Scoring the edTPA

Report
Mentoring/Assessing
& Scoring the edTPA
Mara Manson Ed.D
September 20, 2013
Who Scores the edTPA
 Teacher educators from programs that participate in
edTPA
 Other qualified teacher education faculty
 Clinical supervisors of student teachers
 K-12 teachers, administrators, and National Board
Certified Teachers.
 All scorers are recruited and selected because of
their extensive experience with teacher candidates
and superior content knowledge
© SCALE 2012
edTPA
Scorer
Trainin
g
Pearson
© SCALE 2012
Care to Share
 What is the role of University/College Supervisors in
mentoring Teacher Candidate’s to successfully complete
the edTPA?
 What is the role of University/College Faculty members in
preparing Teacher Candidates to be successful when
completing the edTPA?
© SCALE 2012
Materials
 Handbook
 Evaluation Rubrics
 Teacher Candidate edTPA work sample
© SCALE 2012
edTPA
Today’s Agenda
As a group
Individually
Overview of each
rubric
Read
Strategies for
navigating task &
gathering
evidence
Gather evidence
map evidence to
rubric
© SCALE 2012
edTPA
As a table
Discuss to come
to agreement
As a group
share
Rubric progression
Expanding repertoire of skills & strategies
Deepening of rationale and reflection
1
Not Ready
Teacher
Focus
Whole
Class
Fragmented,
Indiscriminate
© SCALE 2012
edTPA
5
Proficient Novice
Highly Accomplished
Beginner
Student
Focus
Individuals/
Flex. Groups
Integrated,
Intentional &
Well Executed
Task by Task Overview
Read the Context for Learning. Evaluate Task 1
(Planning) completely, then move on to 2
Evaluate Task 2 (Instruction) completely
(consulting Task 1 evidence as needed)
Evaluate Task 3 (Assessment) completely
(consulting Tasks 1 & 2 evidence as needed)
© SCALE 2012
edTPA
Task 1 - Planning
What to do
Select one class as a focus
Provide relevant context information
Identify a learning segment (3-5 consecutive lessons)
Identify a central focus in the learning domains (psychomotor,
cognitive , affective
Write and submit a lesson plan for each lesson in the learning segment
Select and submit key instructional materials
As part of the commentary, choose one language function to analyze
physical education language demands and identify a learning task
where students use that language function. Identify both the language
that students will be expected to use to engage in the learning task
Submit all copies of assessments for the learning segment prior to
teaching the learning segment
© 2013 Board of Trustees of the Leland Stanford Junior University
Rubrics
1-5
Task 2 - Instruction
Obtain required permission for video recording
Identify lessons from the learning segment you planned in Task
1 to videorecord
Select 3 focus students that represent the range of
psychomotor competencies. At least one student must be a
student with learning needs
Videorecord your teaching a select 1 or 2 clips (totaling no more
than 20 minutes)
Analyze your teaching in the clips and respond to the
commentary
© 2013 Board of Trustees of the Leland Stanford Junior University
Rubrics
6-10
Task 3 – Assessing Student Learning
Select one formal-based assessment from the learning segment
Define and submit the evaluation criteria you will use to analyze
student learning
Review whole class results from the selected assessment to
identify quantitative and qualitative patterns
Summarize the learning of the whole class using documented
student data. Use video clips of the 3 focus students to illustrate
patterns of student learning
Submit feedback on the assessment for the 3 focus students in
written, audio or video form
Analyze evidence of students’ language use from video clips
from the instructional task, an additional video clip of one or
more students using language within the learning segment,
and/or student work samples and assessment data from the
assessment task
Analyze your assessment of student learning and plan for next
steps in the commentary
Rubrics
11-15
CARE TO SHARE
 Task 1
 Rubrics 1-5
 Task 2
 Rubrics 6-10
 Task 3
 Rubrics 11-15
Questions?
Mara Manson
[email protected]
516 877-4257

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