Preparing your edTPA Portfolio - Crane Student Teaching

Preparing your edTPA Portfolio - Crane Student Teaching

Preparing your edTPA Performing Arts Portfolio Tips for success! Who am I? Dr. Harold Goldstein 12 years teaching experience K-3 General Music High School Band and Music Theory Sponsored 8 student teachers in the past 6 years LIU Post, SUNY Potsdam, SUNY Fredonia, Dowling Assisted 2 of them in preparation for edTPA (they both passed!) scorer of Performing Arts edTPA Qualified portfolios

Objectives of Todays Lecture: Teacher candidates will understand what the edTPA is, what it is intended to measure, and what their responsibilities are in completing it. Teacher candidates will understand the architecture of the exam: its elements; where to begin; the three tasks; the rubrics; and important vocabulary and terms. Teacher candidates will receive tips for preparing the artifacts necessary for each of the tasks. Teacher candidates will receive tips for interpreting the 15 edTPA Performing Arts rubrics and applying them to their portfolios. What is the edTPA? Teacher Performance Assessment Measures a Teacher Candidates

preparedness to become a beginning teacher. Is a new teacher ready to start the job? Evaluation of teaching materials and artifacts that demonstrates each teacher candidates ability to effectively teach his/her subject matter to all students Am I required to take the edTPA? New York State requires all teacher candidates to pass the edTPA in the certification area they are seeking licensure in Exemption through June 2015 if you take the assessment in a legit manner and do not pass, NY has temporarily permitted teacher candidates to take the Assessment of Teaching Skills Written (ATS-W) to receive certification Other states and educational institutions have other requirements that may or may not require

edTPA. Check on each states department of education website to find out! Basic Responsibilities of the Teacher Candidate Have a copy of the subject specific handbook Registration at the edTPA website Newest update just came out! (Fall 2014) Collection, preparation, and submission of materials This is a new thing. Many of your sponsor

teachers may not know what it is! Professional Responsibilities p. 36 Getting to Know the edTPA Architecture of the Assessment Know the Assessment: Getting Started edTPA is a Portfolio-style assessment Candidate submits ARTIFACTS that are evaluated by scorers. Artifacts include: Lesson Plans Video of teaching

Sample student assessment with feedback Commentary about the above artifacts Artifacts are evaluated using 15 rubrics Please Note: Some subject areas have a different amount of rubrics (Elementary Education and World/Classical Languages) Know the Assessment: Getting Started Step 1 Identify a Central Focus to Teach What are you going to teach? Step 2 Choose a Learning Segment to complete the tasks of the edTPA A series of 3-5 lesson plans to teach your central focus Step 3 Complete the Context for Learning

A general worksheet outlining the school you work in, demographic information of the school, etc (p.37) Step 4 Complete the 3 Tasks! Know the Assessment: The Three Tasks of edTPA Task 1 = Planning Context for Learning 3-5 Lesson Plans (up to 5 pages per lesson plan) Commentary for Lesson Plans (answering prompted questions up to 9 pages max, p. 10-12 of the workbook) Know the Assessment: The Three Tasks of edTPA

Task 2 = Instruction Video clips of Teacher Candidate Teaching (1-2 clips, total of 15-20 minutes) Commentary of Videos (answering prompted questions 6 pages max, p. 19-20 of workbook) Know the Assessment: The Three Tasks of edTPA Task 3 = Assessment Samples of student work from an assessment within the learning segment with teacher candidates feedback (3 students) Commentary of Assessment (answering prompted questions 8 pages max, p.

28-30 of workbook) Evidence of Feedback Evaluation Criteria Know the Assessment: Rubrics Each Task has 5 rubrics in which you are evaluated: Task 1 Planning 1. Planning for Instruction 2. Planning for Needs 3. Using Knowledge of Students 4. Identifying Language Demands 5. Planning Assessment Know the Assessment: Rubrics Each Task has 5 rubrics in which you are

evaluated: Task 2 Instruction 6. Learning Environment 7. Engagement of Students 8. Deepening Student Learning 9. Subject-specific Pedagogy 10. Analyzing Teacher Effectiveness Know the Assessment: Rubrics Each Task has 5 rubrics in which you are evaluated: Task 3 Assessment 11. Analysis of Student Learning 12. Providing Feedback 13. Student Use of Feedback

14. Analyzing Students Language Use 15. Using Assessment to Inform Instruction Know the Assessment: Sample Rubric Rubric 2: Planning to Support Varied Student Needs How does the candidate use knowledge of his/her students to target support for students to develop artistic skills, knowledge, or contextual understandings to create, perform, or respond to music/dance/theater? Level 1 Level 2 Level 3

Level 4 Level 5 There is little to no evidence of planned supports. Planned supports are loosely tied to learning objectives or the central focus of the learning segment. AND Planned supports

are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. Level 4 plus: Supports include strategies to identify and respond to common errors, weaknesses, and misunderstandings. Candidate attends

to requirements in IEPs and 504 plans Candidate attends to requirements in IEPs and 504 plans. Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with

similar needs. OR Candidate does not attend to requirements in IEPs and 504 plans Parts of rubric: Title, Guiding Question, Candidate attends to requirements in IEPs and 504 Levels, Criteria/Descriptors plans. Rubric Performance Levels

Level 1 Level 2 Level 3 Teacher Focus Student Focus Whole Class Individual/ Instruction Flexible Group Instruction Integrated, Lacks Coherence Well-Executed Intentional,

Level 4 Level 5 Tips for Success: Be Realistic Rubrics are graded on a scale of 1-5 1 = Unprepared to be a Teacher 2 = Developing into a Prepared Teacher 3 = Prepared to be a Beginner Teacher 4 = Very Prepared to be a Beginner Teacher 5 = Prepared to be a Master Beginner Teacher What should you be aiming for? Remember, this needs to be completed on top of all of your other student teaching responsibilities

Tips for Success: Get to Know the Rubrics! Read them all of them! Look up definitions Glossary provided in handbook! Submit artifacts that support what the rubrics are looking for! Beware of the words AND and OR Scorers are literally trained to evaluate exactly where you fall on the rubric. Some rubrics require citations and references to theory/research to get scores of 3, 4, and 5 Tips for Success: Performing Arts Terms You must teach or have students apply one (or more) of the following:

Artistic Skills personal expression, imaginative choices, creativity, improvisation, ability to explore/create freely without formal boundaries Knowledge individual techniques, tools/instruments, processes, elements and organizational principles fundamentals which will allow students to learn and understand performing arts concepts that will lead them to artistic expression Contextual Understandings The notion of learning about and reflecting upon the skills and techniques of an art form as it is influenced by all elements of the world, including historical, cultural, social, global, and the impact that those elements have made upon the evolution of the art form Tips for Success: Choosing a Class and a Central Focus Sample Classes: Music Theory Class

Small Group Clarinet Lesson 3rd Grade General Music Class Full High School Choral and Band Rehearsals Choose your class wisely. Some of the classes you teach will be harder than others to complete the edTPA tasks Sample Central Foci: Teaching Elementary GM class how to play the recorder Teaching HS chorus how to interpret the phrasing a specific song for concert performance Teaching acting class how to prepare for auditions Teaching HS chorus better tone production Be as specific or as general as you want but make sure your lessons focus on what you want to teach!!!!! Preparing the Tasks Preparation of Artifacts

Tips for Success: Preparing Artifacts Task 1: Planning Task 1 Requires you to submit the Context for Learning, 3-5 lesson plans, and commentary about the lesson plans Dont forget the Context for Learning! Use any format of lesson plans that you like, feel free to tweak it or add to it to address rubrics These are formal lesson plans, not simple lists of objectives or brief outlines of procedures. Follow directions on the commentary! Provide what is asked for! The rubrics align with the commentary! The more specific, the better! Tips for Success: Preparing Artifacts

Task 2: Instruction Task 2 Requires you to submit 1 or 2 video clips of your teaching totaling about 15-20 minutes and commentary about the videos. As a general practice as a student teacher, record yourself often to reflect upon how well you are doing. If you record yourself often, you should have plenty of video to choose from within your chosen learning segment. GET TO KNOW THE RUBRICS! Choose video clips that best demonstrate what the rubrics are asking for! We expect to see teacher/student interaction! Not just conducting! Follow directions on the commentary! The commentary prompts line up with the rubrics you are evaluated on! Provide what is asked for!

Tips for Success: Preparing Artifacts Task 2: Instruction (C0ntinued) Video tips: Do some test runs with your camera If too blurry or not viewable, you may have problems Confidentiality if students appear without signed consent, you may blur their faces Video clips should be of consistent non-stop instructional time and include group work time, student personal work/reading time, etc. Edit the beginning and end, but not the middle. If inaudible at times, you MUST transcribe dialogue and include at end of commentary (no more than 2 pages). Tips for Success: Preparing Artifacts Task 3: Assessment

Task 3 Requires you to submit 3 student work samples and feedback from you to these students from one of your assessments in the learning segment and commentary about them. You can submit written assessments, audio clips of assessments, or video clips of assessments. If audio/video is inaudible, you MUST submit a transcription of dialogue! Blurry video could result in return to you! All work samples MUST include feedback from you! The 3 student work samples should represent 3 different types of students in your class (perhaps high achievers, mid-level achievers, and lower achievers; at least one should be a student with special needs IEP, ELL, gifted, struggling, underperforming)

Tips for Success: Preparing Artifacts Task 3: Assessment (continued) Reattach portions of Task 1 here if you think it is appropriate, especially if you have rubrics, checklists, etc. that are a part of the assessment you are presenting. If you choose audio or video clips, please transcribe your comments/feedback and attach to the end of the commentary (no more than 2 pages) I do not recommend you use a True/False, Multiple Choice, or written exam/quiz with short answers Youll see why GET TO KNOW THE RUBRICS! Follow directions on the commentary! Provide what is asked for! Tips for Success: Preparing Artifacts Where should I put things? Little known fact:

Scorers only grade one task at a time in the order of the three tasks. Scorers only have access to one task at a time (Task 1, then Task 2, then Task 3). Once scores for Task 1 rubrics are submitted, they can not be changed. SoIf you want something considered in rubrics 1-5, you must place it somewhere in Task 1! If you address it in Task 2 or 3, it will NOT be considered in Task 1 (Rubrics 1-5) Do NOT rely on your scorer remembering something you provided in Task 1 for Tasks 2 or 3! Restate it, or find a place for addressing it! It is OK to be repetitive in this assessment! Inside the Rubrics What were looking for!

Inside the Rubrics Task 1 Rubric 1: Planning for Instruction How do the candidates plans build students knowledge and skills related to creating, performing, or responding to music/dance/theater by applying artistic skills, knowledge, and contextual understanding? Found in: Context for Learning Planning Commentary Prompt 1 Lesson Plans Instructional Materials (if you supplied them) What were looking for at Level 3: Logically sequenced Lesson Plans Lessons build upon each other You are appropriately addressing artistic skills, knowledge, or contextual learning

Inside the Rubrics Task 1 Rubric 2: Planning for Needs How does the candidate use knowledge of his/her students to target support for students to develop artistic skills, knowledge, and contextual understandings to create, perform, or respond to music/theater/art? Found in: Context for Learning Planning Commentary Prompts 2 & 3 Lesson Plans Instructional Materials (if you supplied them) What were looking for at Level 3: Plans address learning needs of the whole class IEP and 504 requirements are addressed Consider different types of students in your class AUTOMATIC 1 Missing plans to address 504/IEPs

Inside the Rubrics Task 1 Rubric 3: Using Knowledge of Students How does the candidate use knowledge of his/her students to justify instructional plans? Found in: Planning Commentary Prompts 2 & 3 What were looking for at Level 3: Relevance of learning tasks to PRIOR KNOWLEDGE or knowledge of students cultural backgrounds or personal interests/experiences (assets) Reference to research/theory in relation to plans to support student learning AUTOMATIC 1: Only provides a DEFICIT view of students and their backgrounds

Inside the Rubrics Task 1 Rubric 3: Using Knowledge of Students Deficit View (BAD!) Low academic performance based primarily on students cultural or linguistic backgrounds, the challenges they face outside of school or from lack of family support. This leads to patterns of low expectations, not taking responsibility for providing appropriate support, or not acknowledging student strengths DEFICIT VIEWS MAKE EXCUSES FOR POOR STUDENT PERFORMANCE Inside the Rubrics Task 1 Rubric 3: Using Knowledge of Students Assets (GOOD!) Personal background information that students bring to the

learning environment: interests, knowledge, everyday experiences, family backgrounds, etc. that a teacher can draw upon to SUPPORT STUDENT LEARNING. Cultural cultural backgrounds that students bring to the learning environment: traditions, languages, world views, literature, art, etc. that a teacher can draw upon to SUPPORT STUDENT LEARNING. Community common backgrounds and experiences that students brings to the learning environment: resources, local landmarks, community events and practices, etc. that a teacher can draw on to SUPPORT STUDENT LEARNING. FOCUSING ON ASSETS FORCE TEACHERS TO WORK WITH WHAT STUDENTS HAVE TO SUPPORT STUDENT LEARNING! Inside the Rubrics Task 1 Rubric 4: Language Demands How does the candidate identify and support language

demands associated with a key performing arts learning task? Found in: Planning Commentary Prompts 4a 4d Lesson Plans Instructional Materials (if provided) What were looking for at Level 3: Identify one of the Language Functions Identify language demands related to the language function, including: specific terms or symbols and either syntax or discourse There is support described (either in lesson plans or commentary) where students apply both vocabulary and either discourse or syntax in your lessons. This includes instructional materials and strategies that are selected, modified, or scaffolded to assist learners. Inside the Rubrics Task 1 Rubric 4: Language Demands

HOLY COMMON CORE, BATMAN! Language Functions for the Performing Arts: Choose 1 of the following! (Dont resist!) Analyze Identify Compare/ Contrast Interpret Describe Perform Explain Express Summariz Synthesiz

e e Find a place in one of your lessons where you have students do one of these things! Inside the Rubrics Task 1 Rubric 4: Language Demands Language Demands: Vocabulary and/or Symbols Words and phrases used in the discipline They have different subject-specific meanings that differ from meanings used in everyday life (e.g., table) General academic vocabulary used across disciplines (e.g. compare, contrast, analyze, evaluate) Subject-specific words defined for use in the discipline Syntax

The set of conventions for organizing symbols, words, and phrases together into structures (e.g. Sentences, Graphs, Tables) Discourse Written and oral language How members of the discipline talk, write, and participate in knowledge construction How members of the discipline communicate the content Inside the Rubrics Task 1 Rubric 4: Language Demands Example: Look at Planning Question 4 Central Focus: Dynamics and Dynamic markings Prompt a: Language Function: Analyze Prompt b: Language Function is in Lesson plan 2 Prompt c: Vocabulary students need to know: dynamics, volume, forte (f), mezzo forte (mf), mezzo piano (mp), piano (p),

loud, medium loud, medium soft, soft Prompt c: How you might provide syntax Students will be analyzing the dynamics of a selected piece of music by circling the dynamic markings on the music in different colors. Then, they will list the dynamics they found on the table on the blackboard in the order from softest to loudest, and include both the musical name of the symbol and what level of volume is needed. Prompt c: How you might provide discourse Students will be analyzing the dynamics of a selected piece of music by circling the dynamic markings on the music in different colors. Students will then discuss which dynamic markings they found and what they mean to do. Inside the Rubrics Task 1 Rubric 4: Language Demands Discourse and Syntax is not displayed if: You ask only Yes/No questions You ask only for definitions of vocabulary You ask only What does this symbol mean? You ask for what the word is after giving a definition

You are teaching only by rote You are the source of the vocabulary and symbol identification Discourse and Syntax are displayed if: Students are using the vocabulary/symbols Students are interpreting/analyzing and showing/explaining what they are doing Students are Students are conversation Students are using performing arts vocabulary to critique each other demonstrating that they can use the vocabulary in or writing the source of vocabulary and symbol identification Inside the Rubrics

Task 1 Rubric 5: Planning Assessments How are the informal and formal assessments selected or designated to monitor students development of artistic skills, knowledge, and/or contextual understandings through creating, performing, or responding to music/dance/theater? Found in: Context Information Planning Commentary Prompts 2 & 5 Lesson Plans Assessment Materials What were looking for at Level 3: Planned assessments provide evidence of students artistic skills, knowledge, and/or conceptual understandings at various points during the learning segment Adaptations or modifications are planned to accommodate IEPs and 504s

AUTOMATIC 1: Adaptations for 504s and IEPs are missing! AUTOMATIC 1: Assessments are misaligned to central focus and standards/objectives for the learning segment Inside the Rubrics Task 2 Rubric 6: Learning Environment How does the candidate demonstrate respectful environment that supports students engagement in learning? Found in: Video Clips Instruction Commentary Prompt 2 What were looking for at Level 3: Interactions with students are respectful, demonstrate rapport, and students communicate easily with candidate Environment that is both described and verified with video

shows that candidate facilitates a positive environment wherein students are willing to answer questions and work together without candidate or other students criticizing their responses Inside the Rubrics Task 2 Rubric 7: Engaging Students How does the candidate actively engage students in developing artistic skills, knowledge, and/or contextual understandings to create, perform, or respond to music/dance/theater? Found in: Video Clips Instruction Commentary Prompt 3 What were looking for at Level 3: Students are engaged in learning tasks that provide

opportunities for students to focus on artistic skills, knowledge, or contextual understandings Clips show candidates making connections to prior academic learning to help develop new content or skills Inside the Rubrics Task 2 Rubric 8: Deepening Student Learning How does the candidate evoke student performances/responses to promote and develop artistic skills, knowledge, and/or contextual understandings? Found in Video clips Instruction Commentary Prompt 4a What were looking for at Level 3: Students are prompted to offer performances or responses

that require application to artistic skills, knowledge and contextual understandings. (e.g. use how and why questions) Automatic 1: There are significant content inaccuracies or significant error in content core Inside the Rubrics Task 2 Rubric 9: Subject-Specific Pedagogy How does the candidate use modeling, demonstrations, and content examples to develop students artistic skills, knowledge, and/or contextual understandings for creating, performing, or responding to music/dance/theater? Found in Video clips Instruction Commentary 4b

What were looking for at Level 3: Candidate is modeling, demonstrating, or using examples that support student learning AUTOMATIC 1: Representations are incorrect, inappropriate, or not used appropriately Inside the Rubrics Task 2 Rubric 10: Analyzing Teacher Effectiveness How does the candidate use evidence to evaluate and change teaching practice to meet students varied learning needs? Found in Video clips Instruction commentary prompt 5 What were looking for at Level 3: Proposed changes in teaching practice relating to central focus and

address needs of the class References to theory or research in relation to plans to support student learning and connections are made between student learning and theory/research ONLY ADDRESSING CLASSROOM MANAGEMENT ISSUES WILL ONLY GET YOU A 2! Focus on techniques, accommodations, and methods that you can do to help students learn better. Its about student learning, NOT solely classroom management! Inside the Rubrics Task 3 Rubric 11: Analysis of Student Learning How does the candidate analyze evidence of student learning? Found in Evaluation criteria Student work samples

Assessment Commentary 1 What were looking for at Level 3: Student work samples support an accurate listing of what students did both correctly and incorrectly Differences in learning across the class are identified More specific analysis extends to individuals and groups of students in class get higher than a 3! Inside the Rubrics Task 3 Rubric 12: Providing Feedback What type of feedback does the candidate provide to focus students? Found in Student Work samples Evidence of written/oral feedback

Assessment Commentary 2a & 2b What were looking for at Level 3: Feedback is accurate and emphasizes both strengths and weaknesses of students Feedback is evenly distributed amongst students, with no student receiving significantly more feedback than others A simple multiple choice or True/False test does not do this! AUTOMATIC 1: Feedback has errors AUTOMATIC 1: Feedback is unrelated to learning objectives or is inconsistent with analysis of student learning Inside the Rubrics Task 3 Rubric 13: Student Use of Feedback How does the candidate provide opportunities for focus students to use the feedback to guide further learning?

Found in Evidence of Feedback Assessment Commentary 2c What were looing for at Level 3: Opportunities for applying feedback are provided Application of feedback focuses on revising current work Specifications of how focus students can use feedback to improve current work Inside the Rubrics Task 3 Rubric 14: Student Use of Language How does the candidate analyze students use of language to develop content understanding? Found in

Student work samples Assessment commentary 3 What were looking for at Level 3: Explanation/Identification of evidence that the students used or attempted to use the identified language function Evidence addresses students use of vocabulary or an additional language demand (syntax or discourse) AUTOMATIC 1: Overlooking students significant misuse of language Inside the Rubrics Task 3 Rubric 15: Using Assessment to Inform Instruction How does the candidate use the analysis of what students know and are able to do to plan the next

steps of instruction? Found in Assessment Commentary 5 What were looking for at Level 3: The next steps focus on support for student learning Next steps focus on learning artistic skills, knowledge, and/or contextual understandings References to research/theory when describing next steps and connecting them to the plans. Other Thoughts and Ideas Tips for preparation of portfolio Be familiar with scanning devices and programs Be familiar with video devices and programs

Provide evidence in a clear and clean fashion Never assume we know what you are talking about! If it is not there, we will not assume you meant for it to be there! Always err on the side of being more specific! Rubrics often differentiate between vague, general, and specific details within your responses. Plan in advance and take your time in choosing wisely but remember that you need to complete this relatively fast. We do not deduct scores for spelling mistakes or poor grammar/writing but come on! You are going to be a teacher! What does it mean to Pass this Assessment? As a scorer, they dont really tell us because everyone who requires edTPA interprets the scores different but

New York State requires a score of 41 to pass (adding the total of all 15 rubric scores. Thats an average rubric score of 2.73) There is a mastery score for New York. But what does mastery mean!? (Score of at least 48, average rubric of 3.20) Every state may be different. Be sure to check out Questions? Registration/Submission/Uploading/Timelines edTPA website = www.edtpa.com Pearson support Friends with scanning/filming experience Teacher Certification Requirements State Education Department Website Content of edTPA Check the handbook!

edTPA website Do a web search Have a professor/sponsor teacher look over your portfolio or portions of it Send me an e-mail: [email protected]

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