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EdTPA Online Module 1. General Information


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EdTPA Online Module 1. General Information

  1. 1.   Module  1:  General  Information  about  edTPA   Hunter  College  School  of  Education  
  2. 2. Objectives  for  this  Learning  Module   1.  To  clarify  who  must  pass  edTPA  for  New  York  state  licensure   2.  To  provide  you  with  some  context  and  background  on  the   assessment   3.  To  orient  you  to  the  architecture  commonly  shared  by  all   edTPAs  and  alert  you  to  read  your  handbook   4.  To  introduce  you  to  each  of  the  three  tasks  in  edTPA   5.  To  familiarize  you  with  the  resources  currently  available  in   this  Blackboard  organizaFon  for  further  learning  about  edTPA    
  3. 3. What  are  the  new  teacher  examinations?     Candidates  applying  for  cer2fica2on  on  or  a4er  May  1,  2014  or   candidates  who  applied  for  cer2fica2on  on  or  before  April  30,   2014  but  did  not  meet  all  the  requirements  for  an  ini2al   cer2ficate  on  or  before  April  30,  2014  must  take  and  pass:     the  Academic  Literacy  Skills  Test  (ALST),  replacing  the  LAST     the  EducaFng  All  Students  Test  (EAS),  replacing  the  ATS-­‐W     revised  CSTs-­‐by  subject  area     edTPA-­‐by  subject  area       More  details  can  be  found  on  the  website  for  the  New  York   State  CerFficaFon  exams,  at:                  hTp://www.nystce.nesinc.comNY_annProgramUpdate.asp#NewTest  
  4. 4. Who  needs  to  take  the  edTPA?     Only  teacher  candidates  must  take  the  edTPA—not  candidates   for  counseling  or  school  administraFon.     The  edTPA  is  required  for  iniFal  licensure  in  the  state  of  New   York,  effecFve  Spring  2014.    Candidates  who  already  hold  a   teacher  cerFficaFon  do  not  need  to  do  edTPA.     Candidates  seeking  dual  cerFficaFon,  for  example  in  early   childhood  special  educaFon,  will  choose  which  edTPA  to  take,   and  only  need  to  take  one.       All  candidates  seeking  iniFal  licensure  who  are  not  currently   teaching  under  a  Trans  B  license,  and  who  are  planning  to   graduate  in  Spring  2014,  must  take  and  pass  edTPA  in  Spring   2014  
  5. 5. What  are  the  licensure  areas  for  edTPA?   edTPA  Subject-­‐Specific  Handbooks  are  Available  for  these  Areas:   Early  Childhood   MathemaFcs  (Secondary)   World  Languages   Elementary   Science  (Secondary)   Classical  Languages   English  (Secondary)   Special  EducaFon   English  as  an  AddiFonal   Language  (TESOL)     Social  Studies  (Secondary)   Performing  Arts   (others  available  but  not  at   Hunter)  
  6. 6. Who  developed  the  edTPA?     Teachers  and  teacher  educators  naFonwide—more  than  1000   from  29  states  and  400  insFtuFons—parFcipated  in  an   extensive,  mulF-­‐year  development  process  including  pilots  and   field  tests  with  thousands  of  candidates.  Development  was  led   by  educaFon  researchers  at  the  Stanford  Center  for   Assessment,  Learning  and  Equity  (SCALE),  in  collaboraFon  with   the  American  AssociaFon  of  Colleges  for  Teacher  EducaFon   (AACTE).    SCALE  has  deep  experience  in  developing  teacher   performance  assessments,  as  they  designed  California’s  TPA,   the  NBPTS,  and  InTASC  standards.  
  7. 7. Where  is  edTPA  being  implemented?  
  8. 8. What  is  the  focus  of  the  edTPA?     Aligned  with  the  Common  Core  State  Standards,   edTPA  is  an  authenFc  assessment  tool  that  shows   how  teacher  candidates  develop  and  evaluate   student  learning.  The  centerpiece  of  the  edTPA   process  is  a  porcolio  that  describes  and  documents   authenFc  pracFces  from  the  candidate’s  teaching   experience.  The  porcolio  addresses  planning,   instrucFon,  assessment,  analyzing  teaching,  and   academic  language  to  reveal  the  impact  of  a   candidate’s  teaching  performance  on  student   learning.    
  9. 9. What  is  the  edTPA?     The  edTPA  is  a  contextualized  measurement  of  teacher   candidates’  readiness  to  teach.    It  centers  on  candidates’  actual   classroom  pracFces  with  a  focus  on  student  achievement.     edTPA  is  a  student-­‐centered,  mulFple-­‐measure  assessment  of   teaching.    It  is  designed  to  be  educaFve  and  predicFve  of   effecFve  teaching.     edTPA  is  not  just  a  hoop  to  jump  through,  but  part  of  a  naFonal   effort  to  raise  the  entry  bar  into  the  profession  of  teaching.      
  10. 10. What  does  the  edTPA  process  involve?     The  edTPA  process  idenFfies  and  collects  subject-­‐specific   evidence  of  effecFve  teaching  from  a  learning  segment  of  3-­‐5   lessons  from  a  unit  of  instrucFon  for  one  class  of  students.      Teacher  candidates  submit  authenFc  arFfacts  from  a  clinical   field  experience.  Candidates  also  submit  commentaries  that   provide  a  raFonale  to  support  their  instrucFonal  pracFces   based  on  the  learning  strengths  and  needs  of  students.     edTPA  has  three  parts  or  tasks,  submiTed  in  one  electronic  porcolio     Planning  instrucFon       InstrucFng  and  engaging  students  in  learning     Assessing  student  learning  
  11. 11. What  are  the  elements  of  edTPA?  
  12. 12. What  are  the  artifacts  to  collect?  
  13. 13. What  is  common  across  all  edTPAs?  
  14. 14. How  is  the  edTPA  scored?  
  15. 15. Task  1     The  Planning  Instruc2on  &  Assessment  task  asks  the  candidate  to:    Describe  plans  for  the  learning  segment  and  explain  how  they  are  appropriate   for  the  students  and  the  content  being  taught;      Demonstrate  the  ability  to  organize  curriculum,  instrucFon,  and  assessment  to   help  diverse  students  meet  standards  for  the  content;      Develop  academic  language  goals  related  to  the  content  goals;    Select,  adapt,  or  design  learning  tasks  and  materials  that  offer  students   equitable  access  to  the  content;    Consider  how  to  assess  learners’  needs  and  learners’  progress  in  the  planning   stage.  
  16. 16. Task  2   For  Instruc2ng  &  Engaging  Students  in  learning  the  candidate  will…    IdenFfy  lessons  where  students  are  engaged  in  using  the  skills  and   strategies  targeted  in  the  lesson  plans.    Film  for  the  3-­‐5  day  period  of  instrucFon.    Review  the  videos  to  idenFfy  one  or  two  video  clips  that  meet   requirements.        Respond  to  commentary  prompts  to  analyze  the  teaching  and  students’   learning  in  the  video  clip(s).  
  17. 17. What  are  the  specifications  for  the  video?   Content   Maximum  Minutes   Number  of  Clips   Elementary     15   2  (of  literacy  instrucFon)   Early  Childhood   15   2   Secondary  Math   20   1-­‐2   Secondary  Science   20   2  @  10  minutes  each   Secondary  Social  Studies   20   2  @  10  minutes  each   Secondary  English   20   2  @  10  minutes  each   Performing  Arts   20   2  @  10  minutes  each   Classical  Languages   15   1-­‐2   World  Languages   15   1-­‐2   English  as  an  AddiFonal  Language   20   2  @  10  minutes  each   Special  EducaFon   20   1-­‐2  
  18. 18. Task  3   For  the  Assessment  of  Student  Learning  task  the  candidate   will:      Develop  evaluaFon  criteria  aligned  with  big  idea  or  essenFal   quesFon,  standards,  and  learning  objecFves;      Analyze  student  performance  on  an  assessment  in  relaFon  to   student  needs  and  the  idenFfied  learning  objecFves;      Provide  feedback  to  students;  and      Use  the  analysis  to  idenFfy  next  steps  in  instrucFon  for  the   whole  class  and  individual  students.  
  19. 19. What  can  candidates  learn  by  doing  edTPA?     To  gauge  strengths  and  weaknesses     To  reflect  on  the  craj  of  teaching  and     impact  on  student  learning     To  synthesize  and  make  connecFons   between  research  and  pracFce     To  develop  appreciaFon  for  video  as  a  tool   for  the  reflecFve  pracFFoner     To  prepare  for  teacher  evaluaFon  processes   that  depend  on  skills  in  analyzing  impact  on   student  learning    
  20. 20. What  support  exists  for  candidates?     There  are  a  total  of  10  learning  modules  all  specifically  created  for  the   Hunter  teacher  candidate  available  on  this  site  for  candidates     Experiences  and  materials  from  candidates  who’ve  done  edTPA  are   available  on  this  site     Resources  and  guides  to  address  various  aspects  of  pedagogy  as  well  as   the  wriFng  of  the  commentary  are  also  available     An  edTPA  faculty  member  is  available  in  each  program  area  to  support   you.     Your  seminar  leader  and  field  supervisor  will  be  resources  for  you  as  you   begin  the  process  of  preparing  your  edTPA  porcolio     QuesFons  can  be  sent  any  Fme  to