Edtpa Formative Feedback on Task 1

edTPA Formative Feedback on Task 1: Supervisor Checklist

The University Supervisor will use the following form to review edTPA Task 1 submissions. Although the assigned Supervisor does not evaluate the final edTPA submission, he/she does provide formative feedback to inform each Candidate’s readiness to proceed with Task 2 and 3. Candidates are strongly encouraged to review Supervisor’s feedback and to utilize feedback prior to implementing Task 2 and Task 3.

I. Context for Student Learning (CSL) Writes CSL clearly with special attention to the varied learning needs of students.

Describes well one instructional time of day as the focus for Task 1.

Demonstrates strong knowledge of students including cultural, community, and personal assets.

Evidence provided/feedback to candidate:

II. Lesson Planning around Central Focus

II. Lesson Planning around Central Focus continued Writes learning segment (3-5 lessons) with a clear and consistent connection to an appropriate, overarching central focus (see visual, previous page). Articulates clearly what students will learn related to the central focus.

Sequences logically plans for instruction to address learning objectives and standards around central focus.

Builds each lesson on the previous one to support student learning around central focus.

Writes the plans thoughtfully to promote student engagement around the central focus.

III. Instructional Supports for Varied Learning Needs Plans instructional supports that align with the learning objectives and central focus.

Plans instructional supports that address the general learning needs of the whole class.

Plans instructional/social supports that address the needs of individual students and/or groups of students, beyond IEP or 504 requirements. Plans, if applicable, required instructional/social supports for students with IEPs or 504 plans. Identifies possible preconceptions, errors, or misconceptions associated with the central focus, and describes strategies to identify and respond to them. Plans supports for language demands associated with the learning objectives and central focus. • Specific supports plan for student application of two or more of the language demands (function, vocabulary and/or symbols, syntax, and discourse) • Support examples might include: sentence starters, modeling how to construct an argument, think alouds, anchor chart that captures the discourse process/rules for a Socratic seminar discussion, graphic organizers tailored toward organizing features of a text, exploration of vocabulary development through pair shares.

IV. Monitoring Student Learning Provides a thoughtful assessment plan that is aligned to the overarching central focus and/or individual lesson objectives. Includes evaluation criteria for summative (required) and formative (when appropriate) assessment. Examples of evaluation criteria might include: rubrics, checklists, grading scale. Plans for capturing evidence of students’ understanding of subject area concepts/ practices. Examples might include: science concepts and scientific practices such as planning/ carrying out investigations, interpreting data, constructing explanations; literacy concepts and practices such as identifying supporting details, using pictures clues to make predictions, developing topic sentences. Uses multiple forms of evidence/assessments, not just the same kind of evidence, to monitor understanding of concepts Examples might include: several modalities, formats, means of expression as a way to differentiate; various applications of knowledge opportunities (written, visual, spoken). Provides research and/or theory to support planning and assessment Examples might include: choice of learning activities/materials or assessments, research driven interventions for specific learning needs, theoretical connections to constructionism in learning/assessment plan. Evidence provided/feedback to candidate:

V. edTPA Parent Video Permission Candidate sought and finalized Parent Video Permission requirement. Candidate did not complete the Parent Video Permission requirement. The school deemed permission to be unnecessary, waiving this requirement.

VI. Candidate’s readiness to proceed to Task 2 and Task 3 Candidate is ready. Candidate is not ready – please complete section VII, below. Date for teaching edTPA Date for submitting complete lessons: edTPA:

VII. Additional steps toward candidate readiness (Required if “not ready” indicated.) Recommended next steps: (A follow-up discussion will take place on: ______)

Summary of follow-up discussion: