edTPA

edTPA is a standards-based assessment used to measure and support the skills and knowledge of teachers. edTPA is used and designed to measure whether or not new teachers are ready for the job. Within edTPA there are three main parts that teachers use to produce and analyze artifacts that demonstrate their teaching knowledge.

Task 1: Planning for Instruction and Assessment.

Task 2: Instruction and Engaging Students in Learning.

Task 3: Assessing Student Learning.

Task 1

For edTPA I have created a 5 day lesson for my students in Sociology. I was only able to teach consecutively for 5 days, as my mentor teacher wanted to begin a research project for the rest of the semester with his students. However, this lesson went very well. I taught students about Race, Ethnicity, and Minority Groups, while incorporating Stereotypes, Prejudice, Discrimination, and Racism. Students were given a formative assessment which was a Socratic Seminar. Students were assessed on their analysis and ability to provide evidence from the sources in their answers during discussion. Students were asked to annotate the sources and then answer questions that aligned with each source. The questions included a guiding question, factual question, interpretive, and evaluative question. The summative assessment included a multiple choice and true false test that also included a short answer written response using the main academic function that I had chosen which was compare and contrast. Students were to compare/contrast Stereotypes, Prejudice, Discrimination, and Racism. Providing definitions and then at least 2 examples with evidence from either the primary sources, class content, or from society around them.

Below I am attaching the Lesson Plans, Context for Learning, Instructional Materials, Assessments, and Planning Commentary.

EdTPA Lesson Plans for Task 1.docx

edTPA_SEH_Context_For_Learning Assignment (1).docx

Instructional Materials EdTPA Task 1.docx

Assessments Task 1 EdTPA.docx

Planning Commentary Task 1 EdTPA (1).docx

Task 2

Task 2 includes two video clips that are selected from the teaching segment being used for edTPA.

The first video clip should illustrate how I engage learners in tasks that develop their ability to inquire, interpret, or analyze history/social studies sources or accounts of historical events or a social studies phenomenon and build and support arguments or conclusions.

The second video clip should focus on how I supported students to use evidence from one or more sources to form interpretations or analyses in order to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon.

Also within Task 2 is the Instruction Commentary. This is a response to several prompts in connection to the two video clips. Within this document include:

Lesson Identified
Promoting a Positive Learning Environment
Engaging Students in Learning
Deepening Student Learning during Instruction
Analyzing Teaching

Instruction Commentary: Instruction Commentary Template Task 2 EdTPA.docx

This video clip to the left showcases me giving direct instruction and an introduction to the two primary source documents students would be reading. Students were also given instructions, examples, and provided with models on how to annotate primary sources. Students were given the HIPPO instructional Strategies worksheet that students were to use as a guide while annotating and reading the sources. The worksheet included an example on the back of how HIPPO is used to annotate and analyze sources, leading students to draw conclusions from each source. I ask students throughout the video if they understand what I am asking of them, doing quick check-ins, while respecting and building rapport with students.

This video clip to the left from lesson 4 shows students engaging in the Fannie Lou Hamer Testimony at the Democratic National Convention 1964 primary source. This clip is exceptional in showcasing student involvement from several students and from a student who leads the discussion. One student in particular showcases their deep inquiry and critical thinking skills within the text by providing their favorite part of the reading and then summarizing/analyzing why while connecting it to class content. I then ask guiding questions to get other students engaged or interested. This video shows students' critical thinking skills, and ability to communicate with one another (students were given the option to write their answers as well). The Socratic Seminar allowed me to see which students could answer certain questions or who was able to interpret/ understand the more difficult source. I was proud of my students in this video, and looking back, I should have had longer wait times in order to see if other students would talk during this discussion. The student with his head down participated in the previous discussion over the Cherokee Petition Protesting Removal 1836, and this student is allowed to take time out of class to rest.

Task 3

I have not completed Task 3 yet, but once I do, it will be uploaded.

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