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These are the pre-survey results for the edTPA Boot Camp instrument.

These are the pre-survey results for the edTPA Boot Camp instrument. The first question assessed licensure area. Most respondents were Early Childhood, Adolescent, or Special Education licensed. Most respondents had completed some edTPA tasks in their courses, but a lot did not know.

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These are the pre-survey results for the edTPA Boot Camp instrument.

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  1. These are the pre-survey results for the edTPA Boot Camp instrument. The first question assessed licensure area. Most respondents were Early Childhood, Adolescent, or Special Education licensed.

  2. Most respondents had completed some edTPA tasks in their courses, but a lot did not know. In general, most respondents did not know what the edTPA handbook and templates look like in their areas. Almost all respondents reported using academic language in their teaching.

  3. Only one respondent reported they were not able to differentiate their teaching. Most respondents recognized why the edTPA was necessary to be completed during student teaching. A good portion of respondents felt they are able to complete at least one of the edTPA tasks.

  4. When asked if they are confident they can complete more than one task, respondents were less confident in their ability to perform 2 tasks and even less confident in their ability to perform 3. It is good the numbers don’t increase here. Respondents report slight to moderate familiarity with “Central Focus”.

  5. Of the three, “Syntax” has more respondents who are moderately to very familiar, while “Language demands” have less and “Discourse” are reported to have the least familiarity.

  6. Respondents were unsure about “Assets”, but almost 85% report familiarity with “Evidence.” 91% of respondents report familiarity with “Academic Language.”

  7. When asked to comment about the edTPA tasks… • Many respondents indicated they don’t know what they are or were unsure. • They were unsure about what “task completion” looks like in their licensure area • One respondent feels they just need more information about It and classes, as they just learned about it last semester and teach next semester. • One respondent reported practicing the TPA while another asks “What is this test and why have we not been told about this?” • When asked if they had any other comments to share with faculty… • “We really need to just get a general understand of what it actually is and hear it from other people. We can read about it and such, but I think hearing it from other people and getting it further explained is very helpful. Talking about the individual taks as well would be something that would be very helpful as well. I'm sure you're already going to cover all of this in the boot camp though.” • “It may be helpful to have a brief handout on the definition of each of these terms and how they relate to the TPA.” • “Please break it down into chronological steps to follow and what exactly we are to do. Instead of saying "you should do this or this may be good" tell us "This is what you do. In this order." GET ORGANIZED! We talk about this little part in this class, an this little part in this class, but just put it all together in the order of completion please!!” • “I am just very confused. I was less confused by the process before I started my fall classes; so , I hope this helps clarify things and does not make me even more confused and overwhelmed”

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