tips for success!. dr. harold goldstein12 years teaching experience k-3 general music high school...

Tips for success!

Preparing your edTPA Performing Arts Portfolio

Dr. Harold Goldstein

12 years teaching experience• K-3 General Music• High School Band and Music Theory

Sponsored 8 student teachers in the past 6 years• LIU Post, SUNY Potsdam, SUNY Fredonia, Dowling…• Assisted 2 of them in preparation for edTPA (they both

passed!)Qualified scorer of Performing Arts edTPA portfolios

Who am I?

Teacher candidates will understand what the edTPA is, what it is intended to measure, and what their responsibilities are in completing it.

Teacher candidates will understand the architecture of the exam: its elements; where to begin; the three tasks; the rubrics; and important vocabulary and terms.

Teacher candidates will receive tips for preparing the artifacts necessary for each of the tasks.

Teacher candidates will receive tips for interpreting the 15 edTPA Performing Arts rubrics and applying them to their portfolios.

Objectives of Today’s Lecture:

Teacher Performance Assessment

Measures a Teacher Candidate’s preparedness to become a beginning teacher. “Is a new

teacher ready to start the job?”

Evaluation of teaching materials and artifacts that demonstrates each teacher candidate’s

ability to effectively teach his/her subject matter to all students

What is the edTPA?

New York State requires all teacher candidates to pass the edTPA in the certification area they are seeking licensure in

Exemption through June 2015… if you take the assessment in a legit manner and do not pass, NY has temporarily permitted teacher candidates to take the Assessment of Teaching Skills – Written (ATS-W) to receive certification

Other states and educational institutions have other requirements that may or may not require edTPA. Check on each state’s department of education website to find out!

Am I required to take the edTPA?

Have a copy of the subject specific

handbook

Newest update just came out! (Fall 2014)

Registration at the edTPA website

Collection, preparation, and

submission of materials

This is a new thing…. Many of your sponsor

teachers may not know what it is!

Professional Responsibilities

p. 36

Basic Responsibilities of the Teacher Candidate

Architecture of the Assessment

Getting to Know the edTPA

edTPA is a Portfolio-style assessmentCandidate submits ARTIFACTS that are

evaluated by scorers.Artifacts include:

Lesson PlansVideo of teachingSample student assessment with feedbackCommentary about the above artifacts

Artifacts are evaluated using 15 rubricsPlease Note: Some subject areas have a different

amount of rubrics (Elementary Education and World/Classical Languages)

Know the Assessment:Getting Started

Step 1 – Identify a “Central Focus” to Teach• What are you going to teach?

Step 2 – Choose a “Learning Segment” to complete the tasks of the edTPA• A series of 3-5 lesson plans to teach your “central

focus”

Step 3 – Complete the “Context for Learning” • A general worksheet outlining the school you work in,

demographic information of the school, etc… (p.37)

Step 4 –Complete the 3 Tasks!

Know the Assessment:Getting Started

Task 1 = Planning• Context for Learning• 3-5 Lesson Plans (up to 5 pages

per lesson plan)• Commentary for Lesson Plans

(answering prompted questions – up to 9 pages max, p. 10-12 of the workbook)

Know the Assessment:The Three Tasks of edTPA

Task 2 = Instruction• Video clips of Teacher Candidate Teaching (1-2 clips, total of 15-20 minutes)

• Commentary of Videos (answering prompted questions – 6 pages max, p. 19-20 of workbook)


Task 3 = Assessment• Samples of student work from an

assessment within the learning segment with teacher candidate’s feedback (3 students)

• Commentary of Assessment (answering prompted questions – 8 pages max, p. 28-30 of workbook)

• Evidence of Feedback• Evaluation Criteria


Each Task has 5 rubrics in which you are evaluated:

Task 1 – Planning1. Planning for Instruction2. Planning for Needs3. Using Knowledge of Students4. Identifying Language Demands5. Planning Assessment

Know the Assessment:Rubrics


Task 2 – Instruction6. Learning Environment7. Engagement of Students8. Deepening Student Learning9. Subject-specific Pedagogy10. Analyzing Teacher Effectiveness



Task 3 – Assessment11. Analysis of Student Learning12. Providing Feedback13. Student Use of Feedback14. Analyzing Students’ Language Use

15. Using Assessment to Inform Instruction


Know the Assessment:Sample Rubric

Rubric 2: Planning to Support Varied Student Needs

How does the candidate use knowledge of his/her students to target support for students to develop artistic skills, knowledge, or contextual

understandings to create, perform, or respond to music/dance/theater?

Level 1 Level 2 Level 3 Level 4 Level 5There is little to no evidence of

planned supports.

OR

Candidate does not attend to

requirements in IEPs and 504

plans

Planned supports are loosely tied to

learning objectives or the central focus of

the learning segment.

AND

Candidate attends to requirements in

IEPs and 504 plans

Planned supports are tied to learning

objectives and the central focus with

attention to the characteristics of

the class as a whole.


IEPs and 504 plans.

Planned supports are tied to learning

objectives and the central focus.

Supports address the needs of

specific individuals or groups with

similar needs.


IEPs and 504 plans.

Level 4 plus: Supports include

strategies to identify and respond to

common errors, weaknesses, and

mis-understandings.

Parts of rubric: Title, Guiding Question, Levels, Criteria/Descriptors

Rubric Performance LevelsLevel 1 Level 2 Level 3 Level 4Level 5

Teacher Focus Student Focus

Whole Class Individual/Instruction Flexible Group

Instruction

Integrated, Lacks Coherence Intentional,

Well-Executed

Rubrics are graded on a scale of 1-51 = Unprepared to be a Teacher2 = Developing into a Prepared Teacher3 = Prepared to be a Beginner Teacher4 = Very Prepared to be a Beginner Teacher5 = Prepared to be a Master Beginner Teacher

What should you be aiming for?Remember, this needs to be completed on top

of all of your other student teaching responsibilities…

Tips for Success:Be Realistic

Read them – all of them!Look up definitions – Glossary provided in

handbook!Submit artifacts that support what the

rubrics are looking for!Beware of the words “AND” and “OR”Scorers are literally trained to evaluate

exactly where you fall on the rubric. Some rubrics require citations and references

to theory/research to get scores of 3, 4, and 5

Tips for Success:Get to Know the Rubrics!

You must teach or have students apply one (or more) of the following:Artistic Skills – personal expression, imaginative choices,

creativity, improvisation, ability to explore/create freely without formal boundaries

Knowledge – individual techniques, tools/instruments, processes, elements and organizational principles – fundamentals which will allow students to learn and understand performing arts concepts that will lead them to artistic expression

Contextual Understandings – The notion of learning about and reflecting upon the skills and techniques of an art form as it is influenced by all elements of the world, including historical, cultural, social, global, and the impact that those elements have made upon the evolution of the art form

Tips for Success:Performing Arts Terms

Sample Classes: Music Theory Class Small Group Clarinet Lesson 3rd Grade General Music Class Full High School Choral and Band Rehearsals

Choose your class wisely. Some of the classes you teach will be harder than others to complete the edTPA tasks

Sample Central Foci: Teaching Elementary GM class how to play the recorder Teaching HS chorus how to interpret the phrasing a specific song

for concert performance Teaching acting class how to prepare for auditions Teaching HS chorus better tone production

Be as specific or as general as you want… but make sure your lessons focus on what you want to teach!!!!!

Tips for Success:Choosing a Class and a “Central Focus”

Preparation of Artifacts

Preparing the Tasks

Task 1 Requires you to submit the “Context for Learning,” 3-5 lesson plans, and commentary about the lesson plansDon’t forget the Context for Learning!Use any format of lesson plans that you like,

feel free to tweak it or add to it to address rubrics

These are formal lesson plans, not simple lists of objectives or brief outlines of procedures.

Follow directions on the commentary! Provide what is asked for! The rubrics align with the commentary! The more specific, the better!

Tips for Success: Preparing ArtifactsTask 1: Planning

Task 2 Requires you to submit 1 or 2 video clips of your teaching totaling about 15-20 minutes and commentary about the videos.As a general practice as a student teacher, record yourself

often to reflect upon how well you are doing. If you record yourself often, you should have plenty of

video to choose from within your chosen learning segment.GET TO KNOW THE RUBRICS! Choose video clips that

best demonstrate what the rubrics are asking for!We expect to see teacher/student interaction! Not just

conducting!Follow directions on the commentary! The commentary

prompts line up with the rubrics you are evaluated on! Provide what is asked for!

Tips for Success: Preparing ArtifactsTask 2: Instruction

Video tips:Do some test runs with your cameraIf too blurry or not viewable, you may have

problemsConfidentiality – if students appear without signed

consent, you may blur their facesVideo clips should be of consistent non-stop

instructional time and include group work time, student personal work/reading time, etc. Edit the beginning and end, but not the middle.

If inaudible at times, you MUST transcribe dialogue and include at end of commentary (no more than 2 pages).

Tips for Success: Preparing ArtifactsTask 2: Instruction (C0ntinued)

Task 3 Requires you to submit 3 student work samples and feedback from you to these students from one of your assessments in the learning segment and commentary about them.You can submit written assessments, audio clips of

assessments, or video clips of assessments.If audio/video is inaudible, you MUST submit a transcription

of dialogue! Blurry video could result in return to you!All work samples MUST include feedback from you!The 3 student work samples should represent 3 different

types of students in your class (perhaps high achievers, mid-level achievers, and lower achievers; at least one should be a student with special needs – IEP, ELL, gifted, struggling, underperforming)

Tips for Success: Preparing ArtifactsTask 3: Assessment

Reattach portions of Task 1 here if you think it is appropriate, especially if you have rubrics, checklists, etc. that are a part of the assessment you are presenting.

If you choose audio or video clips, please transcribe your comments/feedback and attach to the end of the commentary (no more than 2 pages)

I do not recommend you use a True/False, Multiple Choice, or written exam/quiz with short answers – You’ll see why…

GET TO KNOW THE RUBRICS! Follow directions on the commentary! Provide what is asked for!

Tips for Success: Preparing ArtifactsTask 3: Assessment (continued)

Little known fact:Scorers only grade one task at a time in the order of

the three tasks.Scorers only have access to one task at a time (Task 1,

then Task 2, then Task 3).Once scores for Task 1 rubrics are submitted, they can

not be changed.So…If you want something considered in rubrics 1-5, you

must place it somewhere in Task 1! If you address it in Task 2 or 3, it will NOT be considered in Task 1 (Rubrics 1-5)

Do NOT rely on your scorer remembering something you provided in Task 1 for Tasks 2 or 3! Restate it, or find a place for addressing it!

It is OK to be repetitive in this assessment!

Tips for Success: Preparing ArtifactsWhere should I put things?

What we’re looking for!

Inside the Rubrics

How do the candidate’s plans build students’ knowledge and skills related to creating, performing, or responding to music/dance/theater by applying artistic skills, knowledge, and contextual understanding?

Found in:Context for LearningPlanning Commentary Prompt 1Lesson Plans Instructional Materials (if you supplied them)

What we’re looking for at Level 3:Logically sequenced Lesson PlansLessons build upon each otherYou are appropriately addressing artistic skills, knowledge,

or contextual learning

Inside the RubricsTask 1 – Rubric 1: Planning for Instruction

How does the candidate use knowledge of his/her students to target support for students to develop artistic skills, knowledge, and contextual understandings to create, perform, or respond to music/theater/art?

Found in:Context for LearningPlanning Commentary Prompts 2 & 3Lesson Plans Instructional Materials (if you supplied them)

What we’re looking for at Level 3:Plans address learning needs of the whole class IEP and 504 requirements are addressedConsider different types of students in your classAUTOMATIC 1 – Missing plans to address 504/IEPs

Inside the RubricsTask 1 – Rubric 2: Planning for Needs

How does the candidate use knowledge of his/her students to justify instructional plans?

Found in:Planning Commentary Prompts 2 & 3

What we’re looking for at Level 3:Relevance of learning tasks to PRIOR KNOWLEDGE

or knowledge of students’ cultural backgrounds or personal interests/experiences (assets)

Reference to research/theory in relation to plans to support student learning

AUTOMATIC 1: Only provides a DEFICIT view of students and their backgrounds

Inside the RubricsTask 1 – Rubric 3: Using Knowledge of Students

Deficit View (BAD!) Low academic performance based primarily on

students’ cultural or linguistic backgrounds, the challenges they face outside of school or from lack of family support. This leads to patterns of low expectations, not taking responsibility for providing appropriate support, or not acknowledging student strengths

DEFICIT VIEWS MAKE EXCUSES FOR POOR STUDENT PERFORMANCE


Assets (GOOD!) Personal – background information that students bring to the

learning environment: interests, knowledge, everyday experiences, family backgrounds, etc. that a teacher can draw upon to SUPPORT STUDENT LEARNING.

Cultural – cultural backgrounds that students bring to the learning environment: traditions, languages, world views, literature, art, etc. that a teacher can draw upon to SUPPORT STUDENT LEARNING.

Community – common backgrounds and experiences that students brings to the learning environment: resources, local landmarks, community events and practices, etc. that a teacher can draw on to SUPPORT STUDENT LEARNING.

FOCUSING ON ASSETS FORCE TEACHERS TO WORK WITH WHAT STUDENTS HAVE TO SUPPORT STUDENT LEARNING!


How does the candidate identify and support language demands associated with a key performing arts learning task?

Found in: Planning Commentary Prompts 4a – 4d Lesson Plans Instructional Materials (if provided)

What we’re looking for at Level 3: Identify one of the Language Functions Identify language demands related to the language function,

including: specific terms or symbols and either syntax or discourse There is support described (either in lesson plans or commentary)

where students apply both vocabulary and either discourse or syntax in your lessons. This includes instructional materials and strategies that are selected, modified, or scaffolded to assist learners.

Inside the RubricsTask 1 – Rubric 4: Language Demands

HOLY COMMON CORE, BATMAN!Language Functions for the Performing Arts:

Choose 1 of the following! (Don’t resist!)

Find a place in one of your lessons where you have studentsdo one of these things!


AnalyzeCompare/Contrast

Describe Explain Express

Identify Interpret PerformSummariz

eSynthesiz

e

Language Demands:Vocabulary and/or Symbols

Words and phrases used in the discipline They have different subject-specific meanings that differ from

meanings used in everyday life (e.g., table) General academic vocabulary used across disciplines (e.g. compare,

contrast, analyze, evaluate) Subject-specific words defined for use in the discipline

Syntax The set of conventions for organizing symbols, words, and

phrases together into structures (e.g. Sentences, Graphs, Tables)Discourse

Written and oral languageHow members of the discipline talk, write, and participate in

knowledge constructionHow members of the discipline communicate the content


Example: Look at Planning Question 4 Central Focus: Dynamics and Dynamic markings Prompt a: Language Function: Analyze Prompt b: Language Function is in Lesson plan 2 Prompt c: Vocabulary students need to know:

dynamics, volume, forte (f), mezzo forte (mf), mezzo piano (mp), piano (p), loud, medium loud, medium soft, soft

Prompt c: How you might provide syntax -Students will be analyzing the dynamics of a selected piece of music by circling the dynamic markings on the music in different colors. Then, they will list the dynamics they found on the table on the blackboard in the order from softest to loudest, and include both the musical name of the symbol and what level of volume is needed.

Prompt c: How you might provide discourse – Students will be analyzing the dynamics of a selected piece of music by circling the dynamic markings on the music in different colors. Students will then discuss which dynamic markings they found and what they mean to do.


Discourse and Syntax is not displayed if: You ask only Yes/No questions You ask only for definitions of vocabulary You ask only “What does this symbol mean?” You ask for what the word is after giving a definition You are teaching only by rote You are the source of the vocabulary and symbol identification

Discourse and Syntax are displayed if: Students are using the vocabulary/symbols Students are interpreting/analyzing and showing/explaining what

they are doing Students are using performing arts vocabulary to critique each other Students are demonstrating that they can use the vocabulary in

conversation or writing Students are the source of vocabulary and symbol identification


How are the informal and formal assessments selected or designated to monitor students’ development of artistic skills, knowledge, and/or contextual understandings through creating, performing, or responding to music/dance/theater?

Found in: Context Information Planning Commentary Prompts 2 & 5 Lesson Plans Assessment Materials

What we’re looking for at Level 3: Planned assessments provide evidence of students’ artistic skills,

knowledge, and/or conceptual understandings at various points during the learning segment

Adaptations or modifications are planned to accommodate IEPs and 504s

AUTOMATIC 1: Adaptations for 504s and IEPs are missing! AUTOMATIC 1: Assessments are misaligned to central focus and

standards/objectives for the learning segment

Inside the RubricsTask 1 – Rubric 5: Planning Assessments

How does the candidate demonstrate respectful environment that supports students’ engagement in learning?

Found in:Video Clips Instruction Commentary Prompt 2

What we’re looking for at Level 3: Interactions with students are respectful, demonstrate

rapport, and students communicate easily with candidateEnvironment that is both described and verified with video

shows that candidate facilitates a positive environment wherein students are willing to answer questions and work together without candidate or other students criticizing their responses

Inside the RubricsTask 2 – Rubric 6: Learning Environment

How does the candidate actively engage students in developing artistic skills, knowledge, and/or contextual understandings to create, perform, or respond to music/dance/theater?

Found in:Video Clips Instruction Commentary Prompt 3

What we’re looking for at Level 3:Students are engaged in learning tasks that provide

opportunities for students to focus on artistic skills, knowledge, or contextual understandings

Clips show candidates making connections to prior academic learning to help develop new content or skills

Inside the RubricsTask 2 – Rubric 7: Engaging Students

How does the candidate evoke student performances/responses to promote and develop artistic skills, knowledge, and/or contextual understandings?

Found in Video clips Instruction Commentary Prompt 4a

What we’re looking for at Level 3:Students are prompted to offer performances or responses

that require application to artistic skills, knowledge and contextual understandings. (e.g. use “how” and “why” questions)

Automatic 1: There are significant content inaccuracies or significant error in content core

Inside the RubricsTask 2 – Rubric 8: Deepening Student Learning

How does the candidate use modeling, demonstrations, and content examples to develop students’ artistic skills, knowledge, and/or contextual understandings for creating, performing, or responding to music/dance/theater?

Found inVideo clips Instruction Commentary 4b

What we’re looking for at Level 3:Candidate is modeling, demonstrating, or using

examples that support student learning AUTOMATIC 1: Representations are incorrect,

inappropriate, or not used appropriately

Inside the RubricsTask 2 – Rubric 9: Subject-Specific Pedagogy

How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?

Found in Video clips Instruction commentary prompt 5

What we’re looking for at Level 3: Proposed changes in teaching practice relating to central focus

and address needs of the class References to theory or research in relation to plans to support

student learning and connections are made between student learning and theory/research

ONLY ADDRESSING CLASSROOM MANAGEMENT ISSUES WILL ONLY GET YOU A “2!”

Focus on techniques, accommodations, and methods that you can do to help students learn better. It’s about student learning, NOT solely classroom management!

Inside the RubricsTask 2 – Rubric 10: Analyzing Teacher

Effectiveness

How does the candidate analyze evidence of student learning?

Found inEvaluation criteriaStudent work samplesAssessment Commentary 1

What we’re looking for at Level 3:Student work samples support an accurate listing of

what students did both correctly and incorrectlyDifferences in learning across the class are identified

More specific analysis extends to individuals and groups of students in class get higher than a 3!

Inside the RubricsTask 3 – Rubric 11: Analysis of Student Learning

What type of feedback does the candidate provide to focus students?

Found in Student Work samples Evidence of written/oral feedback Assessment Commentary 2a & 2b

What we’re looking for at Level 3: Feedback is accurate and emphasizes both strengths and

weaknesses of students Feedback is evenly distributed amongst students, with no

student receiving significantly more feedback than others A simple multiple choice or True/False “test” does not do this! AUTOMATIC 1: Feedback has errors AUTOMATIC 1: Feedback is unrelated to learning objectives or

is inconsistent with analysis of student learning

Inside the RubricsTask 3 – Rubric 12: Providing Feedback

How does the candidate provide opportunities for focus students to use the feedback to guide further learning?

Found in Evidence of FeedbackAssessment Commentary 2c

What we’re looing for at Level 3:Opportunities for applying feedback are providedApplication of feedback focuses on revising current

workSpecifications of how focus students can use

feedback to improve current work

Inside the RubricsTask 3 – Rubric 13: Student Use of Feedback

How does the candidate analyze students’ use of language to develop content understanding?

Found in Student work samplesAssessment commentary 3

What we’re looking for at Level 3:Explanation/Identification of evidence that the students

used or attempted to use the identified language function

Evidence addresses students’ use of vocabulary or an additional language demand (syntax or discourse)

AUTOMATIC 1: Overlooking students’ significant misuse of language

Inside the RubricsTask 3 – Rubric 14: Student Use of Language

How does the candidate use the analysis of what students know and are able to do to plan the next steps of instruction?

Found in Assessment Commentary 5

What we’re looking for at Level 3:The next steps focus on support for student

learningNext steps focus on learning artistic skills,

knowledge, and/or contextual understandingsReferences to research/theory when describing

next steps and connecting them to the plans.

Inside the RubricsTask 3 – Rubric 15: Using Assessment to

Inform Instruction

Other Thoughts and Ideas

Be familiar with scanning devices and programsBe familiar with video devices and programsProvide evidence in a clear and clean fashionNever assume we know what you are talking about! If it is

not there, we will not assume you meant for it to be there! Always err on the side of being more specific! Rubrics

often differentiate between “vague,” “general,” and “specific” details within your responses.

Plan in advance and take your time in choosing wisely……but remember that you need to complete this relatively

fast.We do not deduct scores for spelling mistakes or poor

grammar/writing… but come on! You are going to be a teacher!

Tips for preparation of portfolio

As a scorer, they don’t really tell us because everyone who requires edTPA interprets the scores different… but…

New York State requires a score of 41 to pass (adding the total of all 15 rubric scores…. That’s an average rubric score of 2.73)

There is a “mastery score” for New York. But what does mastery mean!? (Score of at least 48, average rubric of 3.20)

Every state may be different. Be sure to check out your state

What does it mean to “Pass” this Assessment?

Registration/Submission/Uploading/TimelinesedTPA website = www.edtpa.comPearson support Friends with scanning/filming experience

Teacher Certification RequirementsState Education Department Website

Content of edTPACheck the handbook!edTPA websiteDo a web searchHave a professor/sponsor teacher look over your

portfolio or portions of itSend me an e-mail: [email protected]

Questions?

tips for success!. dr. harold goldstein12 years teaching experience k-3 general music high school...

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