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edTPA Informative Presentation

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Jess Altshul

on 1 October 2014

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Transcript of edTPA Informative Presentation

edTPA Informative Presentation
Jessica Altshul
ETE 310-04
October 15, 2014

Overview of edTPA Tasks
Task 1: Planning for Instruction and Assessment

Task 2: Instructing and Engaging the Focus Learner

Task 3: Assessing Learning
Task 1 Overview
A. Context for Learning
-Tells the assessor about the school environment, classroom environment, and students
B. Lesson Plans
-Includes date, students involved, standards, learning objectives, instructional resources and materials, instructional procedures, and assessment
C. Instructional Materials
-Includes any materials needed to teach the lesson
D. Assessments
-Includes any assessments the students will take
E. Planning Commentary
-Includes central focus for the three lessons, how the lessons connect to one another, acknowledgment of students' prior learning, one language function, how to support students' literacy, and how the students will be assessed (complete the template)
Task 1: My Teaching Unit
A. Context for Learning
-Private K-8th grade school in a 5th grade classroom with 27 students



B. Lesson Plans
-Valley Forge
-Valley Forge Extended
-The Battle of Yorktown

Task 2 Overview
A. Video Clip
-1 to 2 continuous video clips (not edited) that total no more than 15-20 minutes (depending on the edTPA you are doing)
-Audio and visual components of video are adequate
-Demonstrate how you and your students interact as well as how you are teaching to your targeted skills
B. Instruction Commentary
-List ways you provided a positive learning environment, engaged the students, deepened their understanding, and areas of improvement for your teaching
-Reference the video or state, "Although it is not shown in the video clip, I..." when writing about these topics mentioned above

-Make sure you have permission slip signed to video record students.
-Use academic language during lessons and video clip.
-Encourage every student to participate and share.
edTPA Defined
The Teacher Performance Assessment was created by Standford University and the American Association of Colleges for Teacher Education. It is designed to prepare teachers for their work in the field, and it assesses how well pre-service teachers are able to plan, execute, and reflect on a lesson. Another focus of the edTPA is to assess how well pre-service teachers can teach each individual student effectively and increase achievement in all students ("About edTPA," n.d.).
Academic Language
Task 3 Overview
Task 3: My Teaching Unit
A. Digitalized Work Examples
Reflection
When I was first introduced to the edTPA, I was completely overwhelmed. Now that I am more educated on this topic, I have a better understanding of what is expected of teacher candidates on this assessment. I still am overwhelmed at times, but I feel better knowing a general idea of what I am doing or who to contact if I do not know. When putting this presentation together, I had to look back extensively through my edTPA handbook and work. I took the information I gleaned from these sources, put it in my own words, and explained it in a way other future teacher candidates would understand. I honestly believe this project/presentation has helped improve my understanding of the edTPA.
These three students, in addition to the rest of the students, did very well on this assignment. The constructive feedback is written below each assignment because it is difficult to read in the image.
"Nick, Excellent job writing in complete sentences and using support from our reading to answer the questions! On the next set of comprehension questions, try to put more of your answers in your own words."
"Maggie, Great response to the personal opinion question. It was insightful and provided appropriate details. Also, excellent job answering the questions in complete sentences."
"Cierra, Great job using details from the text to support your answers! Next time, for questions like #14, list the proof you found."
Academic language is written and expressed orally. By using academic language, students are able to demonstrate how well they understand concepts taught to them. This language is needed to foster a learning environment where the students understand and can share academic ideas with one another ("Elementary Education Assessment Handbook," 2013).

1. Vocabulary- words and phrases used that are specific
to a certain subject or topic. Words can
vary in meaning across subjects.

2. Discourse- how written and oral language is
structured across subjects and in
different groups of people

3. Syntax- how words and symbols are structured
and organized together
4. Language
Functions- active verbs used in learning
outcomes for the edTPA
Academic Language Incorporates Four Language Demands
References
Elementary education assessment handbook. (2013).
edTPA
.
Retrieved from http://www.molloy.edu/Documents/Education%20Division/edTPA_ELE_Handbook.pdf
About edTPA: Overview. (n.d.)
edTPA.
Retrieved from http://
edtpa.aacte.org/about-edtpa
Tips
1. For all of the templates that need to be filled out, check the edTPA handbook for more in-depth descriptions of exactly what is being asked of you.
2. Do not wait until the last minute to complete all of the parts. Instead, pace yourself and put thought into your responses.
3. Test your camera out before recording. Make sure the battery life is high enough and your voice is audible in the video. Additionally, choose an appropriate location in the classroom to set up the camera.
Tips Continued
4. Review lesson plans thoroughly and prepare appropriate materials prior to executing them.
5. Conference with your cooperating teacher before, during, and after executing edTPA lessons and listen and respond to the feedback provided to you.
6. If you have looked through your resources and are still confused/unsure about what is being asked of you, reach out for help to other novice teachers, your novice supervisor, or edTPA instructor.
B. Instruction Commentary
-
Positive Learning Environment:
listening when students speak, give feedback on their responses to questions, challenging the students to make their accountable to their learning
-
Engaging Students:
Instructed them to retell, summarize, answer comprehension questions, compare and contrast, and determine main ideas from text individually, in small groups, and as a class.
-
Deepening Student Understanding:
I asked follow up questions that sometimes required the students to respond with answers found in text and that sometimes they needed critical thinking and application of knowledge skills to answer.
-
Areas of Improvement:
Incorporate more brain breaks for the students during the lesson as well as giving them more time to think about an answer before calling on students.
What has to be submitted:
C. Instructional Materials
D. Assessments
E. Planning Commentary

-
Central Focus:
Revolutionary War and the battles of Valley Forge and Yorktown.

-
Language Function:
Summarizing

-
Assessment:
Students will be informally assessed while they fill out their graphic organizers. Students will be formally assessed on their comprehension questions.
What has to be submitted:
Task 2: My Teaching Unit
A. Video Clip
Special education assessment handbook. (2013).
edTPA
.
Retrieved from http://education.indiana.edu/graduate/programs/secondary-cot/docs/edTPA_Special%20Education_Handbook.pdf
What has to be submitted:
A. Student Literacy Work Samples
-Select 3 work samples, analyze students' responses, and provide feedback to the students
B. Evidence of Feedback
-Keep a record of the feedback you gave to students
C. Literacy Assessment Commentary
-Analyze the students' learning based of work, how you provided feedback to students, proof of students' language use and understanding, and describe further instruction based off student assessments
D. Evaluation Criteria
-Create a list of criteria you will use to evaluate the students and what exactly you are looking for in their work.
B./D. Evidence of Feedback/Evaluation Criteria
Name:
Nick
Accuracy of Information:
Yes
Feedback:
All of the information provided was accurate. You did an excellent job summarizing the main points. Put in own words next time.
Complete Sentences:
Yes

Feedback:
Sentences are complete and look great!

Correct Spelling/Grammar:
Yes

Feedback:
Spelling and grammar looks great! All words are spelled correctly and grammar is used appropriately.

Name:
Maggie
Accuracy of Information:
Yes
Feedback:
Great job using the text to support your answers and reflecting on personal opinion question. Demonstrated clear comprehension of what you read.
Complete Sentences:
Yes
Feedback:
Great job writing in complete sentences.

Correct Spelling/Grammar:
Yes
Feedback:
All spelling and grammar is correct.

Name:
Cierra
Accuracy of Information:
Yes
Feedback:
Great summary and analysis of information from text. Can list out all support found next time.
Complete Sentences:
Yes
Feedback:
Sentences are complete and accurate

Correct Spelling/Grammar:
Yes
Feedback:
Great job with accurate spelling and grammar.

C. Literacy Assessment Commentary
-
Analysis of Student Learning:
All of the students did well. 6 students had points taken off for not providing accurate examples or support from text. Only 2 students had points taken off for not writing in complete sentences, and no students had points taken off for incorrect grammar/spelling.
-
How Feedback was Provided:
Written directly on work samples and in a separate document
-
Proof of Student Understanding:
As a class, we went over the vocabulary words prior to reading. The students had never heard of some of the words before, and they then used the words in their assessments in the correct context. Additionally, the students were able to summarize and retell the information to their partner during class instruction.
-
Furthering Instruction:
Since the students grasped the information and expressed their knowledge of it well, I would move on with instruction instead of reteaching the lesson in a different way. Before moving on, I would remind the students to use contextual supports and complete sentences when answering questions.
Helpful edTPA Videos
Academic Language
Context for Learning
Standard, Central Focus, and Learning Target
Preview of Lesson Elements
Assessments of edTPA

Planning Commentary
Collecting Video Evidence
Collecting Student Work Samples and Providing Feedback
Full transcript