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Transcript of EdTPA Boot Camp Early Childhood Education Spring 2015 Credit for edTPA Writing Boot Camp goes to...
![Page 1: EdTPA Boot Camp Early Childhood Education Spring 2015 Credit for edTPA Writing Boot Camp goes to Illinois State University.](https://reader034.fdocuments.in/reader034/viewer/2022051820/56649e9f5503460f94ba2136/html5/thumbnails/1.jpg)
edTPA Boot Camp
Early Childhood Education
Spring 2015
Credit for edTPA Writing Boot Camp goes to Illinois State University
![Page 2: EdTPA Boot Camp Early Childhood Education Spring 2015 Credit for edTPA Writing Boot Camp goes to Illinois State University.](https://reader034.fdocuments.in/reader034/viewer/2022051820/56649e9f5503460f94ba2136/html5/thumbnails/2.jpg)
What is edTPA?
How will it benefit me?
![Page 3: EdTPA Boot Camp Early Childhood Education Spring 2015 Credit for edTPA Writing Boot Camp goes to Illinois State University.](https://reader034.fdocuments.in/reader034/viewer/2022051820/56649e9f5503460f94ba2136/html5/thumbnails/3.jpg)
Agenda• Introductions• edTPA Overview & Organize edTPA Handbook
– Reviewing each section• edTPA Boot Camp Schedule• Making Good Choices Handbook• Dig Deep into Task 1
– What to think about; what to do; what to write– Underline words that are unknown and discuss– Progression of rubrics (level 1 to level 5)- what do you notice?
• Share examples for Task 1 – Evaluate based on rubrics
• Context for Learning (Tasks 1-3)• Context for Learning (Task 4)• Homework- what to do and bring for the next Boot Camp• Questions
![Page 4: EdTPA Boot Camp Early Childhood Education Spring 2015 Credit for edTPA Writing Boot Camp goes to Illinois State University.](https://reader034.fdocuments.in/reader034/viewer/2022051820/56649e9f5503460f94ba2136/html5/thumbnails/4.jpg)
edTPA Overview• Planning (Task 1)
– Context for Learning– Lesson Plans– Instructional Materials – Assessments– Planning Commentary– Rubrics
• Instruction (Task 2)– Video Clips– Instruction Commentary– Rubrics
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• Assessment (Task 3)– Analysis of Whole Class Assessment– Evaluative Criteria– Analysis of Learning and Feedback to THREE Focus Students
Assessment Commentary– Rubrics
***Analyzing Teaching
***Academic Language
• Assessment (Task 4 Mathematics)– Context for Learning– Analysis of Whole Class Assessment– Re-engagement lessons– Evaluative Criteria– Analysis of Learning and Feedback to THREE Focus Students
Assessment Commentary– Rubrics
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Boot Camp Schedule• Jan. 5 - Orientation and Introduction to Task 1• Jan. 20 – Task 1 Review and Introduction to
Task 2• Feb. 3 – Task 2 Review and Introduction of Task 3• Feb. 17 – Task 3 Review and Introduction to
Task 4• Feb. 24 – Task 4 Review and Self Assessment
for all four tasks.• March 3 – Final Review and Upload to TK20
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Reorganizing Handbook
• Elementary Education Glossary (p. 61-67) move to after p. 10
• Task 1: Go to page 11. Find Context for Learning (p. 50-51) put
after p. 11. Evidence Chart (p. 55) after p. 50-51 Put tab marking Task 1 Literacy Rubric 1-5 (p. 17-21) after p.
51 (last page for task 1 is p. 16)
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Task 2• Find Evidence Chart (p. 56) put after
p. 16• Put a tab marking Task 2• Literacy Rubric 6-10 (p. 26-30) after
p. 56• Task 2 Instructions (p. 22-25)
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Task 3• Find Evidence Chart (p. 57-58) after
p. 25• Put a tab marking Task 3• Literacy Rubric 11-15 (p. 35-39) after
p. 58• Task 3 Instructions (p. 31-34)
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Task 4• Task 4 begins on p. 40. Put tab
marking Task 4.• Find Mathematics Context for
Learning (p. 52-53) after p. 40• Learning Segment Overview (p. 54)• Evidence Charts (p. 59-60)• Math Rubrics (p. 46-48)• Math Instructions p. 41-45
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Deep Dive into Task 1
• Three groups– One group will read what students should think about before doing Task 1;
underline any words or phrases that are unfamiliar; be prepared to explain to the whole group (BIG IDEAS)
– One group will read what students should do for Task 1; underline any words or phrases that are unfamiliar; be prepared to explain to the whole group (BIG IDEAS)
– One group will read what students should write for Task 1; underline any words or phrases that are unfamiliar; be prepared to explain to the whole group (BIG IDEAS)
• Progression of Rubrics – With your elbow partner, review Rubric 1- levels 1 through 5; what do you
notice about the progression? What words/phrases do you need clarification? Share with the whole group.
– Same process and discussions for Rubrics 2-5
• Modeling Evaluation (Instructors Model Evaluation)– After reading the response for Prompt 1 and reviewing Rubric 1, how would
you evaluate this student’s response (remembering to base your evaluation on rubric language)?
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Now, it’s your turn to evaluate.
• Independently, read the responses for Prompts 2 & 3 and review Rubric 2.– How would you evaluate this response based
on the rubric’s language?– With your elbow partner, share your
evaluation. – Were there similarities in the evaluations?
Differences?• Share with the whole group.• Same process and discussions with Prompts 2-5
and Rubrics 3-5.
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Homework• To Do Before & Bring With You to Boot Camp 2
– Select ONE class for learning segment– Send home and collect video permission forms: Due 1/20/15– Complete Context for Learning (Template has been provided):
Due 1/20/15– Develop central focus, learning segment, instructional
materials, and assessments– Complete Planning Commentary (Template has been provided)
• Remember Date for Boot Camp 2- 1/20/15 Bring all Task 1 items ( Context for Learning, lesson
segments, instructional materials list, assessments, planning commentary) and a laptop.
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Questions?• Mrs. Lyn Steed – [email protected]
• Dr. Jill Drake – [email protected]
• Dr. Janet Strickland – [email protected]
• Dr. Nickey Johnson - [email protected]