Adelphi University

School of Education

Spring 2014

Education Teacher Performance Assessment Seminar

Course #0801-699-004 Fridays 10am-12:30pm OR

0801-69-005 Fridays 1-3:30pm

Alumni House Board Room

Instructor

Dr. Emily Kang

Office: Post Hall Annex, Room 10

Office hours:M 2-3; 5:30-6:30pm; W 2-4; 6:30-7:30pm; F 3:30-4:30pm

Email: (best way to reach me)

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:
  3. Rubrics, Handbook, Academic Language
  4. Context
  5. Planning (Task 1)
  6. Instruction (Task 2)
  7. Assessment (Task 3)

Expectations

  1. Arrive to class on time.
  2. Upload tasks on time.Don’t procrastinate!
  3. Keep an open mind and ask questions.
  4. Be organized.

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

Websites:

1. Course moodle site (where you will find all EDTPA-related documents: handbook, rubrics and supporting materials)

2. (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 / Date / Topics / Assignments
1 / Tues
Jan 21 / Overview of EDTPA: What do I need to think about for each task?
  • Looking at EdTPA handbook in content groups
  • Understanding the language of the rubrics
  • Making Good Choices
  • How to set up edTPA account online. Explore edTPA.com
  • Video release forms
  • Moodle Support site
  • Acceptable and Unacceptable levels of support
  • Writing for EVIDENCE
Task 1: PLANNING
  • Completing the Context Form – setting the stage for differentiation
  • Who are your focus students?
  • Begin mapping learning segment sequence (write content and process objectives for each day)
  • Brainstorm teaching ideas for lesson topic
-Generate components of awesome lesson
-Instructional Strategies and Promote Understanding handout
  • Begin rough draft of lesson plans
  • Unpack Rubrics 1-3
/ For class 2:
Read EdTPA Handbook and Making Good Choices in their entirety
Finalize with CT your EdTPA learning segment topic
Bring in planning materials for learning segment.
Bring laptop for each class.
Register for edTPA ($300) on
CLASS 2 WILL BE HELD IN SCIENCE 215 N.
2 / Wed
Jan 22
Sci 215N / Task 1: PLANNING
  • Finalize learning objectives (content and language) for each day of learning segment
  • Create pre/post assessment and rubric(include language objectives)
  • Backwards mapping and Bloom’s taxonomy/DOK
  • Further develop lesson plans
  • Unpack Rubrics 4,5
  • Peer review lesson plans and assessments according to rubrics 1-5
Academic Language
What are language demands (functions, vocab, syntax, discourse)?
Looking ahead: Task 2: INSTRUCTION
Videotaping for evidenceof student engagement and deepening their learning (Rubrics 6-10) / For class 3:
Give pre-assessment to students and bring in class set on Jan 31.
PRACTICE VIDEOTAPING LESSONS for the next 2 weeks.
Complete Context formonline.
Bring in drafts of edTPA lesson plans and (if possible) planning commentary.
3 / Fri
Jan 31 / Task 1: PLANNING
  • Preasssessment analysis (Complete assessment chart based upon rubric you created in class 2.
  • Refine lesson plans & Planning Commentary based on preassessment results.
  • Refine lesson plans with focus students in mind
  • Differentiation and learning styles
  • Culturally responsive teaching
  • Focus students:
-different reading levels
-kids who need more challenge//gifted
-struggling students with gaps in knowledge
-students with IEPs or 504s
-ELLs
Academic Language:
Incorporating language demands (functions, vocab, syntax, discourse) into lessons via language objectives and opportunities to practice language
Work time (1 hour)
Be sure to include EVIDENCE/EXAMPLES in Planning Commentary
Connecting to Education Research and Theories / For class 4:
PRACTICE VIDEOTAPING LESSONS.Think about what part of taped learning segment to choose as final clips
Continue working on Task 1: Planning.
4 / Fri
Feb 7 / Task 2: INSTRUCTION
  • Overview (# clips/duration varies by content area)
  • Review Making Good Choices p. 13-20
  • Emphasis on engaging and deepening student learning
  • Unpack Instruction Rubrics 6-10
  • Analyze sample videos using Rubrics 6-10
  • How to lead a meaningful class discussion
Task 3: ASSESSMENT
  • How to assess students informally and formally
  • Remember to collect class set of student work (postassessment)
  • Modify postassessment rubric as necessary
  • Skim Assessment Rubrics 11-15
Work time (1 hour)
FULL WRITING DAY – No student teaching today / For class 5:
Upload lesson plans, materials, assessments and planning commentary to edTPA.com by Friday 2/14. You must upload Task 1 before you teach your learning segment.

Teach your edTPA lessons, videotape, collect student work. TIP: Videotape the entire 3-5 day learning segment. Then choose the best clips later.
5 / Fri
Feb 14 / Task 2: INSTRUCTION
  • Choosing the best clips
  • Video editing tips
  • Self assessment of instruction task (video and commentary) using Rubrics 6-10
Work time (1 hour) / For class 6:
Feb 28: Last day to teach your edTPA lessons, videotape, collect student work.
Give post assessment (from class 2) and bring in class set. Bring analysis chart from preassessment.
PRESIDENTS WEEK
6 / Fri
Feb 28 / Task 3: ASSESSMENT
  • Analyze post assessments
  • Look for student content learning gains – pre/post and practice writing assessment commentary
  • Analyze students’ use of language that demonstrates development content understanding
  • Analyze focus students’ learning
  • Use assessments to guide next steps in instruction and planning
  • Feedback analysis: students’ use of feedback to further their own learning
Work time (1 hour)
FULL WRITING DAY – No student teaching today / For Class 7:
UploadTask 2

Bring in all tasks for peer review
7 / Fri
Mar 7 / Task 3: ASSESSMENT
  • Analyze sample Assessment Commentary using Rubrics 11-15
Peer review of planning, instruction and assessment commentaries using rubrics
Work Time (1 hour)
FULL WRITING DAY – No student teaching today
8 / Thurs March13 / The final EDTPA portfolio is due by 11:59pm
Thursday March 13, 2014 on


REMINDERS FOR EACH TASK

Task 1: PLANNING

Decide on topic

  • What are the knowledge, understandings and skills all of your students need to know?
  • Who are your 3 focus students? How will you accommodate and differentiate?

Develop preassessment (collect for individual students) and post assessmentactivity/worksheet and rubric(backwards mapping)

  • Use Bloom’staxonomy to encouragehigher level thinking

Develop plans based upon what students know/don’t know

  • Incorporate components of an awesome lesson
  • How will you have students practice being a historian/scientist/artist/mathematician/writer?
  • How will you reinforce academic language (support in reading text and writing (literacy), practice using/understanding vocab, speaking English to do context-specific skills like discuss, compare, evaluate, debate)?
  • 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

  • How will you facilitate the discussion? (Avoid close ended questions)
  • 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)

  • What kinds of questions did you ask to further student thinking?
  • What are the students doing/saying/practicing academic language?
  • How are they practicing being a historian/scientist/artist/mathematician/writer?

How will you improve your instruction 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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