Embedded Files
How EdTPA is Graded ( Stanford Center for Assessment, Learning and Equity, SCALE)
Video
Video
Science
First video - The first clip should illustrate how you actively engaged students in organizing and analyzing evidence and/or data from a scientific inquiry. Students should be examining the evidence and/or data to look for patterns, identify outliers, and/or explore contradictory findings.
Second video - The second clip should illustrate how you facilitated your students' use of scientific evidence and/or data AND concepts to construct and evaluate evidence-based explanations of a phenomenon or predictions of reasonable outcomes based on patterns in evidence and/or data.
Health -
You should choose lessons that show you interacting with students as they show active engagement in using functional health knowledge, demonstrating health-related skills, and/or developing personal beliefs and analyzing group norms to help them adopt and maintain healthy behaviors. (For FRED (554), you need one 10 minute video and one 5 minute video illustrating students academic language usage)
Planning
Planning
How do the candidate’s plans build students’ abilities to use science concepts and scientific practices during inquiry to explain or make predictions about a real-world phenomenon? -Planning prompts
plans build on each other
support learning of science concepts
investigate phenomenon
ask questions about phenomenon
note patterns in data
analyze data regarding phenomenon
create models regarding phenomenon
construct evidence-based explanations of phenomenon
make predictions based on evidence and model
evaluate evidence-based explanations of model
How does the candidate use knowledge of his/her students to target support for students to use science concepts and scientific practices during inquiry to explain or make predictions about a real-world phenomenon? -Planning prompts
clear learning objectives
planned supports
address characteristics of entire class
address needs of groups with similar needs
specific strategies to address:
preconceptions
misconceptions
common errors
misunderstanding
How does the candidate use knowledge of his/her students to justify instructional plans? -Planning prompts
justifies why learning tasks are appropriate
prior academic learning
personal, cultural, community assets
provide examples of...
prior academic learning
personal, cultural, community assets
Based on research and/or theory
How does the candidate identify and support language demands associated with a key science learning task? -Planning prompts
Language supports use
function
vocabulary
symbols
syntax
discourse
Language supports designed to meet the needs of
English Language Learners
Proficient English speakers, etc.
How are the informal and formal assessments selected or designed to monitor students’ progress toward using science concepts and scientific practices during inquiry to explain or predict a real-world phenomenon? -Planning prompts
Assessments provide evidence to monitor student learning of
science concepts
the phenomenon
application of scientific practices
Assessments are differentiated to allow
special needs students to demonstrate learning (e.g. UDL)
Instruction
Instruction
How does the candidate demonstrate a safe and respectful learning environment that supports students’ engagement in learning?-Instruction prompts
Demonstrates
respect for and from students
rapport with students
mutual respect between students
Provides
appropriate challenges
opportunities for varied perspectives
How does the candidate actively engage students in analyzing and interpreting scientific data to construct evidence-based explanations of or predictions about a real-world phenomenon-Instruction prompts
Candidate supports students in constructing evidenced based
explanations of phenomenon
predictions about phenomenon and related phenomena
Students refer to
evidence
data
Students explain how evidence and/or data and concepts support
explanations
predictions
Candidate links the following to new learning
prior academic learning
personal, cultural, or community assets
How does the candidate elicit responses to promote thinking and understanding of science concepts and abilities to apply scientific practices during scientific inquiry?-Instruction prompts
Candidate elicits student responses related to understanding
science concepts
scientific practices through inquiry
phenomenon
Candidate builds on student's own prior knowledge:
science concepts
scientific practices through inquiry
phenomenon
Students evaluate their own...
data collection
procedures
interpretations
evidence-based explanations
predictions
How does the candidate facilitate students’ analysis of the evidence and/or data based on scientific inquiry-Instruction prompts
Candidate asks students to record & present evidence in
tables
maps
diagrams
statistics
Candidate facilitates student discussion about
patterns
data analysis
inconsistencies in data
outliers
limitations of
evidence
data
methods
How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs?-Instruction prompts
Demonstrate connections to research/theory
Propose changes that address students' collective learning needs
Justify changes based on research/theory
Assessment
Assessment
How does the candidate analyze evidence of student learning related to conceptual understanding, the use of scientific practices during inquiry, and evidence-based explanations or reasonable predictions about a real- world phenomenon?-Assessment Prompts
Analysis includes differences within the entire class
Patterns of learning are described for the entire class
Uses specific examples to demonstrate patterns of learning
What type of feedback does the candidate provide to focus students?-Assessment Prompts
Feedback is specific
Addresses strengths and weakness related to learning goals
Makes connections to prior learning/experience to improve learning
How does the candidate support focus students to understand and use the feedback to guide their further learning?-Assessment Prompts
Describes how focus students use feedback to address learning objectives
How will the teacher support focus students use feedback on their weaknesses and strengths
How does the candidate analyze students’ use of language to develop content understanding?-Assessment Prompts
Evidence of students' use of language functions
Evidence of students' use of language demands
Evidence of students' use of vocabulary and symbols
Evidence of students' use of syntax and discourse
Addresses how you are doing this for students with varied needs
How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction?-Assessment Prompts
Propose next steps to improve instruction
Next steps based on research
Propose targeted support for individuals and groups to improve
conceptual understanding
scientific practices
evidence-based explanations of phenomena
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