1. Associate to the Dean for Clinical Practice Georgia State University
TASK 1
Carla Tanguay
Associate to the Dean for Clinical Practice
Georgia State University

2. Resources for Clinical Practice
Visitor’s Pass Entry
Pass Code: 01DA3DE3
Updated edTPA Handbook & Templates – by Department/Program
Teacher Candidate Forms
Parental Permission Forms

3. Most Important Resources
Writing Organizers
Academic Language
Making Good Choices
Rubric Level Progressions
Candidate Support – Probing Questions
Technology Resources – Video clipping/trimming and compressing
Finalizing files for upload – Handbook Evidence Chart
Upload to Pearson – Directions (+3 documents – Eligibility, Registration, Pearson ePortfolio System)

4. The Cycle of Teaching and edTPA Tasks

5. Important Steps… Learning the rubrics
Looking at the evidence you have provided
Using the rubrics to see if the evidence can be mapped to the rubrics

7. Two types of evidence: Artifacts & Commentaries
TASK Planning
TASK 2 Instruction
TASK Assessment
Context for Learning
Lesson Plans
Instructional Materials
Blank Assessments
Planning Commentary
Video Clips
Instruction Commentary
Focus Student Work Samples (3)
Evidence of Feedback (Teacher) & Students’ Language Use
Assessment Commentary
Evaluation Criteria
Analysis of Teaching Effectiveness
Academic Language Development

8. Task name: Rubric Title
Rubric Blueprint
Task name: Rubric Title
Guiding Question
Level 1
Level 2
Level 3
Level 4
Level 5
Struggling candidate, not ready to teach
Needs more practice
Acceptable level to begin teaching
Solid foundation of knowledge and skills
Highly accomplished beginner

9. Rubric progression Expanding repertoire of skills & strategies Deepening of rationale and reflection
Not Ready
Proficient Novice
Highly Accomplished
Beginner 1 5
Teacher Focus
Student Focus
Whole Class
Individuals/ Flex. Groups
Integrated, Intentional & Well Executed
Fragmented, Indiscriminate

10. MSE edTPA Handbooks MIDDLE SECONDARY
Middle Childhood English Language Arts
Middle Childhood Mathematics
Middle Childhood History/Social Studies
Middle Childhood Science
Secondary English Language Arts
Secondary Mathematics
Secondary History/Social Studies
Secondary Science
English as an Additional Language

12. Overview of Planning Task 1
Artifacts
Rubrics
Context for Learning
Lesson Plans – MSE Lesson Plan Format
Instructional Materials
Blank Assessments
Planning Commentary
Planning to Build Student Understanding
Planning to Support Varied Student Learning Needs
Using Knowledge of Students to Inform Teaching and Learning
Identifying and Supporting Academic Language Demands
Planning Assessments to Monitor and Support Student Learning

13. Format: Planning Task 1 Parts Notes: Context for Learning Lesson Plans
C. Instructional Materials
D. Blank Assessments
E. Planning Commentary
Identify all individuals with IEP, 504, EIP, ESOL and other learning goals; list strategies for meeting these goals
Explain in lesson plans how you will adapt instruction & assessment for individuals already identified as well as whole class differentiation
List instructional materials by lesson
Explain how your assessments monitor and support student learning
Respond to commentary prompts before teaching lessons

14. TASK 1: PART A . CONTEXT FOR LEARNING
TASK 1: Instructional Context
About the school where you are teaching
About the class featured in this assessment
About the students in the class:
grade level, number of students, gender
variety of learners: ELLs; gifted; struggling readers; underperforming students with gaps in academic knowledge; students with specific learning needs - supports, accommodations, and modifications are specified ( see IEP’s, 504 plans)

15. What is the Central Focus?
What do you want students to know and be able to do by the end of the learning segment? (Beyond facts and skills)
It varies by edTPA Handbook.
Know
Can Do
Learning to Do

16. Central Focus: English Language Arts
Middle Childhood
Secondary
The central focus should support students to use textual references to construct meaning from, interpret, or respond to complex text, as well as to create a written product that interprets or responds to a text.
The central focus should support young adolescent learners to:
use textual references to construct meaning from AND interpret or respond to complex text;
create a written product that interprets or responds to a text,
and make interdisciplinary connections

17. Central Focus: Mathematics
Middle Childhood
Secondary
The central focus should support young adolescent learners to:
develop conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem- solving skills,
as well as interdisciplinary connections.
The central focus should support students to develop conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem-solving skills.

18. Central Focus: History/Social Studies
Middle Childhood
Secondary
The central focus should support young adolescent learners in:
learning and using facts, concepts, and inquiry, interpretation, or analysis skills;
building arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon;
as well as making interdisciplinary connections.
The central focus should support students in:
learning and using facts, concepts, and inquiry, interpretation, or analysis skills
to build arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon.

19. Central Focus: Science
Middle Childhood
Secondary
The central focus should support young adolescent learners to:
use scientific concepts and apply scientific practices through inquiry to develop evidence-based explanations for a real- world phenomenon OR predictions based on patterns in evidence and/or data, and
make interdisciplinary connections.
The central focus should support students’ use of scientific concepts and application of scientific practices through inquiry to develop evidence-based explanations of OR predictions for a real-world phenomenon based on patterns in evidence and/or data.

20. Central Focus – English as an Additional Language
Support students’ English language development within content based instruction.
Address students’ development of ELPD and content for each competency that applies:
 Grammatical competence—the ability to use correct vocabulary and sentence structures
 Discourse competence—the ability to produce coherent and cohesive written or spoken discourse (e.g., paragraphs or conversations) that conforms to the norms of different genres (e.g., letter, essay, interview)
 Pragmatic competence—the ability to use language appropriately in communication based on the context and the relationship between the speaker and writer and the listener and reader
 Metalinguistic competence—knowledge of linguistic/grammatical concepts and functions, and the ability to use linguistic terminology to describe or discuss them

21. TASK 1: Part B. Lesson Learning Segment
3 to 5 lessons or hours of instruction
Use the MSE Lesson Plan Format
Central Focus – focus of the learning segment
Aligns with Content Area Curriculum Standards
Language Function – for each function you need an instructional language support
Learning Tasks – opportunities to practice using the language function and related skills; consider language demands – syntax and discourse. Tasks include:
Activities
Discussions &
Other modes of participation that engage students

22. Lesson Learning Segment: What to think about…
Create 3-5 consecutive, sequenced lesson plans or 3-5 instructional hours
Use prior knowledge of students’ academic learning, students’ personal/cultural/community assets, and understanding of adolescent development
Include strategies to develop language and to support language use
Make connections to research and theory

23. Unpacking the Curriculum Standard
Central Focus: At the end of the unit students will be able to….KNOW and DO…
Curriculum Standard:
Based on the curriculum standard, I want students to know and be able to do the following:
1.  
2.   3.

24. Formative Assessments
Planning Outline
Central Focus: At the end of the unit students will be able to….
Curriculum Standard:
Language Function:
Related Skills
Formative Assessments
Chosen Assessment
1.  
Student Work Sample:
Evaluation Criteria: Rubric
2.   3.

25. Parts C and D
C. Instructional Materials – Lesson 1 Instructional Materials, Lesson 2 Instructional Materials, etc. (URLs are acceptable – NO Hyperlinks – click on “Remove hyperlink”) D. Blank Assessments – Lesson 1 Assessments, Lesson 2 Assessments, etc.

26. Parts E: Planning Commentary
Prompt 1 (Rubric 1) – Central Focus Prompt 2 (Rubrics 2 & 3) – Knowledge of Students to Inform Teaching Prompt 3 (Rubrics 2 & 3) – Supporting Students’ “Content Area: Learning Prompt 4 (Rubric 4) – Supporting “Content Area” Development through Language (Academic Language) Prompt 5 (Rubric 5) – Monitoring Student Learning (Assessments as evidence; adaptations, if any)

27. TASK 1: Planning Commentary
PROMPT 1: Explain how your plans are sequenced and build on each other and lead students to make connections
PROMPT 2: Describe what you know about your students with respect to the central focus.
Prior academic learning (Know, Can do, and Learning to do - KCL) AND
Personal/cultural/community assets related to central focus (everyday experiences, cultural backgrounds and practices, interests) – Funds of Knowledge
Developmental Domains: cognitive, social/emotional, physical, language

28. TASK 1: Planning Commentary PROMPT 3
Review prompt 2: explain how you chose and adapted learning tasks and materials to meet the needs of your learners as relevant.
Describe and justify why your instructional strategies and planned supports are appropriate for the: whole class, individuals, and/or groups of students with specific learning needs.
Describe common student errors or misunderstandings within your central focus and how you will address them.

29. TASK 1: Planning Commentary PROMPT 4
1. Identify one language function essential for students to learn the key strategy.
2. Identify a key learning task from your plans that provides students with opportunities to practice using the language function. Identify the lesson day/number.
3. Describe the language demands (write, speak, listen) students need to understand and/or use and the:
Vocabulary (and symbols for Science & History/SS)
Plus syntax or discourse
4. Describe the instructional language supports (during or prior to the learning task)

30. TASK 1: Planning Commentary PROMPT 5
Describe how your assessments will provide direct evidence that students use the key strategy and skills
Explain how the design or adaptation of your assessments support students with specific needs to demonstrate their learning

31. Academic language is the oral, visual, and written language that students need in order to
understand (read, listen, think)
communicate (listen, speak, write, connect)
perform (think, read, write, listen, speak, create)
Academic Language is necessary to participate in the content
Think
Question
Talk
Learn

32. Academic Language Demands
There are language demands that teachers need to consider as they plan to support student learning of content, which include:
Language Functions (content & language focused tasks represented by action verbs)
Vocabulary & Symbols (Science & History/Social Studies) (discipline specific words & phrases)
Syntax (set of conventions to organize phrases, sentences)
Discourse (structures of oral and written language – how members talk, write, participate)

33. Language Functions
Addresses the content and focus of the learning task
Represented by an action verb within the learning outcome (describe, compare, summarize, etc.)

38. Language Instructional Supports
Visuals, such as graphic organizers – Venn Diagrams, sentence frames
Manipulatives & materials – word sorts, word banks, word walls

39. Language Instructional Supports

40. Opportunities for Practice