relationship of intasc standards to edtpa rubrics1€¦ · · 2014-07-03relationship of intasc...

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Relationship of InTASC Standards to edTPA Rubrics1

InTASC Standards edTPA Rubrics Planning Instruction Assessment

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies 9. Professional Learning & Ethical Practice

10. Leadership & Collaboration

1 Crosswalk contains contents from the 2013-14 edTPA Handbook for Secondary Mathematics as an example. The contents reflect the common architecture included across 27 versions of edTPA. Subject specific language varies for prompts and rubrics across edTPA versions, but the broader pedagogical connections to InTASC are consistent across all.

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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards

edTPA Planning Constructs 1. Planning for Subject-Specific Understandings

2. Planning to Support Varied Student Learning

Needs

3. Using Knowledge of Students to Inform

Teaching and Learning

4. Identifying and Supporting Language

Demands

5. Planning Assessments to Monitor and Support

Student Learning 1. Learner Development

Planning Task, Prompt 3 a. Explain how your

understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.

Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

Planning Rubric 2 Level 4 Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.

Planning Task, Prompt 3 b. Describe and justify

why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.


Planning Rubric 3 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.

Planning Commentary Prompt 4 d. Language Supports.

Refer to your lesson plans and instructional materials as needed in your response to the prompt.

Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.

Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s).

Planning Commentary Prompt 5 a. Describe how your

planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.

Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Assessment adaptations required by IEP or 504 plans are made. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward

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Needs




Demands


Student Learning Planning Commentary Prompt 5 a. Describe how your


b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.


Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets

Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.

developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment. Assessment adaptations required by IEP or 504 plans are made. Level 5: Level 4 plus: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.

2. Learning Differences

Planning Commentary Prompt 1




Planning Commentary Rubric 5

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Needs




Demands


Student Learning

b. Given the central focus, describe how the standards and learning objectives within your learning segment address

conceptual understanding

procedural fluency mathematical

reasoning and/or problem solving skills

c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.

Planning Rubric 1 Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning

For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.

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).

a. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?

b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds

b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.


Planning Rubric 3 Level 1: Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds. Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/

a. Language Demand: 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.

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

c. Additional Language Demands. Given the language function and task identified above, describe the


Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

Planning Rubric 5 Level 5: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.

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Needs




Demands


Student Learning and/or problem solving skills. 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.

and practices, and interests?

c. Mathematical dispositions—What do you know about the extent to which your students

perceive mathematics as “sensible, useful, and worthwhile”2

persist in applying mathematics to solve problems

believe in their ability to learn mathematics

Planning Commentary Prompt 3 a. Explain how your

understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning

community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets

following associated language demands (written or oral) students need to understand and/or use.

Vocabulary and/or symbols

Mathematical precision3 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development

Plus at least one of the following: Syntax Discourse

Consider the range of students’ understandings of the language function and other demands—what do students already know,

2 From The Common Core State Standards for Mathematics 3 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.

http://www.corestandards.org/the-standards/mathematics

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Needs




Demands


Student Learning tasks and materials.



Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.

what are they struggling with, and/or what is new to them?

d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.


Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s).

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Needs




Demands


Student Learning Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.

3. Learning Environments

Planning Prompt 1 c. Explain how your

plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.

Planning Rubric 1 Level 3: Plans for

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Needs




Demands


Student Learning 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. 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.

4. Content Knowledge

Planning Prompt 1 c. Explain how your

plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical

Planning Prompt 3 c. Describe common

mathematical preconceptions, errors, or misunderstandings within your content focus and how you will address them.

Planning Rubric 2

Planning Prompt 2 Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.


a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are

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Needs




Demands


Student Learning reasoning and/or problem solving skills to deepen their learning of mathematics.

Planning Rubric 1 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. 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.

Level 5: Supports include specific strategies to identify and respond to preconceptions, common errors, and misunderstandings.



b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?


some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove.

b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)

c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use.

Vocabulary and/or

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Needs




Demands


Student Learning perceive mathematics

as “sensible, useful, and worthwhile”4



Planning Prompt 3 b. Describe and justify

why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.


Planning Rubric 3 Level 3 Candidate justifies why

symbols Mathematical

precision5 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development

Plus at least one of the following: Syntax Discourse

Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?

d. Language Supports. Refer to your lesson plans and instructional materials



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Needs




Demands


Student Learning 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 [AND] examples of personal/cultural/ community assets

as needed in your response to the prompt.


Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary

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Needs




Demands


Student Learning and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.

5. Application of Content



b. Identify a key learning task from your plans that provides students with opportunities to practice using the

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Needs




Demands


Student Learning language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)




Plus at least one of

6 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.


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Needs




Demands


Student Learning the following: Syntax Discourse




Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional

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Needs




Demands


Student Learning language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.

6. Assessment Planning Task, Prompts 5a-b a. Describe how your

planned formal and informal assessments will provide direct evidence of students’ conceptual understanding,

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Needs




Demands


Student Learning procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.


Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

Planning Rubric 5 Level 1: Assessments are NOT aligned with the central focus and standards/objectives for the learning segment. Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning

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Needs




Demands


Student Learning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment.

7. Planning for Instruction

Planning Prompt 1


Planning Rubric 1 Level 1: Standards, objectives, learning tasks, and materials are not aligned with each other.

Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.


a. Prior academic learning and

Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.


a. Prior academic

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Needs




Demands


Student Learning 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. 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.

prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?






learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?






Planning Prompt 3

7 From The Common Core State Standards for Mathematics 8 From The Common Core State Standards for Mathematics

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Needs




Demands


Student Learning Planning Commentary Prompt 3 a. Explain how your

understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.

Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific



Planning Rubric 3 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’

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Needs




Demands


Student Learning individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.

prior academic learning [AND] examples of personal/cultural/ community asset

8. Instructional Strategies

Planning Commentary Prompt 1 b. Given the central

focus, describe how the standards and learning objectives within your learning segment address





Planning Rubric 1

Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.



b. Personal/cultural/com-



b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning

Planning Task, Prompts 5a-b a. Describe how your



Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps

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Needs




Demands


Student Learning 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. 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.

munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?





Planning Commentary Prompt 3 a. Explain how your

understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical

task occurs. (Give lesson day/number.)




Plus at least one of the following: Syntax

in academic knowledge, and/or gifted students.

Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment.



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Needs




Demands


Student Learning dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.

Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.

Discourse




Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the

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Needs




Demands


Student Learning language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.

9. Professional Learning & Ethical Practice

Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.

Consider the variety of learners in your class who may require different

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Needs




Demands


Student Learning 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).



c. Mathematical dispositions—What do you know about the extent to which your

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Needs




Demands


Student Learning students




Planning Prompt 3 b. Describe and justify

why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.


Planning Rubric 3 Level 3 Candidate justifies why

11 From The Common Core State Standards for Mathematics

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Needs




Demands


Student Learning 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 [AND] examples of personal/cultural/ community asset


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Map of edTPA Operational Rubrics to InTASC Standards

InTASC Standards

edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in

Learning 8. Deepening Student

Learning 9. Subject-Specific Pedagogy: Using

Representations (focus varies among credential

areas)

10. Analyzing Teaching Effectiveness

1. Learner Development


Instruction Prompt 2 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 varied needs and backgrounds, and challenge students to engage in learning?

Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Level 4: The candidate demonstrates rapport with and respect for students.

Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual

understanding procedural fluency mathematical


b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links prior academic learning to new learning.

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areas)


Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: 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.

Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.


Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning

Instruction Prompt 3 a. Explain how your instruction engaged students in developing

Instruction Prompt 4 a. Explain how you elicited and responded to student responses to

Instruction Prompt 4 b. Explain how you used representations to support students’ understanding

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areas)


environment.


Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students.





Instruction Rubric 7 Level 5: Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.

promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.

and use of mathematical concepts and procedures. Instruction Rubric 9 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures.

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areas)


Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students.






Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving

Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning

Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand

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areas)


skills. Candidate links prior academic learning to new learning. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.

and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.

mathematical concepts and procedures.

5. Application Instruction Prompt 2 Instruction Prompt 4

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areas)


of Content a. Explain how your instruction engaged students in developing conceptual



Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.

a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.

6. Assessment 7. Planning for Instruction

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areas)



Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning environment.


Instruction Rubric 6 Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express




Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen

Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 1: The candidate does most of the talking and students provide few responses. Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate

Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures.

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areas)


varied perspectives and promotes mutual respect among students.

and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.

facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.


Instruction Prompt 5 a. What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)?

Consider the variety of learners in your class who may require different strategies/support (such as, students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

b. Why do you think these changes would

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areas)


improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research. Instruction Rubric 10 Level 3: Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory. Level 4: Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory. Level 5: Level 4 plus: Candidate justifies changes using principles of research and/or theory.


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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards

edTPA Assessment Constructs 11. Analysis of Student

Learning 12. Providing Feedback to

Guide Learning 13. Student Use of

Feedback 14. Analyzing Students’

Language Use and Mathematics Learning

15. Using Assessment to Inform Instruction

1. Learner Development

Assessment Commentary Prompt 3

Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings.

Assessment Rubric 14 Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.



Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional

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identified language demands from Task 1) to develop content understandings.

Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).12 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.



Assessment Prompt 3 Assessment Commentary Prompt 3

12 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse).

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Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).13 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and


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provides evidence of language use and content learning for students with varied needs.

5. Application of Content



Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).14 Level 4: Candidate explains and provides evidence of students’ use of the


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language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.

6. Assessment Assessment Task, Prompts 1a-d a. Identify the specific

standards/objectives measured by the assessment you chose for analysis.

b. Provide the evaluation criteria you use to analyze student learning.

c. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.

Assessment Task, Prompts 2b b. Explain how feedback

provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured.

Assessment Rubric 12 Level 3: Feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives, with some attention to the other. Feedback is provided consistently for the focus students.

Assessment Task, Prompts 2c c. How will you support

students to apply the feedback to guide improvement, either within the learning segment or at a later time?

Assessment Rubric 13 Level 4: Candidate describes how s/he will support focus students to use feedback on their strengths and weaknesses to deepen understandings and skills related to their current work. Level 5: Level 4 plus: Candidate guides focus students to generalize

Assessment Task, Prompts 4a-b a. Based on your

analysis of student learning presented in prompts 1c–d, describe next steps for instruction

for the whole class for the 3 focus

students and other individuals/groups with specific needs

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

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d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to




Consider what students understand and do well, and where they continue to struggle (e.g., preconceptions, common errors, common struggles, confusions, and/or need for greater challenge).

Assessment Rubric 11 Level 3: The analysis focuses on what students did right AND wrong and is supported with evidence from the summary and work samples. Analysis includes some differences in whole class learning.

Level 4: Feedback is accurate and addresses both strengths AND needs related to specific learning objectives. Feedback is provided consistently for the focus students. Level 5: Level 4 plus: Candidate describes how s/he will guide focus students to use feedback to evaluate their own strengths and needs.

feedback beyond the current work sample.

academic knowledge, and/or gifted students needing greater support or challenge).

b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.

Assessment Rubric 15 Level 3: Next steps propose general support that improves student learning related to • conceptual

understanding • procedural fluency

AND/OR • mathematical reasoning

and/or problem solving skills

Level 4: Next steps provide targeted support to individuals or groups to improve their learning relative to • conceptual


AND/OR

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Level 4: Analysis uses specific examples from work samples to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class. Level 5: Analysis uses specific evidence from work samples to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals or groups.

• mathematical reasoning and/or problem solving skills

Next steps are connected with research and/or theory. Level 5: Next steps provide targeted support to individuals and groups to improve their learning relative to • conceptual


AND/OR • mathematical reasoning

and/or problem solving skills

Next steps are justified with principles from research and/or theory.

7. Planning for Instruction

Assessment Prompt 4 a. Based on your



students and other individuals/groups with specific needs

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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 needing greater support or challenge).



Assessment Prompt 4 a. Based on your



students and other individuals/groups

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with specific needs

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 needing greater support or challenge).




relationship of intasc standards to edtpa rubrics1€¦ · · 2014-07-03relationship of intasc...

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