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I need to pass it in order to become licensed

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You have to take a lot of videos.

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I know that in order to be licensed, and graduate the university that we need to pass.

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I know that in order to be licensed, and graduate the university that we need to pass.

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Take videos of you teaching, and collect work samples.

Has to be completed within the same week (your videos)

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It is required for us to obtain our licensure and to pass our program

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a score of a 48 + and a 3.7 GPA or higher would start us at a year 1 teacher instead of a yr 0.

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Collection of lessons, videos, and evidence of teaching

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I need to score a 38 to pass and get my license

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NC State has a very high overall average on the edtpa

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-  3 tasks: planning, instruction, assessment
- send in artifacts/videos & reflections
- the goal: proficient on all (15) rubrics
- need permission to record students...
- only complete it w/ one subject (even if getting licensure in multiple subjects)

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We have to submit Lesson Plans as part of our assessment

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3 tasks: mirrors national board certification process
college of ed offers lots of resources
submit to pearson (first try covered!) Thanks CoEd!

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What are the best ways for me to prepare for edTPA.

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Objectives are outlined in SAGE

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Do we really only have about a month and a half from start to finish??

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We submit to a board and they give us a score out of 75

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NCSU's College of Ed has PGU sessions dedicated to edTPA

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That soon it will be a requirement for schools across the state.

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Qualifications to be an effective teacher

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Qualifications to be an effective teacher

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How can I start preparing now?

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How long does it take to find out if you passed or not after submitting your edtpa

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Do we need to obtain release forms from the students in order to video?

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How to do the required steps needed to be approved, so I am not recycled...

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How to do the required steps needed to be approved, so I am not recycled...

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Planning, Instruction and assessment

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What are some key things that would differentiate a score of a 3 or a 4.

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Are we submitting videos of whole lessons or clips that we choose from within that?

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When do we get out university supervisors?

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When do you suggest we start planning for EdTPA/completing the first parts of it?

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How is it different between/among content areas?

Are there any misc. tips to help us thrive?

Is it really as stressful as everyone says?

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What's the best way to approach this starting now?

How long is a usual EdTPA?

How many video clips do I need of me teaching?

How many artifacts do we have to have?

Do we have to submit a tpa for both ELA and SS?

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Can our micro-teachings be scored with edTPA in mind?

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Can we use our final unit project we are writing for our methods courses for edTPA?

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How fast do you get your scores?

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What kind of reflection, if any, are we submitting with our work?

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Who will grade our edTPA?

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How many clips do we need to submit?

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How long is the document you submit?

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what

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Why is the passing score so low?
Is it like that everywhere?

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When do we find out the exact due date for everything?

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One thing I learned after going through the edTPA site, was that there are templates that we are going to use when putting everything together. That made me feel better, as I will not have to come up with that information off the top of my head, it's all laid out for me.

Also, I learned that the slide shows for the PGU sessions are on the website, so even if you forget something, or you are unable to make one of the sessions the information is still on the website.
-Cassandra Noethiger

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One thing that I learned was that we only have to submit a subject specific edTPA, not one for both ELA and SS. Another thing that I learned after going to the PGU and perusing the website was that because the edTPA's are subject specific, there is certain academic language (with glossary) that we have to use in writing our commentaries, lesson plans, and assessments. Also, we have to have 3-5 hours of video footage.

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I learned that a learning segment is something that should include 3-5 consecutive lessons within a large time block. This means that it should be about 3-5 hours of connected instruction.  However, we do not submit 3-5 hours of instruction; in fact, we only select 2 video clips from the learning segment which amount to no more than 10 minutes each, but no less than 3 minutes combined.  This was listed in the ELA Handbook so it could be different for SS.

I also learned that when we look at assessments, we select only three student work samples to explain our analysis of patterns of learning.

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What are the specific due dates?
When do I begin to plan everything?

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I learned that the edTPA Google Site has links to almost any question you have about edTPA. There are three main tasks that we must complete in order to pass. Materials like the assessment handbook, standards, any IEPs and student modifications are needed in order to complete the first task. Task 2 is about video recording our class and choosing a video to submit. It's important to note that Task 2 and Task 3 should be happening at the same time, because in Task 3 you will be planning for assessment.

There are detailed instructions on how to submit your edTPA, which will be sent to Pearson. NCSU provides us a voucher so we don't have to pay $300.

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I learned quite a lot from going through the edTPA site, so much that I am going to repeatedly revisit the site throughout the creation process of making my own edTPA. I located the video release form that we can give our students in the classroom, which was an initial question that I had (i.e. do we need to obtain release forms; if so from whom).

I also learned that for the assessment segment we are to choose just ONE assessment to closely analyze. Additionally, I learned a great deal about the submission process. For instance, there is a whole document containing the condition codes for submitting our edTPAs, which I had previously not known about.

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I learned a lot going through the edTPA website but here are a few highlights:
1. Part of edTPA involves selecting a focus student. It is our responsibility to specifically contact that person's parents/guardians for permission before beginning anything, in addition to contacting all parents/guardians about filming privileges.
2. For each day that we are preparing lessons/filming, we need to collect assessment data for our analysis. Think ahead to that when crafting unit plans!
3. There are page length limits so we can't reflect for ages and ages! We need to work on conciseness while doing the VoiceThreads in prep!

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Wow! I learned that edTPA is a Teacher Performance Assessment that is an intensive process to collect artifacts, write commentaries, create the 3-5 five teaching lessons, and filming a 30-40 minute segment (unedited) of our teaching to our class; all of these are required for examination to show we are an effective teacher.

Before that is done, we all must read the edTPA Handbook to become familiar with the steps involved, which may answer any questions we may have. This handbook "needs to be read throughly before 'Making Good Choices in Special Education [and] 'Making Good Choices'" (NC State edTPA website) supplements are used.

Webinars are available to help guide and inform us on the process.

Do we need to read both ELA and SS handbooks?

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I learned that the edTPA website can lead us to a smoother start of our edTPA journey. It provides steps for doing each task.

We need to submit a lesson plan for every lesson taught, and the lesson plan should include all the components that are listed in the edTPA handbook. The lesson plan cannot exceed four pages. Also, we need to choose focus students and to provide work samples. One tip is that we should select the focus students prior the lesson in order to ensure we will have video evidence of their work and performance. The evidence should be related to students' development in content understanding.

There are different kind of rubrics which is extremely helpful in our lesson planning. We can find it in the "Handbooks and Templates" column based on our focus content area.

Before submitting our work, we must make sure it meets all the submission requirements as well as the technical specifications, especially the video clips. I also learned the meaning of each condition code, and the consequence that we might retake the tasks if we receive more than one condition code.

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I was very surprised to learn that grammar does not affect your overall grade of edTPA. Additionally,  you may respond to prompts using bullet points or a narrative format.

Prior to reading the edTPA website, I thought that we were not allowed to have any assistance with lessons. However, in actuality, we are allowed assistance as long as we are considered the head teacher and are able to provide justification for why decisions are made.

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There is a lot to learn from this edTPA website.  I learned that there are so many different templates and helpful documents that basically walk you through what each component asks for.  I did not know that we only had to focus on just three students instead of a whole class for the assessment portion as focus students, which is a huge relief.
One additional thing that I learned is that there are thinking organizers that other teachers created in order to walk us through the process and have places to write down our information for commentary on the students work.

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What I learned from this website is that I can get step-by-step documents that can help me with each component of the edTPA. This is important because there is important parts of each component that I don't want to forget and having these lists is great. Another thing that I learned is about submitting it. Which is normally something that is an oversight to me, but I now know that there are uploads we have to make to both Pearson and Sage. I thought it all went to one place but there is definitely differences in submitting through each application.

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I learned that I have to submit my edTPA to both SAGE and Pearson. I also saw that we have to submit our blank assessment with our lesson plans, so we will be planning the unit with the end in mind. I also learned that we will always have a commentary due with each task, but that they are limited in length. This surprised me because sometimes I assume that this process will be long and drawn out. It actually seems like they want everything streamlined and succinct. I also saw that we have a countdown to our first due date on the bottom left column on the website; only 46 days till our first edTPA due date! Finally, I noticed that we have a content-specific handbook that we need to read through. I appreciate how many resources there are for us!

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There are a lot of resources available on the edTPA website! As I explored the website, I learned a lot about the process. Many documents and slideshows are embedded into the website. In those documents are several details. For example, there are size limits for the videos (500 MB) and we will not be scored on spelling errors or grammar. I also found the "Making Good Choices" document very helpful. It broke everything down well and gives me hope that this is all very doable project!

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I learned through the edTPA website that not just is there a site that contains literally everything that we should know about the edTPA process, but there are also scripts and examples to give us detailed examples of what to write or expect when writing our commentaries, and other parts of the edTPA.

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Another thing I learned after reviewing the edTPA handbook had to do with the formatting of your commentaries. They have to be Arial 11pt font and 1" margins. Additionally, there are page limits for each component you submit, which I didn't know. I thought this was interesting because we are so accustomed to using 12pt Times New Roman, that knowing this fact will be pretty important in submission so that we aren't called for a condition code.

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Another thing that I have learned after going back through the edTPA handbook for Social Studies, would be that the language usage is important. It specifically states that the language used must be content specific, but also at an understanding level of a middle schooler. I thought this was important to note because I personally would care about the way I was phrasing my lessons to sound more intelligent. However, that does not matter, and it is more important that the information is presented in a manner that is comprehendible to students.

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After downloading and reading through the edTPA handbook for English Language Arts, I learned a great deal that I had not known before-- particularly in concerns to the rubrics/grading criteria. For example, I was not aware that there were multiple rubrics for each task. For instance, for the planning portion the English Language Arts there are five rubrics in total. Now knowing that I will be assessed across various rubrics with various criteria, I will be better able to prepare myself and know what standards to set in order to perform well.

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One thing that I learned was that we need to include "language demands" in our lesson plan. While I was confused as to what this means, I discovered that part of the lessons should help students develop literacy with reading,  writing, vocabulary, structure, etc. We can accomplish this in a variety of ways, but it needs to be a part of the learning segment.

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One thing that I learned is that for the planning portion of edTPA there are commentary prompts that we are required to answer and turn in as well. I also learned that the lesson plans is not just about teaching in an ELA classroom, but that the students have to engage in some kind of language, which should also be recorded.

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I learned from the edTPA handbook that there is two separate video recorded clips we need to turn in. One of the clips is about our engagement of student learning and gaining skills in analyzing, gathering evidence and support arguments. The second video clip will be our proof of how we support the students as they independently perform the skills they learn in the social studies classroom.

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I learned in the edTPA handbook that we need to write planning commentary, instruction commentary, and assessment commentary for each task we complete. This reminds me of the many reflections we have had to write throughout our time in the College of Education so we should be very prepared.

One other piece of information I learned is that we will need to fill out a context for learning form that is attached at the very end of the handbook on page 41.

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I learned that the rubrics for the first task are more about assessing our ability to teach with our students in mind, in a student-centered way, than based on our ability to lesson plan or our content knowledge. They want us to demonstrate our pedagogical knowledge, making sure that we are teaching students in a way that meets their individual needs and addresses language demands. It helps that we are learning so much about that this semester.

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When reviewing the middle childhood history/social studies handbook, I learned that the lesson plan you submit should require students to use/develop facts, concepts, inquiry skills, as well as interpretation and analysis to support an argument about a historical event, theme or phenomenon.

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As I reviewed the edTPA handbook for middle childhood history/social studies, one big takeaway I had from reading this section dealt with lesson plans. The lesson plans need to be extensive (as to be expected), but no longer than 4 pages and must connect to the development of language function.

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When writing rubrics or lesson plans, how acceptable is it to create some sort of reference guide? Such as, when reviewing student work, mistakes in capitalization are marked with a 1, or coma splices are marked with a 6. I have seen this done in college by a few professors, but wonder how effective it is on a middle school student for "simple" errors.

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There are page limitations! You are allowed a maximum of four pages for the context information, four pages per lesson plan, five pages of key instructions per lesson plan, nine single-spaced pages for the planning commentary (not including citations), and more for the rest of the tasks.

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We have to write commentaries that consist of no more than nine single spaced pages including prompts within the bracketed area (wow, that is a lot of writing).

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The two videos we have to submit should show us in one modeling a skill in social studies and the second should show how we supported students in this. The videos shouldnt be you just teaching!!

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We are not allowed to edit the videos we are submitting; however, we can blur out students' faces and add subtitles for when audio is poor. Also, make sure to not use any information about students' last names or the school name or location. Finally, the written portion needs to answer specific prompts that they have given us

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After reading the directions for task two, one thing that I learned is that the two videos combined cannot be more than twenty minutes total. So, if you ensure that you just record the entire week, you will have more than enough material to go through an choose what you want to actually submit. Also, if parts of your video are difficult to hear and understand, that you must provide a transcript with time stamps, embed quotes, and provide captions. So, it's important to ensure that your camera for recording is in a good location within the classroom to avoid these things.

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There was a great deal of new information for me to process as I read through the Task 2 requirements. Firstly, we must submit two videos (each no more than 10 minutes, but no less than 3 combined). You also have the optional choice of providing evidence of students’ language use (are we recommended to complete this optional task?).

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Reading through task two, I learned that for the video recording it does not have to feature an entire class. We can choose to focus the video clips on just a select group of students but it there needs to be no less than four students in that group.

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there are two different video clips that will be submitted for task two. One clip must show student engagement and constructing meaning and interpreting text. Second clip will be showing interaction with at least 3 students supporting and monitoring their interpreting skills with text. There is also an optional part to include language function as an extra but no more than five minutes long.

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Task 2 involves filming of a lesson were we are engaged with the students by showing how our strategies are supporting and building student learning. Then we are reflecting on our video with commentaries that promote learning, engagement, and deepening student learning with instruction. These commentaries cannot be longer that 6 single-spaced pages included prompts.

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I learned a lot about how to film the lesson we will be teaching, specifically, about the two clips we need to include. These clips cannot be more than 20 minutes total, but not less than 3 minutes. In addition, the handbook says, "The first clip should illustrate how you engage young adolescent learners in tasks that develop their skills of inquiry, interpretation, or analysis of history social studies sources or accounts to build and support arguments or conclusions. The second clip should focus on how you supported young adolescents in using evidence from sources to form interpretations or analyses and to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon." This provided insight into what I should be looking for as I review the tape of my lesson.

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I learned that we will provide 2 video clips to submit to edTPA: 1) We need to show how we engage students in inquiry, interpretation, or analysis to build and support arguments/conclusions; 2) We need to show how we supported students in using evidence from sources to "form interpretations or analyses" and to "build and support arguments or conclusions." The videos combined can not be longer than 20 minutes and no shorter than 3 minutes.

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I learned that our instruction commentary cannot be more than six pages, and the supporting documents cannot be more than another two pages, so we need to make sure all the chart, image, and graphic can be fit into two pages. Don't forget to think about different formatting for various computer! Moreover, in instruction task 2, we need to provide two video clips for illustrating engagement and supporting the instruction by using evidence. The time length of each video should be within 3 to 20 minutes.

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I learned that when we are submitting our evidence we do that through our electronic portfolio we will create or update. I also learned that we cannot use hyperlinks in our portfolio. Any content that we want to use has to be submitted as document files rather than hyperlinks to web content.

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I learned that the clips we need to pick for our edTPA are very specific. The first one should include instruction on how they approach inquiry, interpretation and analysis. The second clip should focus on "how you supported young adolescents in using evidence from sources to form interpretations or analyses and to build and support arguments or conclusions about historical events, a topic/theme, or a SS phenomenon" (Handbook 20-21)

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After reading task three something that I learned is that you need to provide evidence of the students language understanding and use. This can be done by using the video clips from task two and provide time-stamp references for the evidence. You could also submit an additional video file and name it "Language Use" no more than five minutes and cite it as well. Or you could use the student work samples analyzed in task three and cite the language use there. This is extremely explicit, and not something I had known prior to reading.

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There were several things that I learned after going through the Assessment task. For example, a great deal of what I learned concerned working with our focus students. We are to select three focus students from the class we are filming our edTPA in, and one of those three must be a student with special learning needs (could be a student with an IEP or a 504 Plan; an ELL student; struggling reader; etc.) When we give our three focus students feedback, this feedback must be documented-- although not necessarily in writing, as you can also choose to give student feedback via an audio clip or a video clip.

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One thing that I learned about the Assessment Commentary is that you have to provide commentary on how your assessment guided your future instruction. This doesn't just mean for the whole class, but also specifically your 3 focus students. What are you going to do in your future instruction regarding their learning? How will this assessment guide your teaching to them specifically?

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There are four parts for the task three assessment commentary, include analyzing student learning, giving feedback to guide further learning, providing evidence of students' language understanding and use, and using assessment to inform instruction. We have to give feedback on the three focus students and submit an evidence through hard copy, audio, or video. We also have to provide evidence of students' language use from the previous video clips of task two, submit an additional video which must no more than 5 minutes, or use students work samples. More evidence is welcomed but not necessary.

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Task 3 of edTPA involves assessing student learning. The point of this task is to assess the entire class, using three focus students to illustrate ideas. One thing that will be important for us to include is a student with special needs (either gifted, ELL, IEP, 504, or otherwise). This will be the most time consuming part of edTPA, and will require a lot of analysis. But it has to be also concise, with a 10 page limit.

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When completing task 3, we must complete a commentary responding to the given prompts. The commentary cannot be longer than 10 single-spaced pages. The prompts are: 1) analyzing student learning; 2) Feedback to guide further learning; 3) Evidence of language understanding and use; 4) Using assessment to inform instruction.

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Task 3 requires a component where we analyze 3 focus students. More importantly, one of the students must have a learning disability documented by a IEP, 504 or other. This portion of the EdTPA is very specific. They are looking for examples straight from the videos i will be taking with exact time marks that indicate where these examples take place.

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One thing I learned about reading on Assessment Task 3 is that the whole class doesn't need to be recorded, that you can focus on a select group of students who can be considered "the whole class." Another thing that I learned is that the student assessment work we analyze will be for both quantitative and qualitative learning

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What I learned: There is a lot more writing. No more than 10 single-spaced pages for the assessment commentary, and that does not include the additional 2-5 pages for evaluation of student performance and feedback given. What are the average number of pages written for the commentaries? Along with the assessment commentary, we have to provide a graph that summarizes whole student learning, and analyze evidence of 3 student examples that are a heterogeneous selection of learners to discover learning patterns.

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For Task 3 I learned that we can choose any three students for our focus students in this section, but at least one of them must have specific learning needs (IEP, 504, ELL, gifted student). Another thing that I learned was that evidence of students in the focus group language function and language demand must be provided, but clips of it can be no longer than five minutes.

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I learned that when you select and gather one assessment from your learning segment in task 3, the assessment should only reflect the work of individuals and not groups; however, you may select individual work from a group task. We must also document the feedback from each of the 3 focus students we selected.

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I learned that in addition to having a three focus students, we must summarize the classes' learning overall. We assess student learning as a whole and use three focal students to analyze the patterns of learning seen throughout the whole class. We also have to document how we give feedback, specifically to our three focus students.

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I learned that we have to include a student with a specific learning need in our 3 focus students, whether they have a 504, IEP, are underperforming, or advanced. We have to show how we are addressing their learning needs, especially through the way we assess them and give them feedback. I also learned that students need to be able to show their growth according to the language function, which means the assessment needs to go hand in hand with the language functions highlighted in the lesson plans.

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One thing that I still want to know is when do we get our supervisors, and what it their role for our edTPA process? Are they allowed to help us?

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After reviewing all of our work and posts related to edTPA, I feel like the main thing that I have learned is the importance of evaluating the rubric clearly for each task. While the overall product feels overwhelming, each rubric clearly spells out the expectations of us as candidates. This translates to our work as teachers, because it would be wonderful for our own rubrics to spell out expectations precisely for students to reduce the stress often caused by projects, especially for our lower-performing students.

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In general, there are many specific requirements for edTPA that could be easy to miss. For me, I will have to print out the rubrics and closely examine them to make sure everything is covered. The rubrics are clear on what the expectations are, so being organized and planning ahead is the first step.

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For the video clips, it must be continuous and unedited, with no interruption. Both our students' and our faces should show on the video, so we need to get permission for video recording from parents/guardians. However, if you do not have permission to film certain students, you can blur their faces, and it doesn't count to "editing".

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I learned that edTPA has incredibly structured rubrics that give clear guidelines about what is expected. While it may be a lot of work, there are a ton of resources to help us navigate the assignment.

Also, it is essential to be intentional with the 3 focus students that you choose and to comment on your response to them during your videos as well as how your reflection will affect your future teacher in regards to those students.

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I think that there will need to be a lot of attention to detail. I think that it will be crucial for us to get feedback about our lessons and to make sure that we are hitting everything we need to do in order to get the best score we can. Are there checklists available for us so that we can see all we need in one place?

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After going over all the information for edTPA, I feel a bit better about the process as a whole. However, my main concern is I want to know when the edTPA is going to be due. My CT tracks out for most of February, so for planning purposes I need to know, so I can ensure that I film before she tracks out if necessary. Also, for the sake of unit planning for the methods courses, I need to know when it will be due, as this will affect what content I will be teaching during edTPA, which will affect that all encompassing unit. So really, I just want to know when it will be due for planning, because everything is related to one another.

I am also still curious about my question from last week (10/9):
When do we get our supervisors, and what it their role for our edTPA process? Are they allowed to help us?