Overall, Making Good Choices examines edTPA tasks within an interactive cycle of planning, instruction, and assessment. This document will help you think
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MGC_ v0 Copyright © 201 Board of Trustees of the Leland Stanford Junior University. All rights reserved. The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written lic ense agreement. This document was authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with design assistance from Evaluation Systems . Making Good Choices _______________________________________________________ Candidate Support Resource Planning Instruction Assessment Analysis of Teaching Academic Language Version 0
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edTPA Making Good Choices Candidate Support Resource 1 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Table of Contents Introduction 1 Getting Started .. 2 Planning Task 1: Planning for Instruction and Assessment 9 Instruction Task 2: Instructing and Engaging Students in Learning . 18 Assessment Task 3: Assessing Student Learning .. 27 Introduction 1This support guide will help you make good c hoices as you develop artifacts and commentaries for your edTPA assessment . This document is not a substitute for reading the handbook. Instead, it should be used as a reference where you can find supplementary advice for completing specific components of edTPA as neede d. On the pages that follow, each section of this document addresses key decision points that you will encounter as you complete your edTPA. Use the live links from the questions in the Key Decisions chart to locate the corresponding answers. Bold text provides specific directions to help guide your decision -making. Overall, Making Good Choices examines edTPA tasks within an interactive cycle of planning, instruction, and assessment. This document will help you think about how to plan, instruct, assess, and reflect on student learning, not only for completing edTPA, but also f or effective teaching into the future. We encourage you to discuss areas where you need additional support with your teacher preparation instructors and examine relevant Making Good Choices sections together. 1 This version of Making Good Choices has been developed for all edTPA fields and replaces earlier versions posted on the edTPA.com and edtpa.aacte.org websites. However, candidates completing edTPA in Special Education and Elementa ry Education Task 4 are provided with another version of Making Good Choices, which addresses requirements in Special Education and Elementary Education Task 4 separately. Contact your faculty advisor for a copy of the Making Good Choices in Special Educat ion or Elementary Education or go to edtpa.com. SCALE recognizes Nancy Casey and Ann Bullock for their contributions to Making Good Choices in 2014 and 2015, respectively .
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edTPA Making Good Choices Candidate Support Resource 2 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Getting Started Key Decisions Planning Ahead How do I get started with my edTPA preparation? Organizing What evidence do I have to submit? When should I discuss my Context for Learning, including students with specific learning needs? How do I represent my thinking and teaching in writing? Understanding the Rubrics How do I understand the rubrics ?How do the comment ary prompts align to rubrics? Planning Ahead How do I get started with my edTPA preparation? Time management is critical to the successful completion of edTPA . Begin planning for your edTPA assessment as soon as possible. Do not procrastinate. Work steadily and regularly. Saving time for revisions and edi ts will allow you to represent your best thinking in your final portfolio . Since it is important to understand the whole edTPA assessment before you begin, read through the entire edTPA handbook and all of the support m aterials for your content area before you start working on your edTPA , including any materials you may have been given by your preparation program. The specific subject -area handbook that you will use is determined by your state licensure requirements . Once you have selected the edTPA handbook that fits your licensure needs, b e sure that you understand the language of the rubrics so that you under stand how your teaching will be assessed . The three tasks that structure edTPA (Planning Task 1, Instruction Task 2, and Assessment Task 3) are connected together. Acquiring a complete understanding of the evidence that you need to submit in Tasks 2 and 3 will help guide you as you plan the learning segment for Planning Task 1. When reading through Instruction Task 2, make a note on what you must include in the video. When reading through Assessment Task 3, note the types of student learning that you will need to assess. Back to Getting Started Key Decisions Chart
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edTPA Making Good Choices Candidate Support Resource 3 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Organizing What evidence do I have to submit? For edTPA , you will submit artifacts (e.g., information about your Context for Learning, lesson plans, video clips, copies of assessments and materials for yo ur lessons) and written commentaries. Response t emplates are provided as a structure for organizing your response s to the Context for Learning questions and the three task commentaries .2 When completing the commentary response templates, note that there are page lim its. The handbook also specifies instances when supplemental information you may be directed to add to the end of commentaries (e. g., citations of materials from others, transcriptions of inaudible portions of videos, any required translation of materials from another language ,3 copies of assessments analyzed) does not count toward those limits. All of the requirements about what to submit (and information about the optional elements) are introduced in the Tasks Overview chart at the beginning of the handbook, and then specified in more detail in the Evidence Chart at the end of the handbook. Read the Evidence Chart and be sure that you understand the requirements and all necessary evidence you must submit before you start working on your edTPA . You may find it helpful to use the Evidence Chart as a checklist to ensure that you have submitted all necessary evidence according to the requirements, including artifact format (e.g. , live hyperlinks to materials are not permitted ). Portfolios with missing , inaccessible , or inappropriate evidence will receive condition codes (see the condition codes listed in the Submission Requirements ). Back to Getting Started Key Decisions Chart When should I discuss my Context for Learning, including students with specific learning needs? The Context for Learning artifact allows you to describe your school setting along with the particular features of your classroom. It informs scorers about the class you are teaching and the teaching environment along with knowledge about the learning needs of your students and their supports/accommodations. In addition, you will be asked to consider the variety of learners in your class several times throughout the handbook Šsee boxed text below for an example . The boxed text is included to help call your attention to learners who might need different strategies/support to meet their needs relative to the central focus of the learning segment . The list included in the box is not exhaustive; you should consider all students with specific learning strengths and needs. As 2 Three additional template s are provided for the Elementary Education Handbook for a total of seven templates for that subject area. 3 If you are submitting materials in a language other than English, s ee the Submission Requirements for more detailed translation requirements and guidelines. Requirements vary by subject area.
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edTPA Making Good Choices Candidate Support Resource 4 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved appropriate, you should also make connections back to the student needs identified in the Context for Learning Information artifact . Consider the v ariety of learners in your class who may require different strategies/supports or accommodations/modifications to instruction or assessment. For example, students with Individualized Education Programs (IEPs) or 504 plans, with specific language needs, nee ding greater challenge or support, who struggle with reading, or who are underperforming students or have gaps in academic knowledge. Back to Getting Started Key Decisions Chart How do I represent my thinking and teaching in writing? Although the rubrics do not address the quality of your writing (and you will not be scored on errors in spelling, grammar, or syntax), you should be mindful that your written work reflects your thinking and your professionalism. Writing errors may change the meaning of your commentaries or cause it to become unclear, so proofreading is essential. When writing your edTPA commentaries, consider the following guidelines: Note the originality requirements included within the edTPA Professional Standards and Submission Requirements . As indicated in the subject -specific edTPA handbooks, you and your teacher preparation instructors can and should discuss how the various aspects of edTPA connect with each other and to your preparation coursework and field experiences , including the plac ement in which you complete your edTPA portfolio .However, the specific choices that go into the planning, instruction, and assessment tasks that are part of edTPA should solely reflect your thinking , based upon your knowledge of pedagogy and your students ™ needs. All writing should be your own ŒedTPA uses software to detect plagiarism .oOriginality requirement s appl y to settings where co -teaching and collaborative planning may take pla ce. Even if you are co -teaching, collaboratively planning with another candidate or your grade -level team, or in a context with a uniform, prescriptive curriculum ,4 y ou must be the lead teacher for the lessons documented in the learning segment and submit original commentaries. You may choose to incorporate help from other cl assroom personnel during your learning segment (e.g., teacher™s aides or parent helpers) but, again, you must be the lead teacher and these strategic decisions should be addressed in your commentaries. In your Context for Learning artifact, you will explai n your placement setting and any features that influence your planning process. Y our commentaries for each task must provide your own justif ication for planning decisions and analyses of your teaching and student learning .oOutside editing support of your official edTPA submission that includes direct revisions to the content of your writing is not perm itted . Consult with your program leaders for guidelines for acceptable support while developing your edTPA materials. 4 See the fi Planning for Content Understandings fl section of this document for more i nformation on how to address prescribed curr icular requirements .
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edTPA Making Good Choices Candidate Support Resource 5 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Respond to commentary prompts in either bulleted or narrative form .oPage limits indicate the maximum number of allowable pages. Although you may write up to the maximum as needed, you may not need to reach that maximum in order to sufficiently complete yo ur commentaries. Make sure to respond to every part of every prompt . Pay attention to conjunctions (fiandfl, fiorfl). When the prompts are bulleted, make sure to address each bullet point. oIncomplete, superficial, and unelaborated responses are not sufficient. Although there may be a few exceptions, answering a prompt in one or two sentences will not provide enough information for a review er to understand your intentions .Pay attention to the verbs in the prompts. When asked to fidescribe,fl do that: tell about what you planned or did. When prompted to fiexplain,fl include more detail, and give reasons for your decisions. fiJustifyfl requires analysis; you must explain why you did what you did and include evidence to back up your response with supporting d etails. Move beyond showcasing or summarizing your classroom practice . Write your commentaries in a way that shows you understand how your students learn, and identify and analyze what you do to help them learn and the evidence of their learning. edTPA pro vides an opportunity to reflect on your beginning teaching practice and what you have learned by planning, instructing , and assessing student learning. Perfect teaching is not expected. Provide specific, concrete examples to support your assertions. Do no t merely repeat a prompt or rubric language as your responses to commentary prompts Šyou must always include examples and evidence of your teaching. For example, if you state in a response to a prompt that most of the students were able to understand a concept, you should provide specific, concrete examples from your students™ written or oral work that demonstrate and support your assertions. You might point to a specific aspect of a student™s response on an essay, project, or other assessment. In Instruction Task 2, you will submit video evidence for your teaching. Use time stamps to direct a scorer™s attention to specific points of instructi on and provide concrete evidence for your commentary statements. Time stamps can be approximate; they need not be accurate to the second. You may find some prompts repetitive across tasks. This firepetitionfl is intentional. Key prompt elements that appear a cross tasks represent threads that tie all the tasks together, for example , your knowledge of students or the central focus of the learning segment. Questions that appear to be similar are couched in terms of the task that you are completing. Therefore, when you encounter a prompt that seems similar to one you already answered, think about how the context in which the prompt appears might guide your response. Back to Getting Started Key Decisions Chart
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edTPA Making Good Choices Candidate Support Resource Copyright © 2018 Board of Trustees of the Leland Stanford Junior University. 7 All rights reserved Alignment of Rubrics and Commentary Prompts In general, the rubrics and commentary prompts align as depicted in the charts below . Planning Commentary & Rubrics Rubric # 1 2 3 4 5 1 2 3 4 5 Commentary Prompt LSP: 1a Œb, 2 ETS: 2, 3b LSP: 2a, 3b Œc Instruction Commentary & Rubrics Rubric # 6 7 8 9 10 2 3 4a 4b 5 Commentary Prompt AGR : 2, 3 AGR: 4 EAL : 4aŒb AGR: 5a EAL: 4c AGR: 6 AGR: 5b Assessment Commentary & Rubrics Rubric # 11 12 13 14 15 Commentary Prompt 1 2b 2c 3 4 Key: AGR Œ Agricultur al Education ETS Œ Educational Technology Specialist EAL Œ English as an Additional Language LSP Œ Literacy Specialist
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edTPA Making Good Choices Candidate Support Resource 8 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved The World L anguage and Classical Languages Handbook s have 13 rubrics because they address Academic Language differently than other handbooks. Classical Language s/ World Language Planning Instruction Assessment Rubric # 1 2 3 4 5 6 7 8 9 10 11 12 13 Commentary Prompt 1 2 3 4 2 3 4aŒb 4c 5 1 2b 2c 3 Note for all fields : Although particular commentary prompts align with certain rubrics, a ll of the required artifacts and commentary responses for each task are taken into account during the scoring process . For example, y our lesson plans, assessments, instructional materials, and video are key artifacts in the scoring process that may provide relevant evidence for multiple rubrics . So while you will not find a rubric that fiscoresfl these items in isolation, they all inform and are part of what will be used in evaluating your responses.
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edTPA Making Good Choices Candidate Support Resource 9 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Planning Task 1: Planning for Instruction and Assessment Key Decisions Planning For Content Understandings RUBRIC 1 6 What is my subject area emphasis? How do I select the central focus, student content standards, and student learning objectives? How do I develop a learning segment with a central focus ?What should I include in my lesson plans? What if I have particular lessons that I am required to teach in a prescribed wa y or if my school or grade level has a standard curriculum? Knowledge of Students RUBRIC S 2 & 3 What information should I convey about my students when describing my class? How do I support the assertions I make about my students and decisions I make regarding their learning needs? How specific do my references to research and theory have to be? Support ing Academic Language Development RUBRIC 4 How do I identify the academic language demands of a learning task? How do I plan instructional supports to help students use the identified language demands? Planning Assessments RUBRIC 5 What kinds of assessments should I choose for my edTPA learning segment? How do I allow students with specific needs to demonstrate their learning? Planning Task 1 Key Points 6 NOTE: Rubric numbering differs throughout the tasks for Classical Languages and World Language, which have only 13 rubrics each .
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edTPA Making Good Choices Candidate Support Resource 10 Copyright © Board of Trustees of the Leland Stanford Junior University. All rights reserved Planning for Content Understandings What is my subject area emphasis ? Every subject -specific version of edTPA has its own student learning and pedagogical emphasis that is the foundation of the assessment. The emphasis for each subject area is stated throughout your edTPA handbook (see handbook introduction) and in the rubrics. Pay special attention to the subject -specific language in your handbook and be sure to address all relevant components (usually presented as a bulleted list) for your learning segment. Back to Planning Task 1 Key Decisions Chart How do I select the central focus, student content standards, and student learning objectives ? The learning segment you develop and teach for edTPA is defined by a subject -specific central focus for student learning. The central focus is an understanding that you want your students to develop in the learning segment. It is a d escription of the important identifiable theme, essential question, or topic within the curriculum that is the purpose of the instruction of the learning segment. The standards, learning objectives, learning tasks, and assessments addressed or included in your learning segment should all be related to the central focus . The central focus should also take into account prior assessment of your students and knowledge of your students™ varied development, backgrounds, interests, lived experiences , and learning levels that might further influe nce students™ thinking and learning. Each edTPA handbook provides subject -specific guidance for your planning for student learning , so review these guidelines carefully. For each subject area, these guidelines address both basic types of knowledge (e.g., facts, skills, conventions) and conceptual understanding s and higher order thinking skills (such as strategies for interpreting/ reasoning from facts or evidence, synthesizing ideas, strategies for evaluating work, etc .). When identifying the central focus of the learning segment, you must consider conceptual understandings as well as the skills/facts/procedures that students will learn and apply. If you focus only on teaching facts and/or following procedures without deepening students™ understanding of related concepts, you will not fully address your subject -specific learning focus . Within your lesson plans you are asked to identify the state , national , or locally adapted content standards ( relevant to your context) that you will address in the learning segment. Though you may find many student content standards that relate tangentially to your planned learning segment, only a few standards should be the focus of instruction. Include only the standards that are central to the student learning that you expect to support during the learning segment documented in your edTPA. Back to Planning Task 1 Key Decisions Chart
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