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1 SCALE 7/2013
Relationship of InTASC Standards to edTPA Rubrics1
InTASC Standards edTPA Rubrics Planning Instruction Assessment
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1. Learner Development 2. Learning Differences 3. Learning Environments 4. Content Knowledge 5. Application of Content 6. Assessment 7. Planning for Instruction 8. Instructional Strategies 9. Professional Learning & Ethical Practice
10. Leadership & Collaboration
1 Crosswalk contains contents from the 2013-14 edTPA Handbook for Secondary Mathematics as an example. The contents reflect the common architecture included across 27 versions of edTPA. Subject specific language varies for prompts and rubrics across edTPA versions, but the broader pedagogical connections to InTASC are consistent across all.
2 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning 1. Learner Development
Planning Task, Prompt 3 a. Explain how your
understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 2 Level 4 Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.
Planning Task, Prompt 3 b. Describe and justify
why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 3 Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets.
Planning Commentary Prompt 4 d. Language Supports.
Refer to your lesson plans and instructional materials as needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.
Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s).
Planning Commentary Prompt 5 a. Describe how your
planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.
Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Assessment adaptations required by IEP or 504 plans are made. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward
3 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning Planning Commentary Prompt 5 a. Describe how your
planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.
b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets
Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.
developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment. Assessment adaptations required by IEP or 504 plans are made. Level 5: Level 4 plus: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.
2. Learning Differences
Planning Commentary Prompt 1
Planning Commentary Prompt 2
Planning Commentary Prompt 3
Planning Commentary Prompt 4
Planning Commentary Rubric 5
4 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning
b. Given the central focus, describe how the standards and learning objectives within your learning segment address
conceptual understanding
procedural fluency mathematical
reasoning and/or problem solving skills
c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.
Planning Rubric 1 Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning
For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds
b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 3 Level 1: Candidate’s justification of learning tasks is either missing OR represents a deficit view of students and their backgrounds. Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/
a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove.
b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and task identified above, describe the
b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 5 Level 5: The assessments are strategically designed to allow individuals or groups with specific needs to demonstrate their learning.
5 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning and/or problem solving skills. Level 4: Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills. Level 5: Level 4 plus: Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.
and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your students
perceive mathematics as “sensible, useful, and worthwhile”2
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
Planning Commentary Prompt 3 a. Explain how your
understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning
community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets
following associated language demands (written or oral) students need to understand and/or use.
Vocabulary and/or symbols
Mathematical precision3 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development
Plus at least one of the following: Syntax Discourse
Consider the range of students’ understandings of the language function and other demands—what do students already know,
2 From The Common Core State Standards for Mathematics 3 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.
6 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning tasks and materials.
b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.
what are they struggling with, and/or what is new to them?
d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.
Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s).
7 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.
3. Learning Environments
Planning Prompt 1 c. Explain how your
plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.
Planning Rubric 1 Level 3: Plans for
8 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning and/or problem solving skills. Level 4: Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills. Level 5: Level 4 plus: Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.
4. Content Knowledge
Planning Prompt 1 c. Explain how your
plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical
Planning Prompt 3 c. Describe common
mathematical preconceptions, errors, or misunderstandings within your content focus and how you will address them.
Planning Rubric 2
Planning Prompt 2 Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Planning Commentary Prompt 4
a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are
9 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning reasoning and/or problem solving skills to deepen their learning of mathematics.
Planning Rubric 1 Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning and/or problem solving skills. Level 4: Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills. Level 5: Level 4 plus: Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.
Level 5: Supports include specific strategies to identify and respond to preconceptions, common errors, and misunderstandings.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your students
some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove.
b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use.
Vocabulary and/or
10 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning perceive mathematics
as “sensible, useful, and worthwhile”4
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
Planning Prompt 3 b. Describe and justify
why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 3 Level 3 Candidate justifies why
symbols Mathematical
precision5 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development
Plus at least one of the following: Syntax Discourse
Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?
d. Language Supports. Refer to your lesson plans and instructional materials
4 From The Common Core State Standards for Mathematics 5 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.
11 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community assets
as needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.
Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary
12 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.
5. Application of Content
Planning Commentary Prompt 4
a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove.
b. Identify a key learning task from your plans that provides students with opportunities to practice using the
13 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning language function identified above. Identify the lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use.
Vocabulary and/or symbols
Mathematical precision6 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development
Plus at least one of
6 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.
14 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning the following: Syntax Discourse
Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?
d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.
Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional
15 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning language demand(s) associated with the language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.
6. Assessment Planning Task, Prompts 5a-b a. Describe how your
planned formal and informal assessments will provide direct evidence of students’ conceptual understanding,
16 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.
b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 5 Level 1: Assessments are NOT aligned with the central focus and standards/objectives for the learning segment. Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning
17 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment.
7. Planning for Instruction
Planning Prompt 1
c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.
Planning Rubric 1 Level 1: Standards, objectives, learning tasks, and materials are not aligned with each other.
Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and
Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic
18 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning and/or problem solving skills. Level 4: Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills. Level 5: Level 4 plus: Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.
prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your students
perceive mathematics as “sensible, useful, and worthwhile”7
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your students
perceive mathematics as “sensible, useful, and worthwhile”8
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
Planning Prompt 3
7 From The Common Core State Standards for Mathematics 8 From The Common Core State Standards for Mathematics
19 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning Planning Commentary Prompt 3 a. Explain how your
understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.
Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific
b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 3 Level 3 Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’
20 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.
prior academic learning [AND] examples of personal/cultural/ community asset
8. Instructional Strategies
Planning Commentary Prompt 1 b. Given the central
focus, describe how the standards and learning objectives within your learning segment address
conceptual understanding
procedural fluency mathematical
reasoning and/or problem solving skills
c. Explain how your plans build on each other to help students make connections between facts, concepts, and procedures, and to develop their mathematical reasoning and/or problem solving skills to deepen their learning of mathematics.
Planning Rubric 1
Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-
Planning Commentary Prompt 4
a. Language Demand: Language Function. Identify one language function essential for students to learn the mathematics within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment: compare/contrast, conjecture, describe, explain, prove.
b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function identified above. Identify the lesson in which the learning
Planning Task, Prompts 5a-b a. Describe how your
planned formal and informal assessments will provide direct evidence of students’ conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills throughout the learning segment.
b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning.
Consider all students, including students with IEPs, English language learners, struggling readers, underperforming students or those with gaps
21 SCALE 7/2013
Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning Level 3: Plans for instruction build on each other to support learning of facts and procedures with clear connections to concepts AND mathematical reasoning and/or problem solving skills. Level 4: Plans for instruction build on each other to support learning of facts and procedures with clear and consistent connections to concepts AND mathematical reasoning and/or problem solving skills. Level 5: Level 4 plus: Candidate explains how s/he will use learning tasks and materials to lead students to make clear and consistent connections.
munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your students
perceive mathematics as “sensible, useful, and worthwhile”9
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
Planning Commentary Prompt 3 a. Explain how your
understanding of your students’ prior academic learning, personal/cultural/community assets, and mathematical
task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and task identified above, describe the following associated language demands (written or oral) students need to understand and/or use.
Vocabulary and/or symbols
Mathematical precision10 (e.g., using clear definitions, labeling axes, specifying units of measure, stating meaning of symbols), appropriate to your students’ mathematical and language development
Plus at least one of the following: Syntax
in academic knowledge, and/or gifted students.
Planning Rubric 5 Level 3: The assessments provide evidence to monitor students’ conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills during the learning segment. Level 4: The assessments provide multiple forms of evidence to monitor students’ progress toward developing conceptual understanding, procedural fluency, AND mathematical reasoning and/or problem solving skills throughout the learning segment.
9 From The Common Core State Standards for Mathematics 10 For an elaboration of “precision,” refer to the “Standards for Mathematical Practice” from The Common Core State Standards for Mathematics (June 2010), which can be found at http://www.corestandards.org/the-standards/mathematics.
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning dispositions (from prompts 2a–c above) guided your choice or adaptation of learning tasks and materials.
Planning Rubric 2 Level 1: Candidate does NOT attend to requirements in IEPs and 504 plans. Level 3: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Level 4: Planned supports are tied to learning objectives and the central focus. Supports address the needs of specific individuals or groups with similar needs. AND Candidate attends to requirements in IEPs and 504 plans.
Discourse
Consider the range of students’ understandings of the language function and other demands—what do students already know, what are they struggling with, and/or what is new to them?
d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt.
Describe the instructional supports (during and/or prior to the learning task) that help students understand and successfully use the language function and additional language identified in prompts 4a–c.
Planning Rubric 4 Level 3: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning language function. Plans include general support for use of vocabulary and/or symbols as well as additional language demand(s). Level 4: Candidate identifies vocabulary and/or symbols AND additional language demand(s) associated with the language function. Plans include targeted support for use of vocabulary and/or symbols as well as additional language demand(s). Level 5: Level 4 plus: Instructional supports are designed to meet the needs of students with different levels of language learning.
9. Professional Learning & Ethical Practice
Planning Commentary Prompt 2 For each of the prompts below (2a–c), describe what you know about your students with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
a. Prior academic learning and prerequisite skills related to the central focus—What do students know, what can they do, and what are they learning to do?
b. Personal/cultural/com-munity assets related to the central focus—What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests?
c. Mathematical dispositions—What do you know about the extent to which your
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning students
perceive mathematics as “sensible, useful, and worthwhile”11
persist in applying mathematics to solve problems
believe in their ability to learn mathematics
Planning Prompt 3 b. Describe and justify
why your instructional strategies and planned supports are appropriate for the whole class and students with similar or specific learning needs.
Consider students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students.
Planning Rubric 3 Level 3 Candidate justifies why
11 From The Common Core State Standards for Mathematics
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Planning Constructs 1. Planning for Subject-Specific Understandings
2. Planning to Support Varied Student Learning
Needs
3. Using Knowledge of Students to Inform
Teaching and Learning
4. Identifying and Supporting Language
Demands
5. Planning Assessments to Monitor and Support
Student Learning learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR examples of personal/cultural/ community assets. Level 4: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning [AND] examples of personal/cultural/ community asset
10. Leadership & Collaboration
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Map of edTPA Operational Rubrics to InTASC Standards
InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
1. Learner Development
2. Learning Differences
Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning environment.
How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?
Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Level 4: The candidate demonstrates rapport with and respect for students.
Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual
understanding procedural fluency mathematical
reasoning and/or problem solving skills
b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.
Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links prior academic learning to new learning.
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students.
Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.
3. Learning Environments
Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning
Instruction Prompt 3 a. Explain how your instruction engaged students in developing
Instruction Prompt 4 a. Explain how you elicited and responded to student responses to
Instruction Prompt 4 b. Explain how you used representations to support students’ understanding
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
environment.
How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?
Instruction Rubric 6 Level 3: The candidate demonstrates rapport with and respect for students. Candidate provides a positive, low-risk social environment that reveals mutual respect among students. Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students.
conceptual understanding
procedural fluency mathematical
reasoning and/or problem solving skills
b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.
Instruction Rubric 7 Level 5: Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.
promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
and use of mathematical concepts and procedures. Instruction Rubric 9 Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures.
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
Candidate provides a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students.
4. Content Knowledge
Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual
understanding procedural fluency mathematical
reasoning and/or problem solving skills
b. Describe how your instruction linked students’ prior academic learning and personal, cultural, and community assets with new learning.
Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving
Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning
Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
skills. Candidate links prior academic learning to new learning. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate links both prior academic learning and personal, cultural, or community assets to new learning. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Candidate prompts students to link prior academic learning and personal, cultural, or community assets to new learning.
and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
mathematical concepts and procedures.
5. Application Instruction Prompt 2 Instruction Prompt 4
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edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
of Content a. Explain how your instruction engaged students in developing conceptual
understanding procedural fluency mathematical
reasoning and/or problem solving skills
Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
6. Assessment 7. Planning for Instruction
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
8. Instructional Strategies
Instruction Prompt 2 Refer to scenes in the video clip(s) where you provided a positive learning environment.
How did you demonstrate mutual respect for, rapport with, and responsiveness to students with varied needs and backgrounds, and challenge students to engage in learning?
Instruction Rubric 6 Level 4: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that promotes mutual respect among students. Level 5: The candidate demonstrates rapport with and respect for students. Candidate provides a challenging learning environment that provides opportunities to express
Instruction Prompt 2 a. Explain how your instruction engaged students in developing conceptual
understanding procedural fluency mathematical
reasoning and/or problem solving skills
Instruction Rubric 7 Level 3: In the clip(s), students are engaged in learning tasks that address understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 4: In the clip(s), students are engaged in learning tasks that develop understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: In the clip(s), students are engaged in learning tasks that deepen
Instruction Prompt 4 a. Explain how you elicited and responded to student responses to promote thinking and develop conceptual understanding, procedural fluency, and mathematical reasoning and/or problem solving skills. Instruction Rubric 8 Level 1: The candidate does most of the talking and students provide few responses. Level 3: Candidate elicits student responses related to understanding mathematical concepts and procedures OR mathematical reasoning and/or problem solving skills. Level 4: Candidate elicits and builds on students’ responses to develop understanding of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills. Level 5: Candidate
Instruction Prompt 4 b. Explain how you used representations to support students’ understanding and use of mathematical concepts and procedures. Instruction Rubric 9 Level 3: Candidate uses representations in ways that help students understand mathematical concepts and procedures. Level 4: Candidate uses representations in ways that deepen student understanding of mathematical concepts and procedures. Level 5: Level 4 plus: Candidate facilitates interactions among students so they can evaluate their own abilities to use representations to represent and understand mathematical concepts and procedures.
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Map of edTPA Operational Rubrics to InTASC Standards InTASC Standards
edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
varied perspectives and promotes mutual respect among students.
and extend their understandings of mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
facilitates interactions among students so they can evaluate their own abilities to understand and apply mathematical concepts, procedures, AND mathematical reasoning and/or problem solving skills.
9. Professional Learning & Ethical Practice
Instruction Prompt 5 a. What changes would you make to your instruction—for the whole class and/or for students who need greater support or challenge—to better support student learning of the central focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different strategies/support (such as, students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students).
b. Why do you think these changes would
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edTPA Instruction Constructs 6. Learning Environment 7. Engaging Students in
Learning 8. Deepening Student
Learning 9. Subject-Specific Pedagogy: Using
Representations (focus varies among credential
areas)
10. Analyzing Teaching Effectiveness
improve student learning? Support your explanation with evidence of student learning and principles from theory and/or research. Instruction Rubric 10 Level 3: Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory. Level 4: Candidate proposes changes that address individual and collective learning needs related to the central focus. Candidate makes connections to research and/or theory. Level 5: Level 4 plus: Candidate justifies changes using principles of research and/or theory.
10. Leadership & Collaboration
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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
1. Learner Development
Assessment Commentary Prompt 3
Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings.
Assessment Rubric 14 Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.
2. Learning Differences
Assessment Commentary Prompt 3
Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional
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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
identified language demands from Task 1) to develop content understandings.
Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).12 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.
3. Learning Environments
4. Content Knowledge
Assessment Prompt 3 Assessment Commentary Prompt 3
12 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse).
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edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings.
Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).13 Level 4: Candidate explains and provides evidence of students’ use of the language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and
13 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse).
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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
provides evidence of language use and content learning for students with varied needs.
5. Application of Content
Assessment Commentary Prompt 3
Explain and provide evidence for the extent to which your students were able to use or struggled to use language (selected function, vocabulary, and additional identified language demands from Task 1) to develop content understandings.
Assessment Rubric 14 Level 3: Candidate explains and provides evidence of students’ use of the language function as well as vocabulary OR additional language demand(s).14 Level 4: Candidate explains and provides evidence of students’ use of the
14 These are the additional language demands identified in the Planning Commentary Prompt 4c (vocabulary and/or symbols, mathematical precision, plus syntax or discourse).
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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
language function, vocabulary, and additional language demand(s) in ways that develop content understandings. Level 5: Level 4 plus: Candidate explains and provides evidence of language use and content learning for students with varied needs.
6. Assessment Assessment Task, Prompts 1a-d a. Identify the specific
standards/objectives measured by the assessment you chose for analysis.
b. Provide the evaluation criteria you use to analyze student learning.
c. Provide a graphic (table or chart) or narrative that summarizes student learning for your whole class. Be sure to summarize student learning for all evaluation criteria described above.
Assessment Task, Prompts 2b b. Explain how feedback
provided to the three focus students addresses their individual strengths and needs relative to the standards/objectives measured.
Assessment Rubric 12 Level 3: Feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives, with some attention to the other. Feedback is provided consistently for the focus students.
Assessment Task, Prompts 2c c. How will you support
students to apply the feedback to guide improvement, either within the learning segment or at a later time?
Assessment Rubric 13 Level 4: Candidate describes how s/he will support focus students to use feedback on their strengths and weaknesses to deepen understandings and skills related to their current work. Level 5: Level 4 plus: Candidate guides focus students to generalize
Assessment Task, Prompts 4a-b a. Based on your
analysis of student learning presented in prompts 1c–d, describe next steps for instruction
for the whole class for the 3 focus
students and other individuals/groups with specific needs
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in
41 SCALE 7/2013
Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
d. Use evidence found in the 3 student work samples and the whole class summary to analyze the patterns of learning for the whole class and differences for groups or individual learners relative to
conceptual understanding
procedural fluency mathematical
reasoning and/or problem solving skills
Consider what students understand and do well, and where they continue to struggle (e.g., preconceptions, common errors, common struggles, confusions, and/or need for greater challenge).
Assessment Rubric 11 Level 3: The analysis focuses on what students did right AND wrong and is supported with evidence from the summary and work samples. Analysis includes some differences in whole class learning.
Level 4: Feedback is accurate and addresses both strengths AND needs related to specific learning objectives. Feedback is provided consistently for the focus students. Level 5: Level 4 plus: Candidate describes how s/he will guide focus students to use feedback to evaluate their own strengths and needs.
feedback beyond the current work sample.
academic knowledge, and/or gifted students needing greater support or challenge).
b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.
Assessment Rubric 15 Level 3: Next steps propose general support that improves student learning related to • conceptual
understanding • procedural fluency
AND/OR • mathematical reasoning
and/or problem solving skills
Level 4: Next steps provide targeted support to individuals or groups to improve their learning relative to • conceptual
understanding • procedural fluency
AND/OR
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edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
Level 4: Analysis uses specific examples from work samples to demonstrate patterns of student learning consistent with the summary. Patterns are described for whole class. Level 5: Analysis uses specific evidence from work samples to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals or groups.
• mathematical reasoning and/or problem solving skills
Next steps are connected with research and/or theory. Level 5: Next steps provide targeted support to individuals and groups to improve their learning relative to • conceptual
understanding • procedural fluency
AND/OR • mathematical reasoning
and/or problem solving skills
Next steps are justified with principles from research and/or theory.
7. Planning for Instruction
Assessment Prompt 4 a. Based on your
analysis of student learning presented in prompts 1c–d, describe next steps for instruction
for the whole class for the 3 focus
students and other individuals/groups with specific needs
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edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).
b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.
8. Instructional Strategies
Assessment Prompt 4 a. Based on your
analysis of student learning presented in prompts 1c–d, describe next steps for instruction
for the whole class for the 3 focus
students and other individuals/groups
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Map of edTPA OPERATIONAL rubrics to InTASC Standards InTASC Standards
edTPA Assessment Constructs 11. Analysis of Student
Learning 12. Providing Feedback to
Guide Learning 13. Student Use of
Feedback 14. Analyzing Students’
Language Use and Mathematics Learning
15. Using Assessment to Inform Instruction
with specific needs
Consider the variety of learners in your class who may require different strategies/support (e.g., students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students needing greater support or challenge).
b. Explain how these next steps follow from your analysis of student learning. Support your explanation with principles from research and/or theory.
9. Professional Learning & Ethical Practice
10. Leadership & Collaboration