+

Pre-Student Teaching

edTPA Workshop I

March 3 and March 6, 2017

+Overview

Why edTPA for Wisconsin?

Where does edTPA come from?

What does edTPA look like?

What does edTPA mean for our schools and classrooms?

What does edTPA mean for us?

+edTPA

Was created by Stanford University with

input from teachers and teacher educators

Supports candidate learning and

preparation, program growth and renewal

Is a measure of readiness to teach

Is based on NBPT Standards

Informs program completion and licensure

decisions

Is supported by AACTE

+Wisconsin DPI

Introduction to edTPA

State Superintendent Tony Evers

http://www.youtube.com/watch?v=lD

4KuGIHwo4

+edTPA

Is grounded in demonstrating practices and

focuses on student learning

Aligns with INTASC Standards

Aligns with the Framework for Teaching

Prepares candidates for expectations of

Educator Effectiveness

Complementary to the PDP process

+Timeline

Fall 2014-2015

UWSP Pilot edTPA to Pearson (20 students)

Spring 2014-2015

All UWSP teacher candidates pilot edTPA with

Local Evaluation, pilot sample to Pearson

2015-2016

All teacher candidates statewide complete

edTPA and submit to Pearson

Wisconsin standard setting year

2016-2017 We are Here!

Passing score required for teaching

certification and licensure

+Architecture of the edTPA

+Task #1: Planning for Instruction &

Assessment

Artifacts include: Context for Learning,

Lesson Plans, Instructional Materials,

Assessments, Commentary

Planning for Learning

Planning to Support Varied Student Learning

Needs

Using Knowledge of Students to Inform

Teaching & Learning

Identifying & Supporting Language Demands

Planning Assessments to Monitor & Support

Student Learning

+Task #2: Instructing & Engaging

Students in Learning

Artifacts Include: Video Clip(s),

Commentary

Learning Environments

Engaging Students in Learning

Deepening Student Learning

Subject-Specific Pedagogy

Analyzing Teaching Effectiveness

+Task #3: Assessing Student Learning

Artifacts include: Student Work Samples, Evidence of Feedback, Evaluation Criteria Commentary

Analysis of Student Learning

Providing Feedback to Guide Further Learning

Student Use of Feedback

Analyzing Students’ Language Use and Literacy

Using Assessment to Inform instruction

+Architecture of the edTPA

+Task #1: Planning for Instruction &

Assessment

Artifacts include: Context for

Learning, Lesson Plans, Instructional

Materials, Assessments, Commentary

Let’s begin with the Professional Ed

Program Lesson Plan Framework (see

handout)

+UWSP

Professional Education Program

Lesson Plan Framework

Please use this framework to design your plans for

effective instruction. The embedded shaded

guidelines and questions will help you consider

aspects to address as you prepare your plan.

Be sure to keep in mind the Gradual Release of

Responsibility Model as you write your plan.

Remember this learning model guides the learner

through teacher modeling and demonstration,

shared teacher/learner demonstration, learner

guided practice, and learner independent practice.

+First: General Information

No identifying information in your edTPA

School

Community

State

Personal

Note: This applies throughout your edTPA

+Then: Contextual Information

Type of school

List any special features of your school or

classroom setting

Describe any district, school, or

cooperating teacher expectations that

might affect your planning or delivery of

instruction

+Contextual Information cont…

Also address the following points related

to learners:

The children in the class

Explain required or needed supports,

accommodations or modifications for your

learners that will affect your instruction in this

learning segment.

*All classes have students with unique learning needs

Include the variety of learners in your classroom

+Next: The Lesson

Central Focus

Essential Questions

Connections with Academic or Common Core

Standards

Objectives

Consider assessments (formative and two or more

per lesson)

Academic Language

Prior Knowledge and Misconceptions

+Lesson Procedure

Note: Be sure to work with the guiding

questions/prompts in the Lesson Plan

Framework which will help in describing

your procedures.

You will see similar prompts for writing

your commentary.

Be very specific and include all steps for

your lesson.

Be sure everything relates back to your

objectives and enduring understandings

+Lesson Plan Commentary

This section will describe your rationale for

your lesson – what you are thinking about

and basing your decisions on.

Feel free to integrate background and

theoretical foundations you have learned

from your course of study – including your

Foundations and Methods courses.

Work with the guiding questions on the

Lesson Plan Framework to help you

develop your commentary.

+Now… Let’s take a look

In groups of two or three take some

time now to look through your edTPA

Handbook section for Task 1.

“Task 1: Planning for Literacy

Instruction and Assessment”

Notice the guidelines for writing the

plan and for writing the commentary.

+What did you notice?

For example:

How to characterize your class?

How many lessons?

How many pages per lesson?

How many additional pages of instructional

materials per lesson?

How many pages for your Planning Commentary?

Notable differences in rubrics 1-5

+An Example

Just to show you a sample of a lesson

plan and commentary

D2L

+In Conclusion and In General

edTPA has three tasks: planning, instruction

and assessment

Guidelines for these tasks are designed

specifically for each program area and will

vary across areas

Become familiar with the guidelines for

your specific handbook

Begin building your edTPA Commentary

Resource Quotes-Strands

+Mechanics

Chalk & Wire is the platform used at

UWSP to save, edit, complete, and

submit your edTPA Portfolio

Evaluation, scoring, and delivery of

results to candidates and programs

are conducted by Pearson

Course fees will pay for these

+Resources for Assistance

with edTPA

UWSP School of Education-edTPA

http://www.uwsp.edu/education/Pages/e

dtpa.aspx

Wisconsin Department of Public

Instruction

http://tepdl.dpi.wi.gov/epp/edtpa

edTPA

http://www.edtpa.com

+Campus Contacts for Support

with edTPA

Cathleen Olds

Director of Field Experience, UWSP

colds@uwsp.edu

Leslie McClain

Professor, School of Education, UWSP

lmcclain@uwsp.edu

+Next edTPA Workshop

Task 2 & 3

Friday, April 7, 2017

1:00-3:00, Room CPS116