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Mentoring/Assessing&
Scoring the edTPA
Mara Manson Ed.DSeptember 20, 2013
Teacher educators from programs that participate in edTPA
Other qualified teacher education faculty Clinical supervisors of student teachers K-12 teachers, administrators, and National
Board Certified Teachers. All scorers are recruited and selected
because of their extensive experience with teacher candidates and superior content knowledge
Who Scores the edTPA
© SCALE 2012
edTPA Scorer Traini
ngPearson
© SCALE 2012
What is the role of University/College Supervisors in mentoring Teacher Candidate’s to successfully complete the edTPA?
What is the role of University/College Faculty members in preparing Teacher Candidates to be successful when completing the edTPA?
Care to Share
© SCALE 2012
Handbook Evaluation Rubrics Teacher Candidate edTPA work sample
Materials
© SCALE 2012edTPA
As a group
Overview of each rubric
Strategies for navigating task
& gathering evidence
Individually
Read
Gather evidence
map evidence to rubric
As a table
Discuss to come to
agreement
As a group
share
Today’s Agenda
© SCALE 2012edTPA
Rubric progression Expanding repertoire of skills & strategies
Deepening of rationale and reflection
Not Ready Proficient Novice Highly AccomplishedBeginner
1 5
Teacher Focus
Student Focus
Whole Class
Individuals/ Flex. Groups
Integrated, Intentional & Well Executed
Fragmented, Indiscriminate
© SCALE 2012edTPA
Read the Context for Learning. Evaluate Task 1 (Planning) completely, then move on to 2
Evaluate Task 2 (Instruction) completely (consulting Task 1 evidence as needed)
Evaluate Task 3 (Assessment) completely (consulting Tasks 1 & 2 evidence as needed)
Task by Task Overview
© SCALE 2012edTPA
What to do
Select one class as a focus
Provide relevant context information
Identify a learning segment (3-5 consecutive lessons)
Identify a central focus in the learning domains (psychomotor, cognitive , affective
Write and submit a lesson plan for each lesson in the learning segment
Select and submit key instructional materials
As part of the commentary, choose one language function to analyze physical education language demands and identify a learning task where students use that language function. Identify both the language that students will be expected to use to engage in the learning task
Submit all copies of assessments for the learning segment prior to teaching the learning segment
Task 1 - Planning
Rubrics
1-5
© 2013 Board of Trustees of the Leland Stanford Junior University
Obtain required permission for video recording
Identify lessons from the learning segment you planned in Task 1 to videorecord
Select 3 focus students that represent the range of psychomotor competencies. At least one student must be a student with learning needs
Videorecord your teaching a select 1 or 2 clips (totaling no more than 20 minutes)
Analyze your teaching in the clips and respond to the commentary
Task 2 - Instruction
Rubrics 6-10
© 2013 Board of Trustees of the Leland Stanford Junior University
Select one formal-based assessment from the learning segment
Define and submit the evaluation criteria you will use to analyze student learning
Review whole class results from the selected assessment to identify quantitative and qualitative patterns
Summarize the learning of the whole class using documented student data. Use video clips of the 3 focus students to illustrate patterns of student learning
Submit feedback on the assessment for the 3 focus students in written, audio or video form
Analyze evidence of students’ language use from video clips from the instructional task, an additional video clip of one or more students using language within the learning segment, and/or student work samples and assessment data from the assessment task
Analyze your assessment of student learning and plan for next steps in the commentary
Task 3 – Assessing Student Learning
Rubrics11-15
Task 1 Rubrics 1-5
Task 2 Rubrics 6-10
Task 3 Rubrics 11-15
CARE TO SHARE
