 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.