Preparing Teacher Candidates for the edTPA Assessments

1. Preparing Teacher Candidates for the edTPA Assessments Mara Manson, Ed.D Adelphi University March 28, 2014

2. 1st Step Understanding the edTPA • Become an edTPA scorer • Apply http://www.edtpa.com • Completion of Training Modules • Interactive Session • Scoring Portfolio • Insight to all of the rubrics • Understanding of specific content

3. edTPA Pilot • Accepted the responsibly to officially pilot the edTPA with four teacher candidates (Spring 2013) • All Teacher Candidates unofficially piloted the edTPA (Fall 2013)

4. Training Workshops • 1st meeting with University Supervisors • Overview of the edTPA • What is it? • What is the purpose of it? • What is the role of the University Supervisor • Review of edTPA rubrics • Go through each of the 15 rubrics

5. Training Workshops • 2nd Meeting • Scoring the edTPA • Review sample edTPA from pilot • Review data from the portfolio • Align components of edTPA with the focused rubric

6. Training Workshops • 3rd Meeting (faculty and teacher candidates) • Invite all program full time and adjunct faculty to an edTPA presentation. • Invite all current teacher candidates. • Presentation on the content of all three edTPA tasks.

7. Collaboration with the School District and Teacher Mentor • Provide all appropriate information during placement request • Videotaping • Pave the way during the three-way meet and greet (University Supervisor, Teacher Mentor and Teacher Candidate)

8. edTPA Student Seminars • Weekly seminars • Introduction to the edTPA website and the Pearson Platform. • Review of submission process • Create handouts and PowerPoint's that specifically address Academic Language and completing the edTPA • Mentoring concerning the Context for Learning • Mentoring concerning Task 1, 2 &3 • Mentoring concerning connections to research • Mentoring concerning the development of assessments

9. edTPA Student Seminars continued • Mentoring concerning time stamping and cutting of video • Mentoring concerning Language Function; syntax and discourse • Mentoring concerning evidence of feedback • Mentoring concerning student work samples • Mentoring concerning differentiated learning • Mentoring during individual lab work

10. Curriculum Mapping • Meeting - small group of full time pedagogy faculty • Identify courses in the major where edTPA content is already included • Identify other courses where edTPA content could be included • Map and determine overlaps and gaps within courses. • Make decisions regarding the infusion of edTPA content within specific courses. • Create new assessments that align with the edTPA assessments. • Reflect – Review – Revise

11. Identified Courses • 1st Methods Course – Curriculum and Teaching in Physical Education (Undergraduate and Graduate) • 2nd Methods Course – Elementary Methods (Undergraduate and Graduate) • 3rdMethods Course – Secondary Methods (Undergraduate and Graduate) • Adapted Physical Education (Undergraduate and Graduate) • All Practicum and Internship Experiences • Motor Development and Motor Learning • Health and Fitness Methodology • Technology

12. Reflect and Modify • Review teacher candidates scores for each of the three edTPA tasks • Look for patterns of high and low scores within each rubric • Review the curriculum mapping • Identify courses that are linked with specific content • Modify course content to better meet the needs for supporting students throughout their course of study • In a perfect world….teacher candidates will be educated and prepared for the edTPA. Completing the edTPA portfolio will be a comprehensive evaluation of which they are prepared and ready

13. Program Meetings/Assessment • Teacher Development Team – meets once a month to reflect and discuss program issues • Reflect • Revise • Implement