1. Get Ready to Work Sign in & pick up handout Get out your nametag
Log on to a computer-open edTPA Handbook and Rubric Level Progressions
Reduce the size and split your screen
Have your drafts: Task 1A and 1B accessible

2. Find Something Good in Every Day

3. Seminar Two Planning Commentary
Work Flow:
Read bold statements under Task 1: What Do I Need to Do
Peer Review & Critique: Task 1A & 1B
Look Fors: Task 1C and 1D
Overview: Plan Com: Task 1E
Partner Analysis: Rubrics and Rubric Progressions

4. Key Questions: What Do I Need to Do?
What are your content key understandings for lesson planning?
How many work samples will you collect?
Where do I place citations?
When do all Task 1 work submissions need to be completed?
When do I note changes to my lesson plans?
Key Questions:
What Do I Need to Do?

5. Task 1A-Context for Learning
Peer Review & Critique
Task 1A-Context for Learning
Task 1B-Lesson Plans
(Take 20 minutes to review partner work and provide written feedback on critique form.)

6. Task 1C-Instructional Materials
Review specifications for Task 1C + Include: handouts, photos of supplies, text resources, ppt, etc. + Some photos or scanned docs may need to be reduced + Save all as pdf, not jpeg or gif + Align all materials to central focus and standard for day + Differentiate materials for small groups and individuals, as needed
Task 1C-Instructional Materials

7. Types of Informal assessment (Progress monitoring)
Q/A
Thumbs up/down/sideways
Observation Notes
Exit ticket
Checklist
Practice worksheets
Question stems
Oral/Written response
Clicker response
Concept maps
Think-pair-share
Retelling
Bell work
Writing sample
Response card
Short writing assignment

8. Types of Formal Assessment (Scoring, Benchmarking, Mastery Levels)
Standardized Test
Benchmark Test
Chapter/Unit Test
Performance Assessment
Raft (Role, Audience, Format, Topic)
Graphic organizer with rubric
Problem Based Learning Project
Lab experiment with report
Multimedia project with rubric
Creative writing assignment
Pre-Test and Post-Test
Composition based upon criteria
Real life Problem Solving with explanations

9. - Include multiple assessment types, based on objectives - Avoid low level repetition of facts and skills - Consider alternative assessments or embedding choices for small groups or individuals - Task 3 requires you to choose one of these assessments to analyze for student performance [whole class, small groups, and individuals] both qualitatively (by features) and quantitatively (by points or scores in different areas/components)
Task 1D Assessments

10. Planning Commentary Q Prompt 1 /Rubric 1
Content Focus
Describe CF and purpose for teaching content.
Be specific
Include: content standard, learning objective/s
Describe how the standards & objectives address the key understandings
Explain how the lesson plans build on each other and help students connect to the key understandings
Rubric 1-Planning for Content Understandings 1- Inaccuracies, omissions, or lacks alignment 2- Plans vaguely support S learning-key understandings 3- Plans clear connections - key understandings 4. Clear and consistent connections

11. Rubric Level Progressions (Go to resource before final draft.)
Guiding Question
Artifact evidence for rubric
Commentary Q for rubric
Level Three Descriptors
Above Level 3 Descriptors

12. Planning commentary Q Prompt 2
Planning to Support Varied S Learning Needs 1. What do S know? (pre-assess) 2. What prerequisite skills are being addressed? 3. How are you addressing personal experiences, culture, & interests of S? 4. Give S examples to justify the planned learning tasks based on above information.

13. Planning Commentary Rubrics 2-3
Rubric 2-Plans to Support Varied S Learning Needs 1- No evidence of support or IEP/504 not addressed 2- Planned supports loosely tied to objectives & CF 3- Pl supports tied to obj. and CF-attention to whole class only 4- Tied supports-address whole & sm. groups with similar needs and individual needs 5- All above + identify and address key misconceptions
Rubric 3-Use Knowledge of S to Inform Teaching & Learning 1- Justified learning tasks is missing or not aligned to S assets 2- Justified learning tasks with limited attention to S prior learning or S assets 3- Justified L. T. as appropriate with examples S prior learning or S assets. Includes superficial connection research / theory 4- All above-prior learning and S assets. Connection to research/theory 5- All above-justifies with connection to research/theory

14. Planning Commentary Q Prompt 3
Using Knowledge of S to Inform Teaching and Learning
Refer to specific examples in L.P. and I. M. to explain thinking
Include: research or learning theory to support explanations
Explain the connection between learning tasks materials based on S experiences, culture, & interests. Be specific
Now make those connections with S prior learning, assets above, and research/theory
Explain how the learning tasks and materials are tied to objectives and central focus?
Justify the plan for instructional strategies & supports (learning tasks, materials, technology, etc.) as appropriate for whole class and specific small groups, & individuals

15. Planning Commentary Q Prompt 4
Identifying and Supporting Language Demands
Identify one language function * Go to about page 45 now and read that definition with your associate
Identify one key learning task with that function-student practicing it (identify lesson day or #)
Identify & describe the vocabulary, syntax/discourse (ways the learning is communicated) page 45 definitions
What are the instructional supports in your plans that address prerequisite content/skills, whole group and small group or individual learning needs
What supports are in your plans related to what S know, what S are learning, and what S struggle with in performance

16. Planning Commentary Rubric 4
1- Language demands not identified or not consistent with function or task-Lang. supports missing or not aligned 2- Identified vocabulary with function-superficial attention to language demands-Lang. supports primarily address vocab. definitions 3- General Language supports address vocabulary AND 1 or more: function, syntax, discourse 4- Targeted Language supports address vocabulary, function, AND 1 or more: syntax, discourse 5- Level 4 plus-Lang. supports meet needs of student with different levels of language learning

17. Planning Commentary Q Prompt 5
Planning Assessments to Monitor & Support S Learning
Describe your multiple formal and informal assessments in the lesson plans (Task 1D)
Informal assessments are evident throughout the learning segment ( directly aligned to objectives)
Formal assessments are also included to provide both qualitative and quantitative evidence of S understanding and learning
Describe how both are strategically designed or adapted for groups or individuals with specific needs (daily and throughout the learning segment)
Explain how your assessments were adapted as required by IEP or 504 plans

18. Planning Commentary Rubric 5
Assessments that Monitor & Support S Learning
Assessment evidence of recall- no attention to IEP or 504 requirements
Assess provide limited evidence to monitor S progress of key understandings
Assess provide evidence to monitor S progress of 2 or more key understandings
Multiple assess provide evidence to monitor S progress of all key understandings
Level 4 plus-Assess designed to monitor individual and groups of S learnings according to specific needs

19. Next Steps Task 1C, 1D and 1E drafts due next seminar
Draft to supervisor following Sat, 9pm
Final Folder Tues, 9pm
Read edTPA Handbook - all of Task 2