edtpa teacher performance assessment - tennessee tech · pdf fileedtpa teacher performance...
TRANSCRIPT
•Create a body of evidence of teacher performance (pre-
service)
•Measure a candidate’s readiness for licensure
•Provide a consistent measure across teacher preparation
programs
•Support candidate learning
•Improve information base for accreditation
Goals of EDTPA
Stanford Center for Assessment, Learning and Equity 2011
Records of Practice
Stanford Center for Assessment, Learning and Equity 2011
Task 1: Planning Task 2: Instruction Task 3: Assessment
Part A: Context for
Learning Information
Part B: Lesson Plans for
Learning Segment
Part C: Instructional
Materials
Part D: Assessments
Part E: Planning
Commentary
Part A: Video Clip(s)
Part B: Instruction
Commentary
Part A: Student Work
Samples
Part B: Evidence of
Feedback
Part C: Assessment
Commentary
Part D: Evaluation
Criteria
Ref: Handbook P. 17
Task 2: Instructing and Engaging Students in Learning
Part A: Video Clips
PLEASE CHECK YOUR HANDBOOK FOR SUBJECT-SPECIFIC
CONSIDERATIONS!
Permission for Video Recording/Student Release Form
Forms must be collected from:
• Any student who will appear in the video
• Any adult (including the mentor teacher) who might appear in the
video
Students whose parents ask they not be video taped can:
• Sit behind the camera, outside of the camera’s range
• Have the camera angle adjusted so they are excluded
• Go to a partner teacher’s classroom during the videotaping
Decide What You Want To Video Record
• Identify challenging learning tasks in which you and your students
are actively engaged.
• Clips should provide a sample of how you interact with students to
develop understanding of Mathematical concepts.
Task 2: Instructing and Engaging Student Learning
Part A: Video Clips
Tips to Consider Before Filming
1. Make arrangements for equipment and assistance in advance. This
includes arrangements for a visitor who might help you with the video
taping.
2. Make sure you have forms from anyone who might appear in the video.
3. Make decisions about where you, your students and the camera will be
placed during the taping. Be sure to place it so that you and your students
can be both seen and heard.
4. Discuss your lesson plan with the camera operator. Will you move around
the room? Will your students? Do you want the camera to follow you or
remain in one place?
5. PRACTICE, PRACTICE, PRACTICE before the learning segment to test
sound and picture quality as well as to get students used to the camera.
6. If you can, record the ENTIRE set of lessons. This will provide you with
more footage to choose from and provide the best evidence called for in
the rubrics.
Ref: Video Recording Guidelines and Suggestions
1Ref: Handbook P. 17 2Ref: Video Guidelines and Suggestions
Task 2: Instructing and Engaging Students in Learning
Part A: Video Clips
Identify Lessons to Video Record
•Provide 1-2 video clips (together totaling no more than 15 minutes) that
demonstrate how you engage students in developing understandings of
mathematical concepts
•Determine whether you will feature the whole class or a targeted group
•Do not include the name of the state, school, or district in your video. Use
first names only for all individuals appearing in the video.
•Optional – Provide evidence of student language use. You may provide
evidence of language use with your video clip(s) from Task 2 AND/OR through
the student work samples you analyzed in Task 3.1
Tips to consider during filming:
•Try to forget the camera is there.
•Don’t introduce new routines or procedures that students are unfamiliar with.
•Advice camera operator not to interject themselves into the lesson in any way.2
1Ref: Video Recording Guidelines and Suggestions 2Ref: Handbook P. 18
Task 2: Instructing and Engaging Student Learners
Part A: Video Clips
Tips to Consider After Filming
•Back up your file on your hard drive, USB drive or on a cd/dvd when you’re
done filming.
•Watch the footage and choose clips which most effectively demonstrate your
ability to teach with regard to the Instruction Task rubrics.
•When preparing a clip(s) for submission, be sure that each clip is continuous
without any edits.
•Use a program like Windows Movie Maker or Apple iMovie software to
prepare and save the clip(s) in the format required in your TPA handbook.1
After Filming
•Respond to prompts listed in the Instruction Commentary
•Determine if additional information is needed to understand what you and the
students are doing in the video clip(s). For example, if there are graphics, texts,
or images that are not clearly visible in the video, or comments that are not
clearly heard, insert digital copies or transcriptions a the end of the instruction
commentary.2
Task 2: Instructing and Engaging Student Learning
Part A: Video Clips
Check Handbook for Subject-Specific Considerations
1.A video clip should be continuous and unedited, with no interruption in
the events.
1.Clip(s) should include interactions between you and your students and your
responses to student comments, questions, and needs.
1.Clip(s) should feature either the whole class or a targeted group of students
within the class. Both you and your students should be visible and clearly
heard on the recording submitted.
1.Before you record your video, ensure that you have the appropriate
permission from parents/guardians of your students and from adults that
appear on the video.
***It is important that the quality of the videotaped activities be sufficient
for scorers to understand what happened in your classroom.
Ref. Video Recording Guidelines and Suggestions
Ref: Handbook P. 18
Task 2: Instructing and Engaging Student Learning
Part B: Instruction Commentary
1.Which lesson or lessons are shown in the clip(s)? Indentify the lesson(s) by
lesson plan number.
1.Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a positive learning
environment.
• How did you demonstrate mutual respect for, rapport with, and
responsiveness to students with varying needs and backgrounds, and
challenge students to engage in learning?
2.Engaging Students in Learning
Refer to examples from the clip(s) in your explanations.
• Explain how your instruction engaged students in developing
understandings of mathematical concepts.
• Describe how your instruction linked students’ prior academic learning
and personal, cultural, and community assets with the new learning.
Ref: Handbook P. 19
Task 2: Instructing and Engaging Student Learning
Part B: Instruction Commentary
4. Deepening Student Learning During Instruction
Refer to examples from the clip(s) in your explanations.
• Explain how you elicited student responses to promote thinking
and develop understandings of mathematical concepts.
• Explain how you used representations (manipulatives, models,
tools, diagrams, charts) to support students’ understanding and
use of mathematical concepts.
5. Analyze Teaching
Refer to examples from the clip(s) in your explanations.
• How did your instruction support learning for the whole class
and students who need greater support or challenge?
Ref: Handbook P. 19
Task 2: Instructing and Engaging Student Learning
Part B: Instruction Commentary
• What changes would you make to your instruction to better support
learning of the central focus (e.g., missed opportunities)?
•Why do you think these changes would improve student learning?
Support your explanation with evidence of student learning and principles
from theory and/or research as appropriate.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs, ELL’s, struggling readers,
underperforming students or those with gaps in academic knowledge,
and/or gifted students).
What to
Submit
Supported
File Types
Number of Files Response
Length
Additional Information
Part A:
Video
Clip(s)
Flv, asf, qt,
mov, mpg,
mpeg, avi,
wmv, mp4,
m4v
No more than
15 minutes
total running
time
•Before you record your video, obtain
permission from the parents/guardians of
your students and from adults who appear
on the video.
•Refer to Task 2: What Do I Need to Do?
for video clip content and requirements.
•When naming each clip file, include the
number of the lesson shown in the video
clip.
Part B:
Instruction
Summary
.doc;
.docx;
.odt; .pdf
No more than 6
pages of
commentary,
including
prompts.
If needed, no
more than 2
pages of
supporting
documentation.
•Use Arial 11-point type.
•Single space with 1” margins on all sides
IMPORTANT:
•Insert documentation at the end of the
commentary file if
•Graphics, texts, or images that you
or the students are using are not
clearly visible in the video
•Portions of the video are inaudible
•If submitting documentation, include the
video clip number, lesson number, and
explanatory text (e.g., “Clip 1, lesson 4,
transcription of student response that is
inaudible”).
Ref. Handbook P. 37
Artifacts and Commentary Specifications
Min Max
1 2
1 1
Video Recording Score: Rubric 7 – Engaging Students in Learning
2
In the clip, students are participating in learning tasks focusing
primarily on mathematical skills or procedures with little attention
to developing understanding of mathematical concepts.
Candidate makes vague or superficial links between prior
academic learning and new learning.
In the clip, students are engaged in learning tasks that address
understandings of mathematical concepts.
Candidate links prior academic learning to new learning.
3
In the clip, students are engaged in learning tasks that develop
understandings of mathematical concepts.
Candidate links both prior academic learning and personal,
cultural or community assets to new learning.
4
Ref: Handbook P. 21
Video Recording Score: Rubric 8 – Deepening Student Learning
The candidate does most of the talking and students provide few
responses.
OR
Candidate responses include significant content inaccuracies that
will lead to student misunderstandings.
1
Candidate primarily asks surface-level questions and evaluates
student responses as correct or incorrect. 2
Candidate elicits student responses relating to reasoning/problem
solving to develop understanding of a mathematical concept. 3
Ref: Handbook P. 22
Ref: Handbook P. 20
How does the candidate demonstrate a respectful learning environment that supports
students’ engagement in learning?
Rubric 6: The Learning Environment
Level 1 Level 2 Level 3 Level 4 Level 5
The clip(s) reveals
evidence of
disrespectful
interactions
between teacher
and students or
between students
OR
Candidate allows
disruptive
behavior to
interfere with
student learning.
The candidate
demonstrates
respect for
students.
Candidate
provides a
learning
environment
that serves
primarily to
control student
behavior, and
minimally
supports the
learning goals.
The candidate
demonstrates
rapport with and
respect for
students.
Candidate
provides a
positive, low-risk
social
environment
that reveals
mutual respect
among students.
The candidate
demonstrates
rapport with and
respect for
students.
Candidate
provides a
challenging
learning
environment
that promotes
mutual respect
among students.
The candidate
demonstrates
rapport with and
respect for
students.
Candidate
provides a
challenging
learning
environment that
provides
opportunities to
express varied
perspectives and
promotes mutual
respect among
students.
Rubric 7: Engaging Students in Learning
How does the candidate actively engage students in developing understanding of
mathematical concepts?
Level 1 Level 2 Level 3 Level 4 Level 5
In the clip(s),
students are
participating in
tasks that are
vaguely or
superficially
related to the
central focus.
There is little or
no evidence the
candidate links
students’ prior
academic learning
or personal,
cultural or
community assets
with new learning
OR
Links cause
student confusion
In the clip(s),
students are
participating in
learning tasks
focusing
primarily on
mathematical
skills with little
attention to
developing
understanding of
mathematical
concepts.
Candidate makes
vague or superficial
links between prior
academic learning
and new learning.
In the clip(s),
students are
engaged in
learning tasks
that address
understandings
of mathematical
concepts
Candidate links
prior academic
learning to new
learning.
In the clip(s),
students are
engaged in
learning tasks
that develop
understandings
of
mathematical
concepts.
Candidate links
both prior
academic
learning and
personal,cultural,
or community
assets to new
learning.
In the clip(s),
students are
engaged in
learning tasks
that deepen and
extend their
understandings
of mathematical
concepts.
Candidate prompts
students to link
prior academic
learning and
personal, cultural,
or community
assets to new
learning.
Ref: Handbook P. 21
Ref: Handbook P. 22
Rubric 8: Deepening Student Learning
How does the candidate elicit student responses to promote thinking and develop
understanding of mathematical concepts?
Level 1 Level 2 Level 3 Level 4 Level 5
Candidate does
most of the
talking and
students
provide few
responses.
OR
Candidate
responses
include
significant
content
inaccuracies
that will lead to
student mis-
understandings.
Candidate
primarily asks
surface-level
questions and
evaluates
student
responses as
correct or
incorrect.
Candidate
elicits student
responses
related to
reasoning/pro
blem solving
to develop
understanding
of a
mathematical
concept.
Candidate
elicits and
builds on
students’
reasoning/prob
lem solving to
explicitly
portray, extend,
or clarify a
mathematical
concept.
Level 4 plus:
Candidate
facilitates
interactions
among students
to develop
understandings
of a
mathematical
concept.
Ref: Handbook P. 23
Rubric 9: Subject-Specific Pedagogy: Using Representations
How does the candidate use representations to develop students’ mathematical concepts?
Level 1 Level 2 Level 3 Level 4 Level 5
The candidate
stays focused on
facts or procedures
with little or no
attention to
mathematical
concepts.
OR
Materials used in
the clip(s) include
significant content
inaccuracies that
will lead to student
misunderstandings.
Candidate
makes vague or
superficial use
of
representations
to help students
understand
mathematical
concepts.
Candidate
uses
representation
s in ways that
help students
to understand
mathematical
concepts.
Candidate uses
representations
in ways that
deepen
students
understanding
of
mathematical
concepts.
Level 4 plus:
Candidate
facilitates
interactions
among
students so
they develop
or apply
representation
s in ways that
deepen and
extend their
understanding
of
mathematical
concepts.
Ref: Handbook P. 24
Rubric 10: Analyzing Teaching Effectiveness
How does the candidate use evidence to evaluate and change teaching practice to meet
students’ varied needs?
Level 1 Level 2 Level 3 Level 4 Level 5
Candidate
suggests
changes
unrelated to
evidence of
student
learning.
Candidate
proposes
changes that
are focused
primarily on
improving
directions for
learning tasks
or
task/behavio
r
management.
Candidate
proposes changes
that address
students’
collective learning
needs related to
the central focus.
Candidate makes
superficial
connections to
research and/or
theory.
Candidate
proposes
changes that
address
individual and
collective
learning needs
related to the
central focus.
Candidate
makes
connections to
research
and/or theory.
Level 4 plus:
Candidate
justifies changes
using principles
of research
and/or theory.
Task 2 examples-Instruction
COmmentary
Prompt: Analyzing Teaching
•What changes would you make to your instruction to better support student learning of the central focus? (e.g. missed opportunities)
•Why do you think these changes would improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research as appropriate.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs, English Language Learners,
struggling readers, underperforming students or those with gaps in
academic knowledge, and/or gifted students.
REF: Handbook P. 19
(In this lesson, students were given a ruler and a basket of items to measure. The items were
marked to show which side was to be measured. Students were then asked to share their
measurements with their groups.)
Task 2 Instruction
Commentary
Analyzing Teaching: What changes would you make to your instruction to better support student learning of the central focus? (e.g. missed opportunities)
If I were to teach this lesson again, I would focus more on using a ruler. I
would spend more time having the students practice measuring items. I
would spend more time getting them to understand how the ruler is broken
down. I would also spend more time having students practice determining
the measurements of shapes. This could include using the ruler to measure
as well as determining the length of sides based on the other dimensions. I
would group the students to work on the magnified inch. I would put a
strong student with a struggling student to help the struggling student better
understand what they are doing. Many of my strong math students are not
creative when they are building and designing. Many of my struggling math
students are creative and artistic. This grouping would allow the struggling
students to help the strong students with the artistic side of the argument as
well.
Task 2 Instruction
COmmentary
Analyzing Teaching: Why do you think these changes would improve
student learning? Support your explanation with evidence of student
learning and principles from theory and/or research as appropriate.
When I assessed the students using the ruler was where they struggled the
most. In spending more time on this topic, this will allow them to have a
stronger understanding of the topic. If I am able to pair the students that
understand how to use a ruler with the ones that do not, this will allow them
both to have a stronger understanding. Allowing the stronger students to
explain how to use the rulers is a way for me to assess their true
understanding of the topic as well.
Task 2 Instruction
Commentary
Prompt: Deepening Student Learning – Refer to examples from the
clip(s) in your explanations.
a.Explain how you elicited student responses to promote thinking and
develop understandings of mathematical concepts.
b.Explain how you used representations (manipulatives, models,
tools, diagrams, charts) to support students’ understanding and use of
mathematical concepts.
Task 2 Instruction
Commentary
Deepening Student Learning During Instruction: Explain how you
elicited student responses to promote thinking and develop understandings
of mathematical concepts.
To deepen student learning, I knew it would be most appropriate to build upon life
experiences and prior knowledge. I began the lesson by posing the following question,
“If you cut a sandwich into two equal parts, what shapes could you make?” Students
recorded their thoughts in their Interactive Math Notebooks. Students knew that
these notebooks are used to record their thoughts throughout the lesson, as well as
any notes or materials about the concept. I found that many students decided to draw
diagrams. I allowed several students to explain their thinking by drawing a diagram
on the ActivBoard. One student came up to the board and drew something that did
not work. I facilitated a discussion as to why it did not work. Through whole group
discussion, students came to a consensus that they could cut a sandwich into two
equal parts and create rectangles and triangles. I had hoped that I would be able to
use the question during my lesson to prompt students toward understanding.
Approximately five minutes into the video clip, I used the question that I posed at the
beginning of the lesson to elicit a student to think about what you must do to square
to create a triangle.
Task 2 Instruction
Commentary �
Deepening Student Learning During Instruction: Explain how you used
representations (manipulatives, models, tools, diagrams, charts) to support
students’ understanding and use of mathematical concepts.
Students were then given a 3-inch by 3-inch construction paper square. They
were instructed to use this square to help them develop a formula that they
could use to find the area of the triangle. They were told that they could
fold, cut, or manipulate the square any way that they felt necessary. No
additional instructions were given. Because my goal was for my students to
understand why the formula for a triangle is half that of a square or
rectangle, I did not have them solve any conceptual problems yet. Students
were given instructions to manipulate their squares and to think about how
they could use the formula for the area of a square to develop a generic
formula for the area of a triangle. Very minimal direct instruction took place
during this lesson.
Task 2 Instruction
COmmentary
I would then fold the square in half to form a triangle and prompt each
student to think a way to write “half ” mathematically. Most struggled
with that, even though we had just completed a unit on fractions. Quite
often I found myself saying, “Think of a fraction.” I prompted and
guided students through the thought process until they derived with a
formula that would work. This technique seemed to effectively guide
students toward conceptual understanding. Some students needed my
support much more than others. Throughout the lesson, I challenged
students that discovered the formula for the area of a triangle to see if
they could also split a rectangle in half to create a triangle. However,
there were several instances throughout the clip that I physically picked
up a students’ square and discussed with him/her the formula and
terminology associated with finding the area of the figure.
• www.youtube.com/ttutech
• http://edtpa.com
• http://www.tntech.edu/teachered/home/
Resources