Summary of EdTPA planning task 1: Planning for Instruction and Assessment

  • EdTPA Elementary Literacy, is a nationally available performance-based assessment, and its purpose is to measure novice teachers’ readiness to teach elementary literacy. For this assessment, you will first plan 3–5 consecutive literacy lessons (or, if teaching within a large time block, 3–5 hours of connected instruction) referred to as a learning segment.
  • In planning task 1, you document your intended teaching. This will be done through artifacts and commentaries. These items represent authentic work done by you and your students such as; lesson plans, rationale as to why you taught what you did, and copies of instructional materials. The three tasks and the evidence you provide for each are framed by your understandings of your students and their learning. As you develop, document, and teach your lessons, you will reflect upon the cyclical relationship among planning, instruction, and assessment, with a focus on your students’ learning needs.
  • In planning task one; it is all about the planning and foundation of your lesson. A brief outline of what you will have to do in this task is as follows. You begin with selecting one class as a focus for assessment, provide relevant context information, select a learning segment to plan, teach, and analyze student learning, determine a central focus, create lesson plans for each learning segment, ensure that there is academic language present throughout your lessons that is supportive of the learning task, respond to commentary prompts before teaching learning segment, and lastly, submit copies of all written assessments and/or directions from the learning segment.
  • The Evaluation Criteria: The evidence (i.e., artifacts and commentaries) you submit will be judged on five components of teaching practice:
    1. Planning
    2. Instruction
    3. Assessment
    4. Analyzing Teaching
    5. Academic Language

Questions I have about the EdTPA

  1. What is the timeline of this in student teaching? Do they expect you to have everything in within a number of weeks? Or is it all due at the end of the semester?
  2. Is there any outlines or examples we can follow for this, or do we just figure it out along the way?
  3. I recall hearing past student teachers talking about how hard the videotaping process was. Will we have to do what we do now for classes, upload to youtube, or is it different? Can you edit clips together?
  4. It said we need 3 to 5 lesson plans. What determines how many to create?
  5. For task one is says we have to submit: Part A: Context for Learning Information ¤ Part B: Lesson Plans for Learning Segment ¤ Part C: Instructional Materials ¤ Part D: Assessments ¤ Part E: Planning Commentary. Is there a place that has detailed expectations for each one of these areas?

Take Aways

1. The edTPA Elementary Literacy assessment is composed of three tasks                                                                  -Planning for Instruction and Assessment, –Instructing and Engaging Students in Learning, –Assessing Student Learning

2.The three edTPA tasks represent a cycle of effective teaching (i.e., teaching that is focused on student learning).

Planning Task 1 documents your intended teaching

Instruction Task 2 documents your enacted teaching

Assessment Task 3 documents the impact of your teaching on student learning.

  1. An essential part of edTPA is the evidence you will submit of how you planned, taught, and assessed your lessons to deepen student learning in literacy. This evidence includes both artifacts and commentaries.
  2. Evaluation Criteria, The evidence (i.e., artifacts and commentaries) you submit will be judged on five components of teaching practice: Planning, Instruction, Assessment, Analyzing Teaching, and Academic Language. Those grading will look for all of these elements when they use the: Evaluation Rubrics Planning Rubrics, You are assessed on 5 rubrics for task one.

1: Planning for Literacy Learning 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