REMINDERS FOR EACH TASK
Task 1: PLANNING
 Decide on topic
o What are the knowledge, understandings and skills all of your students need to
know?
o Who are your 3 focus students? How will you accommodate and differentiate?
 Develop preassessment (collect for individual students) and post assessment
activity/worksheet and rubric (backwards mapping)
o Use Bloom’s taxonomy to encourage higher level thinking
 Develop plans based upon what students know/don’t know
o Incorporate components of an awesome lesson
o How will you use knowledge of your students to target support for students’ literacy
learning?
o How will you have students practice literacy skills and an essential strategy for
comprehending or composing text?
o How will you reinforce academic language (support in reading text and writing
(literacy), practice using/understanding vocab, speaking English to do language
functions)?
o How will you identify and support vocabulary and additional language demand(s)
associated with the language function associated with a key language function?
o How will you use knowledge of his/her students to justify instructional plans?
Link to education theory: constructivism, differentiation, social learning, inquiry,
problem solving, adolescent development
 Include a discussion in plans to introduce activity and to debrief after activity
o How will you facilitate the discussion? (Avoid close ended questions)
o Decide on how you want to group students.
Task 2: INSTRUCTION
 Videotape the entire 3-5 days. Decide who will videotape and inform him/her how you should
be taped (move around room, follow you, zoom in on student work, capture student dialogue)
 Your evidence must show on the videotape (not just in the commentary)
o What kinds of questions did you ask to further student thinking?
o What are the students doing/saying/practicing academic language?
o How is there a positive literacy learning environment that supports students’
engagement in learning?
o How do the engaged students integrate strategies and skills to comprehend or compose
text?
o How the candidate students apply the essential literacy strategy?
 How will you improve your instruction to meet students’ varied learning needs
based on how the lessons went? (Go beyond management…discuss changes in
instructional practice)
Task 3: ASSESSMENT
 Give post assessment activity/worksheet/project (collect all student work)
 Analyze class set using rubric – who met/exceeded/did not meet expectations?
 Describe pattern of understanding for whole class and subgroups (struggling readers, advanced
students, etc)
 Assess for content, practices/skills, and academic language
 Focus on 3 focus students’ work – what kind of feedback will you give?
 How will the students use the feedback to improve their learning?
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