2.3: Written Assignment: Becoming Familiar with Your edTPA Handbook:
2.3: Written Assignment: Becoming Familiar with Your edTPA Handbook:
2.3: Written Assignment: Becoming Familiar with Your edTPA Handbook:
Written Assignment:
Note: There are 2 parts to this written assignment
Objectives:
– To read through the edTPA handbook that pertains to your the grade and content area (English/ELA grades -12) of your residency placement. Pay close attention to the assessment rubrics
–To use active reading strategies as you go through the handbook: take notes, ask questions, highlight…
Note: It is in your best interest to print a hard copy of the handbook.
– To complete this assignment with a preliminary road map of how you will approach edTPA with your critic teacher and ESC professors
Assessment/Grading:
KWL chart= 25%
Short answer 1 = 25%
Short answer 2 = 25%
Short answer 3 = 25%
Turn in:
Part 1:
Before reading your edTPA handbook, start a K-W-L chart.
These charts are usually 3 columns where:
K = What you think you know about edTPA before reading
W= What you want to know before you start reading
L= What you learned from the reading
Any unanswered questions should be posed to the Residency professor and your MAT content area professor.
Here is a link to a K-W-L chart:
http://www.readwritethink.org/files/resources/printouts/KWL%20Chart.pdf
Part 2:
Using your K-W-L chart answer the following three short answer questions
These paragraphs must demonstrate graduate level writing and include specific references to your edTPA handbook as well as any of the readings assigned in this module that may pertain to your response.
Question #1:
What surprised you the most while reading your edTPA handbook? Why? How will you start now to develop the skills necessary to meet this unforeseen challenge?
Question #2:
You will create your edTPA portfolio during the spring semester. Have you discussed with your critic teacher what parts of the curriculum you will be covering? If not when can you do so? What information does your critic teacher need regarding edTPA to help you?
Have you thought about the “nuts and bolts”, meaning the materials you will need such as student and school permission slips for the video taping, a camera to record your teaching, someone (your critic teacher?) who can do the recording?
Can you think of any other details you need to discuss now with your critic teacher to insure your edTPA success?
Question 3:
A large portion of edTPA depends on your knowledge of your content area as well as sound pedagogy.
Based on the following rubric indicators what do you see already occurring in your classroom setting?
What can you work on now in order to build rapport with the students?
What would the following indicators look like in your work with your students?
Indicators to refer to:
– How are language supports strategically designed to address all language demands for students with varying characteristics and language needs?
– When and how can you practice using challenging high-order questions, such as, “what’s another way to think of that?” “who has another perspective?”
– When and how can you create challenging learning situations that provide students the opportunity to express varied perspectives and that promote mutual respect among students as well as among students and teachers?
– At this early stage, do you see ways to link both prior knowledge and personal, cultural, and/or community assets to new learning?
Anything you need I will send over any information you need about my course, this assignment, my residency/critic teacher, and program.
