SPED PLANNING EDTPA TEMPLATE

Task 1: Planning for Instruction and Assessment
p. 6-8; 10-16 in handbook
One learner, two learning targets (one academic standard/IEP benchmark or objective; one supporting learning target in another area representing a skill needed by the focus learner to access instruction or demonstrate learning for the academic target). One learning target must be related to IEP goal.
5 parts: context for learning , lesson plans, materials, assessments & data collection procedures, planning commentary
Rubric number 1
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET): Outcomes identified in targets, objectives, goals, and standards are aligned; Lesson objectives and learning targets describe the outcomes in an observable and verifiable manner; The criterion statement specifies (precisely and clearly) an acceptable performance level.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Planning commentary prompts 1, 2, 4d, lesson plans, instructional materials
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 1: Planning for Instruction and Assessment
p. 6-8; 10-16 in handbook
One learner, two learning targets (one academic standard/IEP benchmark or objective; one supporting learning target in another area representing a skill needed by the focus learner to access instruction or demonstrate learning for the academic target). One learning target must be related to IEP goal.
5 parts: context for learning , lesson plans, materials, assessments & data collection procedures, planning commentary
Rubric number 2
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): The supports selected are focused and aligned with the learning targets; supports were selected in light of accurate analysis of baseline data and prior learning/experiences; the level of support and challenge balances student success with high expectations for student learning.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Planning commentary prompts 1, 3, 4, lesson plans, instructional materials
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 1: Planning for Instruction and Assessment
p. 6-8; 10-16 in handbook
One learner, two learning targets (one academic standard/IEP benchmark or objective; one supporting learning target in another area representing a skill needed by the focus learner to access instruction or demonstrate learning for the academic target). One learning target must be related to IEP goal.
5 parts: context for learning , lesson plans, materials, assessments & data collection procedures, planning commentary
Rubric number 3
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Justification for plans includes a direction connection between the plans and the student needs- the connection reflects an understanding of how the student’s preexisting strengths and needs will relate to how new understandings and skills are developed: Research or theory supporting decisions is mentioned and has some relevance for the situation. The discussion of research or theory reflects a surface level understanding.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Planning commentary prompts 4b-4d
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 1: Planning for Instruction and Assessment
p. 6-8; 10-16 in handbook
One learner, two learning targets (one academic standard/IEP benchmark or objective; one supporting learning target in another area representing a skill needed by the focus learner to access instruction or demonstrate learning for the academic target). One learning target must be related to IEP goal.
5 parts: context for learning , lesson plans, materials, assessments & data collection procedures, planning commentary
Rubric number 4
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Language demands include function, vocabulary and discourse/syntax in relation to learning targets; Supports generally address vocabulary and one other identified demand (function, discourse, or syntax).
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Planning commentary prompts 5, lesson plans, instructional materials
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 1: Planning for Instruction and Assessment
p. 6-8; 10-16 in handbook
One learner, two learning targets (one academic standard/IEP benchmark or objective; one supporting learning target in another area representing a skill needed by the focus learner to access instruction or demonstrate learning for the academic target). One learning target must be related to IEP goal.
5 parts: context for learning , lesson plans, materials, assessments & data collection procedures, planning commentary
Rubric number 5
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): There is a direct connection between the planned assessments and procedures that allow for ongoing assessment of both learning targets; The assessments will likely yield the type of information that will be relevant in making instructional decisions to enhance student success and progress.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Planning commentary prompts 6, lesson plans, assessment and/or data collection procedures
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?

SPED PLANNING EDTPA TEMPLATE

Task 2: Instructing and Engaging the Focus Learner
p. 8; 22-25, 46 in handbook
How candidate engages and supports focus learner toward primary learning target. Must obtain video permission (UNCC has form); video instruction of primary learning target selecting 1-2 clips of no more than 20 minutes total which cannot be edited
2/3 parts: video clip(s), instructional commentary, and potentially additional contextual information for video clip(s)
Rubric number 6
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET): Rapport- candidates positive interaction with students; time and energy is primarily focused on identified learning targets because candidate has developed and implemented plan that minimizes undesirable behavior; there is some evidence that the candidate provides positive consequences to support positive social behaviors or other skills in addition to those targeted for instruction; candidate is generally aware of all activities occurring in the environment and adapts quickly and responsibly (i.e., uses voice volume, proximity, modifications to positioning or materials)
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Video clip(s), context for clip(s), instructional commentary prompt 3
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 2: Instructing and Engaging the Focus Learner
p. 8; 22-25, 46 in handbook
How candidate engages and supports focus learner toward primary learning target. Must obtain video permission (UNCC has form); video instruction of primary learning target selecting 1-2 clips of no more than 20 minutes total which cannot be edited
2/3 parts: video clips, instructional commentary, and potentially additional contextual information for video clip(s)
Rubric number 7
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Candidate demonstrates instructional delivery and strategies that maximize engagement of learners (examples: consideration of student interest in materials and activities, novelty or variety, authenticity and meaningfulness; creation of frequent opportunities to respond, routine, proximity, engagement); prompts (delivered by teacher and/or materials) are effective and efficient in supporting the students’ development of knowledge and skills related to lesson objectives; prompts (delivered by teacher and/or materials) help link prior learning to new learning
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Video clip(s), instructional commentary prompt 4
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 2: Instructing and Engaging the Focus Learner
p. 8; 22-25, 46 in handbook
How candidate engages and supports focus learner toward primary learning target. Must obtain video permission (UNCC has form); video instruction of primary learning target selecting 1-2 clips of no more than 20 minutes total which cannot be edited
2/3 parts: video clips, instructional commentary, and potentially additional contextual information for video clip(s)
Rubric number 8
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Candidate provides frequent opportunities for learner to respond; consequences are provided for both correct and incorrect responses; candidate feedback is accurate, specific, and matched to the development and skill level to the student; schedule and delivery of feedback and practice opportunities allows students to benefit from feedback by applying it in subsequent opportunities to respond.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Video clip(s), Instructional commentary prompt 5
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 2: Instructing and Engaging the Focus Learner
p. 8; 22-25, 46 in handbook
How candidate engages and supports focus learner toward primary learning target. Must obtain video permission (UNCC has form); video instruction of primary learning target selecting 1-2 clips of no more than 20 minutes total which cannot be edited
2/3 parts: video clips, instructional commentary, and potentially additional contextual information for video clip(s)
Rubric number 9
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Prompts and supports provided by candidate and/or materials were efficient and effective in supporting student responses in relation to learning tasks and objectives; prompts and supports were well-matched to learner needs and seemed to be the least intrusive necessary.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Instructional commentary prompt 6
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?
Task 2: Instructing and Engaging the Focus Learner
p. 8; 22-25, 46 in handbook
How candidate engages and supports focus learner toward primary learning target. Must obtain video permission (UNCC has form); video instruction of primary learning target selecting 1-2 clips of no more than 20 minutes total which cannot be edited
2/3 parts: video clips, instructional commentary, and potentially additional contextual information for video clip(s)
Rubric number 10
What are the critical concepts within this rubric?
SCALE Look fors (Proficient only: NOT SUBJECT SPECIFIC YET OR EXHAUSTIVE): Proposed changes to: re-engage students in new, revised or additional tasks; include discussion of research or theory (for the basis of the changes)
ADVANCED: proposed changes are grounded in principles from theory or research; reflect deep understanding and accurate application of strategies to enhance maintenance and generalization of knowledge and skills; AND/OR will likely increase student independence by emphasizing self-directed use of knowledge and/or skills.
Where would students show knowledge of critical concepts within edTPA for this rubric?
SCALE: Video clip(s), Instructional commentary prompt 7
What would we accept as proficient responses (i.e., What content would we recognize in evidence? What types of responses or information are we looking for related to the critical concepts?)?
How (course & assignment) would we address these concepts within our program? Where does this type of learning and articulation occur in our program?
What critical concepts within the rubric or expectations (such as articulation) are not yet addressed in our program?
What can we do to strengthen the support given to our students related to the critical concepts and expectations?

SPED PLANNING EDTPA TEMPLATE