1. EdTPA Boot Camp October 16, 2015

2. Welcome Boot camp expectations edTPA Voucher Codes Confidentiality Forms Making Good Choices and Handbooks

3. edTPA Documents www.tinyurl.com/GSWedTPA Acceptable and Unacceptable levels of supportAcceptable and Unacceptable levels of support Video Release Forms

4. edTPA Introduction What do I need to think about for each task? ▫Task 1: Planning for Instruction and Assessment ▫Task 2: Instructing and Engaging Students in Learning ▫Task 3: Assessing Student Learning ▫Task 4: Assessing Students’ Mathematics Learning (Early Childhood Only)

5. Key Pointers! Planning Ahead! Time management! Read the ENTIRE handbook and Making Good Choices support document prior to beginning your portfolio. Read the rubrics and understand the language. Check your understanding of the handbook with your peers, but don’t rely on them to tell you how to complete your assessment. Rely on your handbook and Making Good Choices.

6. Writing for EVIDENCE Understand the purpose of your commentary- LOOK AT THE PROMPTS! How long should your commentary be (longer works may require more, or more varied, evidence)? What are the prompts asking? Have I answered all prompts?

7. After you introduce evidence into your writing, you must say WHY and HOW this evidence SUPPORTS your argument. In other words, you have to explain the SIGNIFICANCE of the evidence and its FUNCTION in your paper.

8. Our readers can’t read our minds! Although they may be familiar with many of the ideas we are discussing, they don’t know what we are trying to do with those ideas unless we indicate it through explanations, organization, transitions, and so forth. Try to spell out the connections that you were making in your mind when you chose your evidence, decided where to place it in your paper, and drew conclusions based on it.

9. How can I tell what kind of evidence my audience wants? Note the definition of EVIDENCE in the glossary Note the EVIDENCE CHART toward the end of the handbook.

10. Structure of the handbook Note how each section of the handbook begins with 4 questions: ▫What do I need to think about? ▫What do I need to do? ▫What do I need to write? ▫How will the evidence of my teaching practice be assessed?

11. Breakout sessions with programs Read and discuss the following: ▫Introduction to edTPA ▫Task 1: Planning for Instruction and Assessment ▫Making Good Choices Task 1 ▫Review evidence chart for Task 1 Early Childhood: Room 100 Middle Grades and Secondary: Room 102 Special Education: Room 103