edTPA Retakes Judi Wilson, Associate Professor Take Two… Judi Wilson, Associate Professor Augusta University (formerly Georgia Regents University)

Tip: Don’t reinvent the wheel! Disclaimer… Credit for this plan goes to Pat Parsons (Georgia Southern University), Pam Wetherington (Columbus State University), Elisa Palmer (Illinois State University), and many other generous colleagues… Tip: Don’t reinvent the wheel!

The Augusta University Process edTPA Coordinator reviews all official scores and identifies any portfolios not meeting the state cut score. Coordinator completes “edTPA Score Profile” for those candidates needing retakes. Meet with Retake Committee: edTPA Coordinator, COE’s Associate Dean, TED Department Chair, Director of Field Placement and Program Coordinators to review each failing portfolio. edTPA Coordinator and Program Coordinator will meet with each candidate individually to discuss his/her portfolio resubmission options (and the strengths and areas of concern). We will follow SCALE’s policy for Retakes.

edTPA Score Profile Rubric Original Score Retake Score Candidate Name__________________________________________ Content_______________________   edTPA Mentor Name______________________________________ Date_________________________ Score Summary _ Rubric Original Score Retake Score Task 1: Planning for Instruction and Assessment   Rubric 1 Planning for Subject Specific Understandings Rubric 2: Planning to Support Varied Student Learning Needs Rubric 3: Using Knowledge of Students to Inform Teaching and Learning Rubric 4: Identifying and Supporting Language Demands Rubric 5: Planning Assessments to Monitor and Support Student Learning Task Total Task 2: Instructing and Engaging Students in Learning Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Students Learning Rubric 9: Subject-Specific Pedagogy: Using Representations Rubric 10: Analyzing Teaching Effectiveness Task 3: Assessing Student Learning Rubric 11: Analysis of Student Learning Rubric 12: Providing Feedback to Guide Learning Rubric 13: Student Use of Feedback Rubric 14: Analyzing Students’ Language Use and Subject Specific Learning Rubric 15: Using Assessment to Inform Instruction Total edTPA Score   Average Rubric Score

Reflects Situational Decision Making When possible, the candidate will remain in the originally assigned classroom (this will require permission and support from the Clinical Teacher and University Supervisor). Decisions will be individualized and reflective of many concerns (time available during current semester, requirements of low scoring rubrics, class testing constraints, student work ethic, etc.). Most students will be expected to enroll in and complete a Retake Course the next semester.

edTPA Retake (EDTD 4950/6950) This option is for full retakes or those candidates that could not complete the retake during the original student teaching semester 3 credit hour course Clearly defined syllabus Hybrid course Part time field experience (8:00 am – noon five days a week for nine weeks) Candidates must pay fee for external scoring

EDTD 4950/6950 Course Description Time commitment 9 weeks: Week 1: On campus for edTPA review (looking at strengths and areas for improvement from original edTPA submission) Work collaboratively with the edTPA Coordinator and program faculty member to assess the effectiveness of instruction and assessment and to develop strategies to improve instructional effectiveness Weeks 2-3: On-line assessments (using week 1’s feedback to revise thinking and/or teaching) Practice and apply the techniques and strategies learned

EDTD 4950/6950 Course Description Weeks 4-8: In part-time field experience (8:00 a.m. – Noon, five days a week) and once a week support sessions for each task (by phone, face-to-face, or on-line – TBD by edTPA Coordinator) Observe and actively participate in the on-going routines and interactions in the classroom Plan and implement daily lesson plans, assess student learning, and manage materials, time, the classroom environment, and students Candidates will assume full responsibility – planning, instruction, and assessment of student learning – for at least one class of learners for a minimum of two weeks under the guidance of the assigned University Supervisor. Develop and implement a 3-5 day learning segment; respond to the commentary prompts for Task 1 (additional requirements can be found in your edTPA Handbook) Secure parent permission forms for videotaping Videotape the learning segment and respond to the commentary prompts for Task 2 (additional requirements can be found in your edTPA Handbook) Analyze student learning and respond to the commentary prompts for Task 3 (additional requirements can be found in your edTPA Handbook) Candidates will complete all tasks (to include all requirements and commentaries) for the edTPA assessment; for early childhood candidates, Task 4 is a required task (additional requirements can be found in your edTPA Handbook) Keep a reflective journal Week 9: Refine edTPA portfolio and submit for official scoring

Final Thoughts… I plan to continue leading regular edTPA faculty seminars. We realize we don’t know yet what we don’t know. This is an evolutionary process. We have to be flexible. We will learn through trial and error. We will get feedback from candidates after each cycle is completed and will make future adjustments as needed. We will carefully disaggregate the data each semester to recommend adjustments in curriculum. Each semester should get easier and hopefully will result in fewer and fewer retakes.

For more information contact: Judi Wilson jwilso24@gru.edu Augusta University (formerly Georgia Regents University) 706-667-4368