The Teacher Performance Assessment ( edTPA ™). June 18, 2013 – Mid-Hudson Regional Meeting Dr. Mel L. Horton edTPA Coordinator/NCATE Coordinator The Sage Colleges – Esteves School of Education. edTPA ™ and You?. Content Areas? Supervisors? Method’s? Other?.
June 18, 2013 – Mid-Hudson Regional Meeting
Dr. Mel L. Horton
edTPA Coordinator/NCATE Coordinator
The Sage Colleges– Esteves School of Education
or district requirements
across disciplines about
Secondary History/Social Studies
Name & length of course
Class schedule (minutes/days per wk)
Ability grouping/tracking specific to history/social studies
Identify textbook (full citing)
Student information & chart the same
Time devoted each day to language & literacy instruction
Ability grouping or tracking in literacy – describe affect on class
Identify any textbook or instructional program(full citing)
List other resources
Student information & chart the same
Elementary – Literacy
Submit a lesson plan for each lesson in the learning segment
Submit key instructional materials (artifacts)
Response to commentary prompts prior to teaching
Choose one language function – identify a learning task where students use the language function.
Submit copies or directions for all planned assessments for learning segment
(pre/post assessments, checklist, rubrics, etc.)
Describe what you know about your students in your class
Prior academic learning, experiences, & prerequisite skills related to central focus
Personal/cultural/community assets related to central focus
For each focus learner, identify 2 learning targets
Describe each focus learner’s exceptionality
List goals/benchmarks in IEP for each focus learner
List any special accommodations or modifications in learning environment, instruction, or assessments based on IEP
Describe behavior management plan
Elementary – Literacy Learning
Use principles from research/devel. theory
Early Childhood – Use principles from research/devel. theory
Explain how your understanding of children’s development, prior learning, & community assets guide your choice or adaptations of learning tasks & materials
Describe and justify why your instructional strategies & planned supports are appropriate for whole class and students with similar needs.
Describe common developmental approximations or misunderstandings and how you plan to address them.
Explain how your understanding of students’ prior learning & community assets guided your choice or adaptation of learning tasks & materials
Describe & justify why your instructional strategies & planned supports are appropriate for whole class and students with similar needs.
Describe common developmental approximations or common misconceptions in literacy and how you will address them.
Elementary – Literacy Learning - Use principles from research/devel. theory
theory to be applied
Supporting Literacy Development through Language
Identify one language function essential for students to learn the literacy strategy within the central focus.
key words related to function – analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize
Identify key learning tasks that provide students opportunities to practice using the language.
Additional language demands
vocabulary or key phrases
Plus one of the following: Syntax or Discourse
Describe instructional supports (from lesson plans) that help students understand and use the language function and the additional language support.
Identify one language function essential for students to learn content (analyze, compare/contrast, construct, describe, evaluate, examine, identify, interpret, justify, locate, etc.)
Identify key learning tasks (lesson day/number) that provide students with the opportunity to use the language function.
Additional Language Demand (written or oral)
Vocabulary or key phrases
Syntax or discourse (at least one of the two)
Language Supports – Describe the instructional supports (from lesson plans) help students understand and use the language function and additional language demands.
Secondary English – Language Arts
Challenging learning tasks which candidates and learners are actively engaged.
Two video clips (no more than 10 minutes) each
Clip 1 = illustrate what candidate did to help students critically evaluate, interpretations, defend arguments, etc.
Clip 2 = how the candidate supported as they form interpretations or analyzes and used evidence.
Can be whole class or targeted group within class
Option – evidence for language use can be provided by clip.