LG AW LG edTPA Crosswalk to 2013 The Marzano Teacher ...cranestudentteaching.weebly.com/uploads/1/0/4/1/10412792/edtpa... · ©!2014!Stanford!Center!for!Assessment,!Learning!and!Equity!

© 2014 Stanford Center for Assessment, Learning and Equity 1

Crosswalk between edTPA (2014)

and the Marzano Teacher Evaluation Model (2013)

Breaking Down the Document: The document consists of three parts:

1) An overview of the two instruments, 2) A summary chart of the crosswalk findings, and 3) A detailed match between the elements of the Marzano Teacher Evaluation Model and the edTPA rubrics and task

commentary prompts that align with those elements.

Overall Purpose: Our stakeholders often ask how edTPA might prepare candidates for evaluation models that teachers commonly encounter throughout their career. These crosswalk documents map out how specific edTPA components relate to potential future evaluation experiences. Consequently, they illustrate how edTPA fits along the continuum of teacher performance feedback that candidates are likely to receive as they progress within school systems. They also show how edTPA establishes a foundation for reflective practice that will help prepare candidates for engaging in similar activities once in the field. This Crosswalk: This crosswalk was produced to reveal the alignment between the 2013 Marzano Teacher Evaluation Model and the 2014 edTPA. As the crosswalk shows, the elements of the 2013 Marzano Teacher Evaluation Model are strongly aligned with the concepts embedded within the three tasks of edTPA (i.e., Planning, Instruction, and Assessment).


The first part, the overview, compares the two instruments according to four categories: Overall Architecture, Purpose, Evidence Collected, and Rubrics. The second part, the summary chart of the crosswalk findings, shows the titles of the 15 rubrics used by edTPA, sorted according to the three tasks (Planning, Instruction, and Assessment), and the elements of the Marzano Teacher Evaluation Model, sorted according to four categories (Classroom Strategies and Behaviors; Planning and Preparing; Reflecting on Teaching; and Collegiality and Professionalism), that match each rubric. As the chart clearly shows, there is strong alignment between the edTPA rubrics and the elements and domains of the Marzano Teacher Evaluation Model, except for the domain of Collegiality and Professionalism (and this is largely because edTPA focuses on pedagogy rather than teacher responsibilities). The third part of the document is a crosswalk that provides a detailed match between the elements of the Marzano Teacher Evaluation Model and the specific edTPA rubrics and commentary prompts that align with those elements. The elements, which describe different aspects of a teacher’s behavior, are presented in the left-‐hand column. In the middle column are the corresponding edTPA rubrics, which are presented by rubric number, title, and description of the rubric focus. In the same column, beneath each identified rubric, is the text of the task commentary prompt or prompts (e.g., Planning Commentary 1a,b & 2a) that correspond most closely both with the rubric and the Marzano element. Finally, the far right column lists the sources of evidence/artifacts required by the task in addition to the responses to the commentary prompts listed. Altogether, the analyses of the relation between edTPA rubrics and handbooks (i.e., the task commentary prompts) and the elements of the Marzano Teacher Evaluation Model demonstrate substantial alignment. edTPA handbooks, prompts and rubrics are copyright © 2014 Board of Trustees of the Leland Stanford Junior University. All rights reserved.


Overview of edTPA (2014) and the Marzano Teacher Evaluation Model (2013)

THE MARZANO TEACHER EVALUATION MODEL edTPA COMMON ARCHITECTURE OVERALL ARCHITECTURE:

THE MODEL INCLUDES FOUR DOMAINS: DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS DOMAIN 2: PLANNING AND PREPARING DOMAIN 3: REFLECTING ON TEACHING DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM

Each Domain includes multiple elements and each element has a corresponding rubric.

THREE TASKS: 1. PLANNING 2. INSTRUCTION 3. ASSESSMENT

FIVE SCORING COMPONENTS:

1. PLANNING 2. INSTRUCTION 3. ASSESSMENT 4. ANALYZING TEACHING 5. ACADEMIC LANGUAGE

PURPOSE: USED AS A BASIS FOR TEACHER EVALUATION AND

FEEDBACK AND PROFESSIONAL DEVELOPMENT-‐-‐ Web-‐based tools for gathering, aggregating, and reporting data on teacher status and growth

SUMMATIVE MULTIPLE MEASURES used to evaluate teacher performance for initial licensure

EVIDENCE COLLECTED:

Combines multiple sources of information about a teacher’s practice through the use of classroom walkthroughs, teacher observations, self-‐assessments, instructional rounds, and evaluations

Artifacts and commentaries documenting a 3-‐5 lesson (or 3-‐5 hour) subject-‐specific learning segment: lesson plans and instructional materials; assessments; student work samples with feedback; candidate-‐written commentaries on planning, instruction, assessment, academic language and analysis of teaching; and video clip(s) of teaching

(Table cont. on following pg.)


RUBRICS: 60 rubrics 5 levels of proficiency (Innovating, Applying, Developing, Beginning, Not Using)

15 subject-‐specific rubrics measuring 5 components of teaching (planning, instruction, assessment, analyzing teaching, and academic language) with a five-‐level progression of performance for each rubric edTPA fields share similar constructs within the 15 rubrics. Subject-‐specific variations are not addressed in this crosswalk. Prompt and rubric numbers cited may vary by field and users should refer to subject specific handbooks for details.


Summary Chart of the Crosswalk between the 2014 edTPA and the Marzano Teacher Evaluation Model

edTPA Tasks

edTPA Rubrics Domains and Elements of the Marzano Teacher Evaluation Model

Domain 1: Classroom Strategies and Behaviors (Elements 1.1-‐1.41)

Domain 2: Planning and Preparing (Elements 2.1-‐2.8)

Domain 3: Reflecting on Teaching (Elements 3.1-‐3.5)

Domain 4: Collegiality and Professionalism (Elements 4.1-‐4.6)

Task 1: Planning

1: Planning for Content Understandings 1.1, 1.8, 1.21 2.1, 2.2, 2.3, 2.4, 2.5

2: Planning to Support Varied Student Needs

1.5, 1.7, 1.9, 1.20, 1.39

2.4, 2.6, 2.7

3: Using Knowledge of Students to Inform Teaching and Learning

1.8, 1.16, 1.36, 1.39 2.6, 2.7, 2.8

4: Identifying and Supporting Language Demands

1.12 2.6, 2.7

5: Planning Assessments to Monitor And Support Student Learning

1.1, 1.2 2.6, 2.7 3.2

Task 2: Instruction

6: Learning Environment 1.4, 1.30, 1.33, 1.34, 1.35, 1.38, 1.39, 1.40,

1.41

4.2

7: Engaging Students in Learning 1.8, 1.14, 1.19, 1.20, 1.24, 1.25, 1.26, 1.28, 1.31, 1.40, 1.41

8: Deepening Student Learning 1.6, 1.9, 1.10, 1.11, 1.15, 1.18, 1.23, 1.25,

1.40, 1.41

9: Subject-‐Specific Pedagogy 1.10, 1.11, 1.12, 1.13, 1.19, 1.22

10: Analyzing Teaching Effectiveness 3.1, 3.2, 3.3

(Table cont. on following pg.)


Task 3:

Assessment 11: Analysis of Student Learning 1.2, 1.3, 1.14 3.2, 3.3

12: Providing Feedback to Guide Learning 1.3, 1.23 13: Student Use of Feedback 1.23 14: Analyzing Students’ Language Use and

Content Learning 1.12

15: Using Assessment to Inform Instruction 3.2, 3.3


Crosswalk between 2014 edTPA and the Marzano Teacher Evaluation Model

Abbreviation Key

AC = Assessment Commentary CFL = Context for Learning

IC = Instruction Commentary N/A = Not Applicable

PC = Planning Commentary R = Rubric

1 All edTPA handbooks include a subject specific focus for student learning. The statement highlighted here and appearing elsewhere in this document is generic. See handbooks for subject specific details.

Element #

The Marzano Teacher Evaluation Model Elements

edTPA Rubrics and Prompts that Align with the Elements

Text of edTPA Rubrics and Task Commentary Prompts that Align with the

Elements

Sources of Evidence/Artifacts Required in Addition to

Responses to Commentary Prompts Noted

DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS

Lesson Segments Involving Routine Events

1.1 Providing Clear Learning Goals and Scales (Rubrics) The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal.

R1 Planning for Content Understandings Candidate’s plans for instruction address content-‐specific skills, concepts, strategies, and/or processes.1


PC 1a,b 1. Central Focus a. Describe the central focus and purpose of the content you will teach in the learning segment. b. Given the central focus, describe how the standards and learning objectives within your learning segment address content-‐specific skills, concepts, strategies, and/or processes.

• Context for Learning information (for understanding and assessing candidate’s decisions)

• Lesson plans (standards, objectives, instructional strategies and learning tasks, resources)

• Key instructional materials R5 Planning Assessments to Monitor and

Support Student Learning Candidate selects or designs informal and formal assessments to monitor students’ progress toward developing content-‐specific skills, concepts, strategies, and/or processes.

PC 5a,b 5. Monitoring Student Learning a. Describe how planned formal and informal assessments will provide direct evidence of students’ abilities to use content-‐ specific skills, concepts, strategies, and/or processes throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.

• Context for Learning information (required supports, modifications, or accommodations for assessments)

• Lesson plans (assessments) • Assessment materials


1.2 Tracking Student Progress

The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.

R5 Planning Assessments to Monitor and Support Student Learning Candidate selects or designs informal and formal assessments to monitor students’ progress toward developing content-‐specific skills, concepts, strategies, and/or processes.

PC 5a,b 5. Monitoring Student Learning a. Describe how your planned formal and informal assessments will provide direct evidence of students’ abilities to use content-‐ specific skills, concepts, strategies, and/or processes throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.



R11 Analysis of Student Learning Candidate analyzes evidence of student learning of concept-‐specific skills, concepts, strategies, and/or processes.


AC 1a,b,c 1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis. b. 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 submitted. c. Use evidence found in the three 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 content-‐specific skills concepts, strategies, and/or processes. 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).



1.3 Celebrating Success The teacher provides students with recognition of their current status and their knowledge gain relative to the learning goal.

R11 Analysis of Student Learning Candidate analyzes evidence of student learning of content-‐specific skills, concepts, strategies, and/or processes.


AC 1a,b 1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis. b. 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 submitted.

• Student work samples and class summary

• Assessments used to evaluate student performance

R12 Providing Feedback to Guide Learning Candidate provides feedback to focus students that addresses their strengths and needs.

AC 2a,b 2. Feedback to Guide Further Learning a. In what form did you submit your evidence of feedback for the three focus students? b. Explain how feedback provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured.

• Student work samples • Evidence of written or oral

feedback

1.4 Establishing and Maintaining Classroom Rules and Procedures The teacher reviews expectations regarding rules and procedures to ensure their effective execution.

R6

Learning Environment Candidate demonstrates a positive learning environment that supports students’ engagement in learning.


IC 2a 2. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provided a positive learning environment. a. 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?

• Video clip(s)

1.5 Organizing the Physical Layout of the Classroom The teacher organizes the physical layout of the classroom to facilitate movement and focus on learning.

R2 Planning to Support Varied Student Learning Needs Candidate uses knowledge of his/her students to target support for students to develop content-‐specific skills, concepts, strategies, and/or processes.

PC 3a,b

3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with

• Context for Learning information

• Lesson plans (instructional strategies and learning tasks, assessments and resources)

• Key instructional and assessment materials


specific learning needs. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

1.6 Identifying Critical Information The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.

R7

Engaging Students in Learning Candidate actively engages students in developing content-‐specific skills, concepts, strategies, and/or processes.

IC 3a 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.7 Organizing Students to Interact with New Knowledge The teacher organizes students into small groups to facilitate the processing of new information.



PC 2 & 3a,b

2. Knowledge of Students to Inform Teaching 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 or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). 3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. 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.

• Content for Learning information




Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

1.8 Previewing New Content The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.

R1 Planning for Content Learning Candidate’s plans for instruction address content-‐specific skills, concepts, strategies, and/or processes.

PC 1c

1. Central Focus c. Explain how your plans build on each other to help students make connections between content-‐specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content.

• Context for Learning information (for understanding and assessing candidate’s decisions)

• Lesson plans (standards, objectives, instructional strategies and learning tasks, resources)

• Key instructional materials R3

Using Knowledge of Students to Inform Teaching and Learning Candidate uses knowledge of his/her students to justify instructional plans.


PC 2a,b & 3a

2. Knowledge of Students to Inform Teaching 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 or 504 plans, 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—Cite evidence of what students know, what they can do, and what they are still learning to do. b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? 3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials.

• Content for Learning information




R7


IC 3a,b 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies, and/or processes. b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

• Video clip(s)

1.9 Chunking Content into

“Digestible Bites” Based on student needs, the teacher breaks the content into small chunks (i.e., digestible bites) of information that can be easily processed by students.



PC 2a 2. Knowledge of Students to Inform Teaching Describe what you know about your students with respect to the central focus of the learning segment. a. Prior academic learning and prerequisite skills related to the central focus—Cite evidence of what students know, what they can do, and what they are still learning to do.


• Lesson plans (instructional strategies and learning tasks, assessments, and resources)

R8 Deepening Student Learning Candidate elicits student responses to promote thinking and to develop content-‐specific skills, concepts, strategies, and/or processes.

IC 4a 4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.10 Helping Students Process New Information During breaks in the presentation of content, the teacher engages students in actively processing new information.




• Video clip(s)

R9 Subject-‐Specific Pedagogy Candidate uses subject-‐specific pedagogical strategies and/or materials to support students’ understanding of content-‐specific skills, concepts, strategies, and/or processes.

IC 4b 4. Deepening Student Learning During Instruction Refer to examples from the video clip(s) in your explanations. b. Explain how you used subject-‐specific pedagogical strategies and/or materials to support students in understanding and using content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s) • Instructional materials • Lesson plans

1.11 Helping Students Elaborate on New Information The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.

R8

Deepening Student Learning Candidate elicits student responses to promote thinking and to develop content-‐specific skills, concepts, strategies, and/or processes.



• Video clip(s)



• Video clip(s) • Instructional materials • Lesson plans

1.12 Helping Students Record and Represent Knowledge The teacher engages student in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.

R4

Identifying and Supporting Language Demands Candidate identifies and supports language demands associated with content learning tasks.


PC 4d 4. Supporting Content Development through Language d. Language Supports 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 demands.

• Lesson plans • Instructional materials



• Video clip(s)

R14 Analyzing Students’ Language Use and Content Learning Candidate analyzes students' use of language to develop content understanding.


AC 3a 3. Evidence of Language Understanding and Use a. Explain and provide evidence for the extent to which your students were able to use or struggled to use language to develop content understandings.

• Video clip(s) • Student work samples

analyzed

1.13 Helping Students Reflect on Their Learning The teacher engages students in activities that help them reflect on their learning and the learning process.



• Video clip(s)

1.14 Reviewing Content The teacher engages students in a brief review of content that highlights the critical information.

R7



IC 3a,b 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing an understanding of content-‐specific skills, concepts, strategies, and/or processes. b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

• Video clip(s)


AC 1a,b 1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis. b. 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 submitted.

• Assessments used to evaluate student performance.

• Student work samples and class summary


1.15 Organizing Students to Practice and Deepen Knowledge The teacher uses grouping in ways that facilitate practicing and deepening knowledge.


IC 4a 4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐ specific skills, concepts, strategies, and/or processes.

• Video clip(s)

R3 Using Knowledge of Students to Inform Teaching and Learning Candidate uses knowledge of his/her students to justify instructional plans.

PC 3a,b 3. Supporting Students’ Content Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations.


• Lesson plans • Key instructional and

assessment materials • Principles of research

and/or theory


a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, assets, and research/theory. 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. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

1.16 Using Homework When appropriate (as opposed to routinely), the teacher designs homework to deepen students’ knowledge of informational content or practice a skill, strategy, or process.



PC 2a,b 2. Knowledge of Students to Inform Teaching 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 or 504 plans, 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—Cite evidence of what students know, what they can do, and what they are still learning to do. b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

Samples of student work

1.17 Helping Students Examine Similarities and Differences When the content is informational, the teacher helps students deepen their knowledge by examining similarities and differences.

N/A edTPA is an assessment of pedagogy and does not intend to measure at this level of detail


1.18 Helping Students Examine Errors in Reasoning When content is informational, the teacher helps students deepen their knowledge by examining their own reasoning or the logic of the information as presented to them.


IC 4a,b 4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies, and/or processes. b. Explain how you used subject-‐specific pedagogical strategies and/or materials to support students in understanding and using content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.19 Helping Students Practice Skills, Strategies, and Processes When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency.

R7 Engaging Students in Learning Candidate actively engages students in developing content-‐specific skills, concepts, strategies, and/or processes.


IC 3a 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing an understanding of content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)


IC 4b 4. Engaging Students in Learning Refer to examples from the video clip(s) in your explanations. b. Explain how you used subject-‐specific pedagogical strategies and/or materials to support students in understanding and using content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.20 Helping Students Revise Knowledge The teacher engages students in revision of previous knowledge about content addressed in previous lessons.


PC 3c 3. Supporting Students’ Content Learning c. Describe common content preconceptions, errors, or misunderstandings within your central focus and how you will address them.

• Lesson plans • Instructional and

assessment materials




• Video clip(s)

1.21 Organizing Students for Cognitively Complex Tasks The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses.


PC 1c & 3b 1. Central Focus c. Explain how your plans build on each other to help students make connections between content-‐specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content. 3. Supporting Students’ Content Learning 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.

• Instructional and assessment materials

• Lesson plans


Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

1.22 Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing The teacher engages students in complex tasks (e.g., decision-‐making, problem-‐solving, experimental-‐inquiry, and investigation tasks) that require them to generate and test hypotheses.

R9 Subject-‐Specific Pedagogy Candidate uses subject-‐specific pedagogical strategies and/or materials to support students’ understanding of content-‐specific skills, concepts, strategies and/or processes.

IC 4a,b 4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies, and/or processes. b. Explain how you used subject-‐specific pedagogical strategies and/or materials to support students in understanding and using content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)


1.23 Providing Resources and Guidance The teacher acts as resource provider and guide as students engage in cognitively complex tasks.


IC 4a,b 4. Deepening Student Learning During Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies, and/or processes. b. Explain how you used subject-‐specific pedagogical strategies and/or materials to support students in understanding and using content-‐specific skills, concepts, strategies, and/or processes.

• Video clips(s)

R12 Providing Feedback to Guide Learning Candidate provides feedback to focus students that addresses their strengths and needs.

AC 1a & 2a,b

1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis.



2. Feedback to Guide Further Learning a. In what form did you submit your evidence of feedback for the three focus students? b. Explain how feedback provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured.

• Student work samples and

class summary

R13 Student Use of Feedback Candidate provides opportunities for students to use feedback to guide their further learning.

AC 2c 2. Feedback to Guide Further Learning c. How will you support students to apply the feedback to guide improvement, either within the learning segment or at a later time?

• Student work samples • Evidence of feedback

(written, audio/video)


Lesson Segments Enacted on the Spot

1.24 Noticing When Students Are Not Engaged The teacher scans the room, making note of when students are not engaged and taking overt action.


IC 3a 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies and/or processes.

• Video clip(s)

1.25 Using Academic Games The teacher uses academic games and inconsequential competition to maintain student engagement.



• Video clip(s)

R8

Deepening Student Learning Candidate elicits student responses to promote thinking and to develop content-‐specific skills, concepts, strategies, and/or processes.


IC 4a

4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.26 Managing Response Rates The teacher uses response-‐rate techniques to maintain student engagement in questions.

R7

Engaging in Students Learning Candidate actively engages students in developing content-‐specific skills, concepts, strategies, and/or processes.

IC 3a 3. Engaging Students in Learning. Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.27 Using Physical Movement The teacher uses physical movement to maintain student engagement.

N/A

edTPA does not measure at this level of detail


1.28 Maintaining a Lively Pace The teacher uses pacing techniques to maintain student engagement.

R7 Engaging in Students Learning Candidate actively engages students in developing content-‐specific skills, concepts, strategies, and/or processes.

IC 3a Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies, and/or processes.

• Video clip(s)

1.29 Demonstrating Intensity and Enthusiasm The teacher demonstrates intensity and enthusiasm for the content in a variety of ways.

N/A edTPA does not measure at this level of detail

1.30 Using Friendly Controversy The teacher uses friendly controversy techniques to maintain student engagement.

R6 Learning Environment Candidate demonstrates a positive learning environment that supports students’ engagement in learning.


IC 2a 2. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provide a positive learning environment. a. 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?

• Video clip(s)

1.31 Providing Opportunities for Students to Talk About Themselves The teacher provides students with opportunities to relate what is being addressed in class to their personal interests.


IC 3a,b 3. Engaging Students in Learning Refer to examples from the video clip(s) in your responses to the prompts. a. Explain how your instruction engaged students in developing content-‐specific skills, concepts, strategies, and/or processes. b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.

• Video clip(s)


1.32 Presenting Unusual or Intriguing Information The teacher uses unusual or intriguing information about the content in a manner that enhances student engagement.

N/A edTPA does not measure at this level of detail

1.33 Demonstrating “Withitness” The teacher uses behaviors associated with “withitness” to maintain adherence to rules and procedures.

R6


IC 2a

2. Promoting a Positive Learning Environment Refer to scenes in the video clip(s) where you provide a positive learning environment. a. 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?

• Video clip(s)

1.34 Applying Consequences for Lack of Adherence to Rules and Procedures The teacher consistently and fairly applies consequences for not following rules and procedures.

R6



IC 2a


• Video clip(s)

1.35 Acknowledging Adherence to Rules and Procedures The teacher consistently and fairly acknowledges adherence to rules and procedures.

R6


IC 2a


• Video clip(s)


1.36 Understanding Students’ Interests and Backgrounds The teacher uses students’ interests and backgrounds to produce a climate of acceptance and community.


PC 2a,b & 3a

2. Knowledge of Students to Inform Teaching 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 or 504 plans, 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/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?

• Instructional materials • Lesson plans


3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials.

1.37 Using Verbal and Nonverbal Behaviors that Indicate Affection for Students When appropriate, the teacher uses verbal and nonverbal behaviors that indicate affection for students.

N/A edTPA does not intend to measure this element explicitly; other elements align with edTPA constructs of “respect and rapport.”

1.38 Displaying Objectivity and Control The teacher behaves in an objective and controlled manner.




• Video clip(s)

1.39 Demonstrating Value and Respect for Low-‐Expectancy Students The teacher exhibits behaviors that demonstrate value and respect for low-‐expectancy students.



PC 2a,b & 3a

2. Knowledge of Students to Inform Teaching 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 or 504 plans, English language learners,

• Lesson plans • Context for Learning

information (e.g., student information regarding requirements in IEPs or 504 plans)



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—Cite evidence of what students know, what they can do, and what they are still learning to do. b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? 3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials.




• Video clip(s)

1.40 Asking Questions of Low-‐Expectancy Students The teacher asks questions of low-‐expectancy students with the same frequency and depth as with high-‐expectancy students.



• Video clip(s)




• Video clip(s)


IC 4a 4. Deepening Student Learning during Instruction Refer to examples from the video clip(s) in your explanations. a. Explain how you elicited and built on student responses to promote thinking and develop understanding of content-‐specific skills, concepts, strategies and/or processes.

• Video clip(s)

1.41 Probing Incorrect Answers with Low-‐Expectancy Students The teacher probes incorrect answers of low-‐expectancy students in the same manner as he or she does with high-‐expectancy students.




• Video clip(s)



• Video clip(s)




• Video clip(s)


Element #


edTPA Rubrics and Prompts that Align with the Elements

Text of edTPA Rubrics and Task Commentary Prompts that Align with the

Elements

Sources of Evidence/Artifacts Required in Addition to

Responses to Commentary Prompts Noted

DOMAIN 2: PLANNING AND PREPARING

2.1 Planning and Preparing for Effective Scaffolding of Information Within Lessons Within lessons, the teacher prepares and plans the organization of content in such a way that each new piece of information builds on the previous piece.


PC 1c 1. Central Focus c. Explain how your plans build on each other to help students make connections between content-‐specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content.


2.2 Planning and Preparing for

Lessons Within a Unit that Progress Towards a Deep Understanding and Transfer of Content The teacher organizes lessons within units to progress toward a deep understanding of content.



PC 1c 1. Central Focus c. Explain how your plans build on each other to help students make connections between content-‐specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content.

• Lesson Plans • Instructional Materials


Appropriate Attention to Established Content Standards The teacher ensures that lesson and unit plans are aligned with established content standards identified by the district and the manner in which that content should be sequenced


PC 1a,b 1. Central Focus a. Describe the central focus and purpose for the content you will teach in the learning segment. b. Given the central focus, describe how the standards and learning objectives within your learning segment address content-‐ specific skills, concepts, strategies and/or processes.

• Lesson plans (including • state-‐adopted student

academic content standards and/or Common Core State Standards)

• Learning objectives (associated with the content standards)


the Use of Available Materials for Upcoming Units and Lessons The teacher identifies the available materials for upcoming units and lessons.

R1 Planning for Content Understanding Candidate’s plans for instruction address content-‐specific skills, concepts, strategies, and/or processes.


PC 1a,b,c 1. Central Focus a. Describe the central focus and purpose for the content you will teach in this learning segment. b. Given the central focus, describe how the standards and learning objectives within your learning segment address content-‐specific skills, concepts, strategies, and/or processes. c. Explain how your plans build on each other to help students make connections between content-‐ specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content.



PC 3b 3. Supporting Students’ Content Learning 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. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).




the Use of Available Technologies Such as Interactive Whiteboards, Response Systems, and Computers The teacher identifies the use of available technology that can enhance students’ understanding of content in a lesson or unit.

R1 Planning for Content Understanding Candidate’s plans for instruction address content-‐specific skills, concepts, strategies, and/or processes.

PC 1a,b,c 1. Central Focus a. Describe the central focus and purpose for the content you will teach in the learning segment. b. Given the central focus, describe how the standards and learning objectives within your learning segment address content-‐specific skills, concepts, strategies, and/or processes. c. Explain how your plans build on each other to help students make connections between content-‐ specific skills, concepts, strategies, and/or processes and the central focus in order to deepen their learning of the content.

• Lesson plans • Instructional materials and

other resources (e.g., electronic white board, graphing calculators, online resources)



the Needs of English Language Learners The teacher provides for the needs of English language learners (ELLs) by identifying the adaptations that must be made within a lesson or unit.



PC 2a,b & 3a,b,c

2. Knowledge of Students to Inform Teaching 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?

• Instructional and assessment materials


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


3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Explain how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and students’ prior academic learning, assets, and research/theory. 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. c. Describe common student errors or misunderstandings within your central focus and how you will address them.

R4 Identifying and Supporting Language Demands Candidate identifies and supports language demands associated with content learning tasks.


PC 4b,c,d 4. Supporting Content Development Through Language b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified. c. Additional Language Demands. Given the language function and learning task identified, describe the following associated language demands that students need to understand and use: vocabulary and/or symbols and syntax and/or discourse. d. Language Supports. 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 demands identified.

• Lesson plans • Instructional and

assessment materials

R5 Planning Assessments to Monitor and Support Student Learning Candidate selects or designs informal and formal assessments to monitor students’ progress toward developing content-‐specific skills, concepts, strategies, and/or processes throughout the learning segment.


PC 5a,b 5. Monitoring Student Learning a. Describe how your planned formal and informal assessments will provide direct evidence of students’ abilities to use content-‐specific skills, concepts, strategies, and/or processes throughout the learning segment.


• Lesson plans • Assessment materials

b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.



the Needs of Special Education Students The teacher identifies the needs of special education students by providing accommodations and modifications that must be made for special education students.



PC 2a,b & 3a,b

2. Knowledge of Students to Inform Teaching 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).

• Instructional materials • Lesson plans (instructional

strategies and learning tasks, assessments and resources)

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/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? 3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you


have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations. a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. 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. Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers,

R4 Identifying and Supporting Language Demands Candidate identifies and supports language demands associated with content learning tasks.

PC 4a,b,c,d 4. Supporting Content Development Through Language a. Language Function. Identify one language function essential for students to learn the content within your central focus. b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified. c. Additional Language Demands. Given the language function and learning task identified, describe the associated language



demands that students need to understand and use. Consider the range of students’ understandings of the language function and other language demands-‐-‐what do students already know, what are they struggling with, and/or what is new to them? d. Language Supports. 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 demands identified.

R5 Planning Assessments to Monitor and Support Student Learning Candidate selects or designs Informal and formal assessments to monitor students’ progress toward developing content-‐specific skills, concepts, strategies, and/or processes throughout the learning segment.

PC 5a,b 5. Monitoring Student Learning a. Describe how your planned formal and informal assessments will provide direct evidence of students’ abilities to use content-‐specific skills, concepts, strategies, and/or processes throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted




students.


the Needs of Students Who Come From Home Environments That Offer Little Support for Schooling The teacher identifies the needs of students who come from home environments that offer little support for schooling.



PC 2b & 3a,b

2. Knowledge of Students to Inform Teaching 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 or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). b. Personal/cultural/community assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? 3. Supporting Students’ Learning To support your justifications, refer to the instructional materials and lesson plans you have included as part of Task 1. In addition, use principles from research and/or theory to support your explanations.


• Lesson plans (instructional strategies and learning tasks, assessments, and resources)


a. Justify how your understanding of your students’ prior academic learning and personal/cultural/community assets guided your choice or adaptation of learning tasks and materials. 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. Consider students with IEPs or 504 plans, English language


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


Element #


edTPA Rubrics and

Prompts that Align with the Elements

Text of edTPA Rubrics and Task Commentary Prompts that Align with

the Elements

Sources of Evidence/Artifacts

Required in Addition to Responses to Commentary

Prompts Noted

DOMAIN 3: REFLECTING ON TEACHING

3.1 Identifying Areas of Pedagogical Strength and Weakness Within Domain 1 The teacher identifies specific strategies and behaviors on which to improve from Domain 1 (routine lesson segments, content lesson segments, and segments that are enacted on the spot).

R10 Analyzing Teaching Effectiveness Candidate uses evidence to evaluate and change teaching practice to meet students’ varied learning needs.

IC 5a,b 5. Analyzing Teaching Refer to examples from the clip(s) in your responses to the prompts. 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)? b. Why do you think these changes would improve student learning?

• Video clip(s)


3.2 Evaluating the Effectiveness of

Individual Lessons and Units The teacher determines how effective a lesson or unit of instruction was in terms of enhancing student achievement and identifies causes of success or difficulty.

R5 Planning Assessments to Monitor and Support Student Learning Candidate selects or designs informal and formal assessments to monitor students’ progress toward developing content-‐specific skills, concepts, strategies, and/or processes throughout the learning segment.

PC 5a,b 5. Monitoring Student Learning a. Describe how your planned formal and informal assessments will provide direct evidence of students’ abilities to use content-‐ specific skills, concepts, strategies, and/or processes throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider all students, including students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.





IC 5a,b 5. Analyzing Teaching Refer to examples from the clip(s) in your responses to the prompts. 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 or 504 plans, 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 improve student learning?

• Video clip(s)


AC 1a,b,c 1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis. b. 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 submitted.

• Lesson plans with standards and objectives

• Assessment analysis • Summary of student

learning-‐-‐ graphic (table or chart) or narrative

• Student work samples • Whole class summary


c. Use evidence found in the three 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 content-‐ specific skills, concepts, strategies, and/or processes. 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).

R15 Using Assessment to Inform Instruction Candidate uses the analysis of what students know and are able to do to plan next steps in instruction.

AC 4a 4. Using Assessment to Inform Instruction a. Based on your analysis of student learning, describe next steps for instruction to impact student learning for the whole class and for the three 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 or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).

• Lesson plans • Assessment(s) used to

evaluate student performance


3.3 Evaluating the Effectiveness of

Pedagogical Strategies and Behaviors Across Different Categories of Students The teacher determines the effectiveness of special instructional techniques regarding the achievement of subgroups of students and identifies specific reasons for discrepancies.


IC 5a,b 5. Analyzing Teaching Refer to examples from the clip(s) in your responses to the prompts. 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 or 504 plans, 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 improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research.

• Video clip(s)



AC 1a,b,c 1. Analyzing Student Learning a. Identify the specific learning objectives and standards measured by the assessment you chose for analysis. b. 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 submitted. c. Use evidence found in the three 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. 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).

• Learning objectives and standards measured by the assessment chosen for analysis

• Graphic or narrative summary of student learning

• Work samples and class summary that demonstrates patterns of learning (whole class and differences for groups or individuals)

R15 Using Assessment to Inform Instruction Candidate uses the analysis of what students know and are able to do to plan next steps in instruction.

AC 4a,b 4. Using Assessment to Inform Instruction a. Based on your analysis of student learning, describe next steps for instruction for the whole class and for the three focus students and other individuals/groups with specific needs. Consider the variety of learners in your class who may require different


• Student work samples • Evidence of oral or written

feedback


strategies/support (e.g., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students). b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.

3.4 Developing a Written Growth and

Development Plan The teacher develops a written professional growth and development plan with specific and measurable goals, action steps, manageable timelines, and appropriate resources.

N/A edTPA is an assessment of pedagogy and does not intend to measure all teacher responsibilities

3.5 Monitoring Progress Relative to

the Professional Growth and Development Plan The teacher charts his or her progress toward goals using established action plans, milestones and timelines.



Element #


edTPA Rubrics and

Prompts that Align with the Elements

Text of edTPA Rubrics and Task Commentary Prompts that Align

with the Elements

Sources of Evidence/Artifacts

Required in Addition to Responses to

Commentary Prompts Noted

DOMAIN 4: COLLEGIALITY AND PROFESSIONALISM

4.1 Promoting Positive Interactions About Colleagues The teacher interacts with other teachers in a positive manner to promote and support student learning.


4.2 Promoting Positive Interactions About Students and Parents The teacher interacts with students and parents in a positive manner to foster learning and promote positive home/school relationships.



• Video clip(s)


4.3 Seeking Mentorship for Areas of Need or Interest The teacher seeks help and input from colleagues regarding specific classroom strategies and behaviors.


4.4 Mentoring Other Teachers and Sharing Ideas and Strategies The teacher provides other teachers with help and input regarding specific classroom strategies and behaviors.


4.5 Adhering to District and School Rules and Procedures The teacher is aware of the district’s and school’s rules and procedures and adheres to them.

CFL3 Context for Learning 3. Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

4.6 Participating in District and School Initiatives The teacher is aware of the district’s and school’s initiatives and participates in them in accordance with his or her talents and availability.


Documents

LG AW LG edTPA Crosswalk to 2013 The Marzano Teacher ...cranestudentteaching.weebly.com/uploads/1/0/4/1/10412792/edtpa... · ©!2014!Stanford!Center!for!Assessment,!Learning!and!Equity!