Each of these tasks are linked through the use of Academic Language and an analysis of the student’s own teaching. Each task requires the creation and submission of authentic artifacts (i.e., lesson plans, instructional materials, video recording of teaching, student assessments with teacher candidate feedback). Each task requires a detailed, thorough examination of the teacher candidate’s own teaching effectiveness through written commentaries. Plan a learning sequence of 3-5 consecutive lessons (or 3-5 hours of teaching in a block) Provide assistance by helping teacher candidate identify class for edTPA Creation of instructional materials Provide assistance in helping teacher candidate identify focus student(s) Copies of student assignments and assessments Feedback on student work, for selected students Unedited video recorded instruction The edTPA shares a number of key constructs with Educator Effectiveness models that are being implemented in Wisconsin. As with the Educator Effectiveness models, the edTPA asks pre-service teachers to reflect on their planning, instruction, and assessment of their students, with a focus on student learning outcomes. Provide assistance to teacher candidate in distributing, collecting, and record keeping of the video permission forms Provide assistance in securing video equipment, if necessary Provide assistance in video recording Continue to provide feedback and formative reflection opportunities for teacher candidates discuss their teaching effectiveness Wisconsin edTPA Website: tepdl.dpi.wi.gov/epp/edtpa Created by Lori Kroeger (UW Oshkosh) & Kayla De Vares (UW- Milwaukee), August 12, 2014.
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