edTpa Teacher Performance Assessment - Tennessee Tech · PDF fileedTpa Teacher Performance Assessment TASK TWO •Create a body of evidence of teacher performance (pre-service) •Measure

edTpa

Teacher Performance

Assessment

TASK TWO

•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


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


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



4. Deepening Student Learning During Instruction


• 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


• How did your instruction support learning for the whole class

and students who need greater support or challenge?

Ref: Handbook P. 19



• 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

Sample Video

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


Candidate links prior academic learning to new learning.

3

In the clip, students are engaged in learning tasks that develop


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

Task 2 Rubrics

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?


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?


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?


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?


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 Writing Samples

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.

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edTpa Teacher Performance Assessment - Tennessee Tech · PDF fileedTpa Teacher Performance Assessment TASK TWO •Create a body of evidence of teacher performance (pre-service) •Measure