1. STUDENT TEACHING SEMINAR #1 February 10, 2014

2. Announcements Student teachers attending today’s seminar can count 8 hours on timesheet. Practicum I students can count 4 hours. Any students not attending will need to watch video and view PPT but will not be able to count on timesheet. Video workshops today (Feb. 10) in COE 106 at 12:30 and 2:15. Must bring video files for processing. Preferred seating for teacher candidates who pre- registered. Video from ST orientation (January 13) is available in Resources document on Overview page.Resources Next seminar – March 10 (8:15am – 10:45am) During today’s seminar, write your questions on a piece of paper and send them to the front.

3. GACE Information Be sure that you take the correct GACE examinations for your certification. GACE exam must match the certification program you are enrolled in (e.g., Biology, Chemistry, History, etc.) GaPSC is proposing two levels for “passing” scores – Induction and Professional (must pass at induction level for induction certificate) GACE II is not a graduation requirement but should be completed by June 30, 2014, if possible. For assistance with GACE registration issues, contact Dr. Ruchi Bhatnagar at rbhatnagar@gsu.edu.rbhatnagar@gsu.edu GSU/COE certification specialist – Basja Tibbs btibbs1@gsu.edubtibbs1@gsu.edu

4. Three Portfolios 1. Course portfolio Practicum I Spring 2014 Student Teaching Spring 2014 2. edTPA portfolio Select the correct edTPA portfolio for your content area 3. Program portfolio Not required to submit during Practicum I for most programs Must be completed by end of Student Teaching (4 weeks if graduating, 2 weeks if not graduating

5. To create a portfolio from a template: 1. Sign in to your LiveText accountLiveText 2. Click on Documents tab 3. Click on + New 4. Look for MSE folders 5. Click on appropriate folder (see next slide for instructions on selecting the folder) 6. Select the correct portfolio template from the folder and click on title 7. Scroll to bottom and click on Create Document 8. Give the portfolio a new name and click OK Drop-in help for setting up portfolios or working with LiveText February 10, 1:00 – 4:00pm, COE 655 (Dr. Ariail’s office)

6. Select the right folder! Course portfolios for all ITP field-based courses (all programs)  MSE PRACTICUM/STUDENT TEACHING Spring 2014 edTPA portfolios All Middle Level programs: MSE Middle Level Education  ESOL, Secondary English, Secondary Social Studies: MSE Language, Literacy, & Social Studies  Secondary Math and Secondary Science: MSE Math and Science Program Portfolios All Middle Level programs: MSE Middle Level Education  ESOL, Secondary English, Secondary Social Studies: MSE Language, Literacy, & Social Studies  Secondary Math and Secondary Science: MSE Math and Science

7. Important note about LiveText Enter work for each assignment in the appropriate LiveText portfolio before submitting the assignment. Do not upload individual files to the assignment unless directed by university supervisor. Ask for help if you need it! Drop-in help for submitting assignments February 10, 1:00 – 4:00pm, COE 655 (Dr. Ariail’s office)

8. edTPA Survey Results

11. Survey Feedback: Comments “Examples should be provided so that we are able to see what is expected in the commentaries. A full example of the project should be provided to each candidate.” Response: Since this is our first year of full implementation, we do not currently have exemplars. If you are willing to allow us to use your work for training purposes, please complete the release form and leave it with us today. “I think it would be beneficial for future student teachers to have the opportunity to meet with their university supervisors to walk through the EdTPA commentaries, with the university supervisor being an aid.” Response: This is a good idea, which we will share with the university supervisors.

12. Concerns About Time and Relevance Concern: “A great deal of professional development time was spent on and focused on the ‘hows’ not the ‘whys’ of the video assignment. Many hours were spent teaching us how to edit, compress, upload and download video. What we were specifically supposed to video was somehow not made as clear and in my mind the assignment generalized to ‘do hours of all this technological stuff to put video of me teaching on LiveText.’” Response: See “What Do I Need to Do?” in the Handbook (page 17 or 18). Concern: “I think edTPA was a tremendous amount of work and consumed a tremendous amount of time. It was not as useful as it should have been considering the time commitment and frustration that accompanied it. Additionally the due dates were not considerate of the schedules of teacher candidates considering that we had to change schools mid semester.” Response: We are hopeful that your previous experiences with edTPA and the additional supports provided this semester will help you have a better understanding of the overall processes so you can focus more attention on the quality of your teaching. If the due dates do not work with your schedule, negotiate revised due dates with your university supervisor. Work backward from end of semester to ensure that you have enough time to complete all assignments before CRCT and other conflicts.

13. “It was extremely hard to understand the requirements of edTPA and how to do it.” “I completed the TASKS blindly, no one was able to really explain to me if I did the tasks right.” “I very much disliked the handbook. I don't know how much influence GSU has there, but it's terrible. I contacted my supervisor three times on issues with the handbook contradicting itself. In some areas it gives no page limit, but then 10 pages later there is suddenly a page limit. It's almost like the amount of detail it has actually makes it more confusing instead of helpful. I referenced that handbook over and over again but I never was really sure if I was doing it right.” Response: GSU has absolutely NO influence on the design of the handbooks. We can, however, do more to help teacher candidates understand the expectations and requirements. See Evidence Chart (approximately p. 36 - 39) for details on submission requirements. Difficulty Understanding the Requirements

14. Our Attempts to Address Your Frustrations and Concerns Seminars and Workshops Today’s seminar will be primarily on edTPA. Video workshops today (must bring video files); more workshops offered later if needed Continue to offer support from LTD and MSE No longer need to try to reduce to 50mb; file size limit increased Continue to add edTPA assistance to the LiveText Resources document. Learning Technologies Division: Checkout for video equipment Video Assistance: Tim Merritt tmerritt@gsu.edutmerritt@gsu.edu Middle Secondary Education: LiveText Assistance: Mary Ariail mariail@gsu.edumariail@gsu.edu Support for use of iPads You can take videos, trim them on the iPad (iPad 2 or later), and upload them directly to your LiveText portfolio. LiveText will automatically compress for you. Instructions are available in the Resources document. Increase training and resources for university supervisors and program faculty

15. Change in grading of edTPA for Student Teaching Each section of edTPA for student teaching will be pass/fail. Each Task is worth 10 points (total of 30% of final grade). Must complete all sections of each Task to get any credit (including successful video upload). Point deductions for late submissions will apply. Grading policies for Practicum I will be the same as Fall 2013.

16. edTPA - Preliminaries Before you begin working on Tasks 1-3, discuss edTPA requirements with your mentor teacher; be sure s/he understands and agrees to support you; decide on the class where you will teach the learning segment of 3-5 lessons; confirm parental permission for any students who may be included in the videos. (GSU release form available in Resources document, edTPA page);Resources be sure that you are thoroughly familiar with the most recent handbook for your content area as a reference throughout the development of your edTPA portfolio (all were updated during Fall 2013); new versions are in your Resources document, edTPA page; read and refer often to the publication, “Making Good Choices” (located in your Resources document, edTPA page);Resources set up your edTPA template; note that the template contains key information from the handbook (What to Do, What to Submit, templates for Commentaries, etc.), but it does not cover everything you need to know; decide on the central focus of your lessons (see Glossary in the last section of your handbook for details on “central focus.”)

17. Overview of Contents Handbooks (see Table of Contents) Introduction to edTPA Instructions for each of the 3 Tasks; each contains What Do I Need to Think About? What Do I Need to Do? What Do I Need to Write? How Will the Evidence of My Teaching Practice Be Assessed? (Rubrics) Professional Responsibilities Context for Learning (Word template is in your edTPA portfolio) Evidence Chart – Artifacts and Commentary Specifications for each Task Glossary – Key vocabulary and concepts for specific content area Note: Your edTPA template in LiveText does not contain all the information you need to complete the project! You must be familiar with the details in the handbook and the supplemental information in “Making Good Choices.”

18. Notes on Rubrics and Grades Refer to your handbook for the official (5-point) rubrics. There are 5 rubrics for each of the three Tasks. Before submitting each Task, read the details in each of the 5 rubrics carefully to be sure you have met the criteria fully. Local Evaluation (3-point) rubrics are attached to each edTPA assignment Task and will be used by university supervisors to provide formative assessment to help you see the strengths and weaknesses of your teaching practices. For student teaching, your grade will be based upon timely submission of all parts of each Task (10 points per task). You will NOT receive partial credit for incomplete tasks.

19. Important Note! One edTPA portfolio from each program will be randomly selected and sent to Pearson for official scoring. not consequential no charge to student

20. Task 1 - Planning Part A – Context for Learning Use Word template in edTPA portfolio Has separate (earlier) deadline Part B – Lesson Plans for Learning Segment See Evidence Chart for details. Part C – Instructional Materials Part D – Assessments Provide copy of assessment instrument you plan to use (rubric, quiz, checklist, etc.) Part E – Planning Commentary Learning (use template in edTPA portfolio) See Evidence Chart – approx. p. 36-39 – for specifications for artifacts and commentaries.

21. Task 1 - Planning Locate the area of emphasis for the learning segment for your content area. Guidelines should be described on p. 1 or pp. 1-2 of your handbook. Example for secondary English: “Consistent with the Common Core State Standards for English-Language Arts,1 a learning segment prepared for this assessment should provide opportunities for students to comprehend, construct meaning from, and interpret complex text, and to create a written product, interpreting or responding to complex features of a text that are just beyond your students’ current skill levels. ” (p.1) Read the questions in the Planning Commentary to determine what you will need to address. Items in the commentary relate directly to the rubrics used to score the Task.

22. Task 1 – Planning for Instruction and Assessment Develop 3-5 lesson plans; be mindful that the lesson plans must build on each other to support students’ learning (see Rubric #1). Pay close attention to the instructions for each item in the Planning Commentary. Identify the primary language function (see instructions in handbook for Planning Commentary – somewhere around p. 12) and the vocabulary that you will teach. Academic language should be taught explicitly – not just mixed in with the narratives of the lesson plans. Know how to discuss “syntax” and “discourse” as these concepts related to your learning segment. Be sure that you specifically address the learning needs of students with IEP’s or 504 plans.

23. Task 2 – Instructing and Engaging Students in Learning Part A – Video Clips Refer to handbook for required content (requirements are on about p. 18; see Table of Contents for Task 2 -What Do I Need to Do?) Take far more video footage than you think you will need; you will want to have some choice in the clips that you select. Part B – Instruction Commentary The commentary is meant to support what is seen in the video clips. If there is a conflict between the video clips and the commentary, evaluators are instructed to defer to the video clips. See Evidence Chart – approx. p. 36-39 – for specifications for artifacts and commentaries.

24. Task 3 – Assessing Student Learning Part A – Student Work Samples (work samples from each of the 3 focus students) Mask the names of students; number the work samples 1-3 and refer to the students by their number. Work samples should be representative of the achievement of groups of students within the class. Part B – Evidence of Feedback Provide evidence of the kind of feedback you give to the students; this can be notes that you write on the students’ work samples; video clips of your feedback discussions with them. Part C – Assessment Commentary (use template in edTPA portfolio) Part D – Evaluation Criteria Evaluation criteria is NOT the activities the students are asked to perform. It is the way you measure the students’ performance on the stated objectives. No: “The students will write a persuasive essay on whether their school should require school uniforms.” Yes: A rubric with criteria for evaluating the essay is included and explained. See Evidence Chart – approx. p. 36-39 – for specifications for artifacts and commentaries.

25. Questions?