2
EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION
EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION
Rubric Evaluation
(Level
Assigned)
Justification
Task 1: Planning
Rubric 1: Planning
for Alignment and
Development of
Knowledge and
Skills
4 Very clear and detailed lesson objectives, supports and
materials needed for learning are outlined. However, the
learning goal is not one from IEP, although very good
and detailed, the learning goal should have been aligned
with the student’s IEP. The baseline data clearly points to
the student’s area of need, and everything is logically
sequenced to move the student forward to achieve the
learning goal.
Rubric 2: Planning
Challenge and
Support for the
Focus Learner
5 Shows clear knowledge and understanding of the
baseline data of the student and their needs. Repetition,
scaffolding, and visuals help the learner work
independently toward their learning goal and self-
management. Use of preferred technology also propels
the student towards independence and shows an
understanding of the student’s strengths. This also
illustrates a challenge for the student to work
independently on an area of weakness and not rely on the
teacher but instead himself.
Rubric 3:
Justification of
Instruction and
Support
5 Use of research shows why certain planned strategies and
supports were used for this specific student. Use of
student’s strength and desire in technology also
illustrates clear justification for planned support.
Candidate also uses planned supports and strategies to
increase independence of the focus learner.
Rubric 4: Support
the Focus Learner’s
use of Expressive/
Receptive
Communication
4 There are clear examples of specific planned supports for
expressing the student’s learning task via modeling and
use of a graphic organizer. However, there could be more
planned supports for the student to exercise and
participate/demonstrate his new skill to show his full
understanding that he has maintained the skill.
Rubric 5: Planning
Assessments to
Monitor and
Support Learning
5 The evidence for monitoring the student’s progress is
strong and relevant. There is continuous access for the
student to communicate and monitor their own progress
as well.
Task 2: Instructing and Engaging the Focus Learner
Rubric 6: Learning
Environment
5 Candidate respects all the students in the class and
focuses on them equally. The positive feedback and
responses are given to all. The candidate made sure to let
each student have a chance to answer, even when
uncomfortable or not confident. Candidate encouraged
3
EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION
students based on her tone and politely waiting.
Candidate also gave each student time to work
independently on their skill without student’s being
rushed or made to feel like the class was waiting on
them.
Rubric 7: Engaging
the Focus Learner 4
Candidate positively encourages the students to get them
to engage in front of the class. This strategy allows for
the candidate to monitor understanding of content.
Candidate kept the pace of this strategy throughout the
clip. Prior knowledge of is pulled from each student on
their math word knowledge, but not enough to connect
the student to additional prior knowledge they may have.
Rubric 8:
Deepening
Learning
5 The candidate provided direct feedback to guide the
focus learner to the correct answer. The candidate had
the focus learner work independently on IXL, on the
front board, and on Neropod to improve response to their
learning goal.
Rubric 9:
Supporting
Teaching and
Learning
5 The candidate creates multiple opportunities for the focus
learner to develop appropriate self-directed learning via
IXL, Neropod, and other uses through technology. This
allows for the candidate to monitor the focus learner’s
progress without jumping in to immediately correct. This
allows for the focus learner to ask their own questions,
which the clips show he does. The candidate continues to
capitalize on the student’s desire and strength to use
technology in his learning.
Rubric 10:
Analyzing
Teaching
Effectiveness
5 Candidate shows full understanding of what they could
do to enrich and additionally support the focus student
and their goal toward a solid skill. The strategies the
candidate has thought to change and incorporate are
evidence based and specific to the focus learner and will
help them in their academic goal as well as their
communication goal.
Task 3: Assessing Learning
Rubric 11:
Analyzing the
Focus Learner’s
Performance
4 Evidence was not cited to show full analysis of
understanding of the focus learner, but additional
information supports that the candidate understand what
the focus learner needed to succeed and what supports
did not work well or were not needed for their success.
The candidate knew technology was a strength and
noticed when they worked on paper, the need for
redirection and prompting were higher. This allowed for
the candidate to focus on supports such as guided notes,
written instructions and modelling to progress the learner
forward in their lesson objectives.
Rubric 12: Using 4 Candidate used positive feedback to continually
4
EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION
Feedback to Guide
Further Learning
encourage the focus learner. The feedback reinforced his
strengths in subtraction and guided him toward his needs
to focus on skills such as reading directions carefully so
they can answer the question appropriately. Although
feedback was consistent, candidate could have provided
additional feedback on specific strategies to help follow
directions better such as underlining, etc.
Rubric 13:
Learning
Understanding and
Use of Feedback
5 The candidate provides written feedback as well as one
on one feedback directly to the focus learner. This allows
the focus learner to ask questions for clarification and
justify his reasoning which will allow the candidate to
understand how he is learning. The candidate allows the
student to self-correct on tests and address missed
questions which facilitates lessons for the next learning
segment.
Rubric 14:
Explaining the
Focus Learner’s
Use of
Communication
5 The evidence provided by the candidate shows the
planned supports are in fact helping the student
communicate his learned skill. The video clip shows the
focus learner expressing verbally his learning goal and
the submitted student work shows he is communicating
in written form his understanding of his learning goal.
The supports such as a teacher-led discussion on math
word problems in real life situations will help the focus
learner move forward to maintain the skill as it applies to
real life situations. Research supports this practice as
well as the direct teacher feedback from the candidate.
Rubric 15: Using
Assessment to
Inform Instruction
4 The next steps are clearly connected to research and will
benefit the focus learner, but a clear justification on why
they would be beneficial to the learner would be helpful
for future goals and success, as well as for future
educators helping him. The analysis for connection to the
IEP was not there because this particular goal was not
aligned with an IEP goal.
Reflection: (a) What did you learn about edTPA? (b) What is the “big idea” behind edTPA?
(c) What is the relationship between developing an IEP for a student and the process of
5
EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION
planning (Task 1), teaching (Task 2), and assessing (Task 3) student performance in the
classroom?
(a) I learned that edTPA is a guide to help teacher candidates gain a full understanding of
creating lessons for students, especially connecting them with the student’s IEP.
EDTPA helps us to strengthen areas we may not know we need help in by assessing
our readiness in the classroom. It is very in depth but as an educator we should love to
learn, and especially for ourselves love to learn improving for our students.
(b) The big idea behind edTPA is that the candidate is prepared for teaching, in this case
for special education teaching. The goal is not to discourage the candidate but show
where there is room for improvement and where we can grow. Student learning is not
one part, it’s not just instruction: it’s planning, instruction, and assessment. The idea
behind edTPA is that we learn how to do that most effectively.
(c) Developing an IEP is very similar to the process of planning, teaching, and assessing
that edTPA scores the candidate on. When developing an IEP, the team must take
PLAAFP into account along with other knowledge of the student’s strengths and
weaknesses. This correlates to the planning process in task one. You cannot plan for
the success of a student without an incredible amount of knowledge of what that
student needs. Once you have gathered that information, then you can instruct based on
what you have planned. In the IEP process you instruct based on evidence and research
on specific learning goals, the process for task two is the same. Assessing the student
based on his IEP goals is crucial for continued growth and knowing/planning for their
next learning goals. Just as you assess in task three by progress monitoring, guiding,
providing feedback, etc. the same is done in an IEP. The edTPA will help you develop
strong skills to create an effective IEP for your students. It will help guide you to what
you should do for all your students in terms of planning, teaching, and assessing.
Powered by TCPDF (www.tcpdf.org)
