E D S P 5 2 1
ED PECIAL DUCATION ORTFOLIO VALUATION EMPLATE
TPA S E P E T
Rubric 3:
Justification of
Instruction and
Support
Rubric
Task 1: Planning
Rubric 1: Planning
for Alignment and
Development of
Knowledge and
Skills
Rubric 2: Planning
Challenge and
Support for the
Focus Learner
Level 5
Level 5
Evaluation
(Level
Assigned)
Level 4
Justification
For this section the instructor ensured to include specific
measurable goals in each lesson plan. Each lesson is
focused on mathematics, and area that shows the learners
deficiencies in. The lessons move in a sequence that
builds upon itself, starting with solving word problems,
moving onto translating word problems into an algebraic
expression, onto finally having the students create their
own word problem.
The instructor had demonstrated their ability to support
the focus learner by providing directions on the white
board for those assignments that do not include
directions as well as reading all directions aloud for the
class. These directions will assist the focus learner in
remaining on task. instructor aloud will assist the focus
learner due to their deficits in visual perception. While
reading the directions out load allows for the focus
learner to be seated close to their desk in order to better
assist the focus learner and redirect as necessary. The
instructor will also allow for the focus learner to take
breaks in order to manage the focus learner’s anxiety.
The lesson will challenge the focus leaner in their ability
to stay on task during the learner’s independent practice
and manage their own anxiety levels by asking for a
break. A further challenge for the focus learner can be
seen in the summative assessment for lesson one. The
focus leaner has low scores in multiple math skill areas
so solving ten-word problems will not only challenge his
academic skill but also his ability to complete a non-
preferential task.
The instructor utilizes the scaffolding method in order to
facilitate student learning building upon previously
mastered concepts. The instructor provides multiple
citations in support of their chosen instructional
methodology. The instructor ensures to fade support
away from the student over the course of the lesson in
order to allow the focus learner to work on their self-
direction, something that the focus learner has struggled
with in the past. The instructor plays to the focus
learners’ strengths by integrating technology into the
lessons, due to this being the focus learners preferred
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method of learning
Rubric 4: Support Level 5The instructor is using a graphic organizer filled with key the Focus
Learner’sterms for the lesson as well as appropriate vocabulary for use of Expressive/ the
student. The instructor models the appropriate Receptive communication for the student
frequently across a Communication variety of examples. The student will also put these skills
into practice across several different activities, during
which the instructor will provide immediate feedback.
This variety will assist in generalization as well as
maintain the skill.
Rubric 5: Planning Level 4The assessments outlined in this portion are aligned with
Assessments to the stated objectives of the lessons, they do not however Monitor and involve
the focus learner in monitoring their own
Support Learningprogress. While the assessments do provide feedback to
the learner there is no system in place to allow for the
focus learner to monitor their overall progress throughout
a lesson. The assessments themselves can provide
permanent product based around the focus learners’
abilities as well as providing a final summative
assessment to examine the focus learner’s ability to
combine all the previously introduces skills at the end of
the lesson cycle.
Task 2: Instructing and Engaging the Focus Learner
Rubric 6: Learning The instructor maintains a positive attitude supported by EnvironmentLevel
5the demonstrated body language as well as establishing a rapport with the students in their
class by calling them by
their first name and recognizing them when they speak.
The instructor provides opportunities for self-
determination by the focus learner by encouraging them
to answer questions posed to the entire class, instead of
simply calling that specific student out in front of the
class. The instructor also ensured to ask the class if they
understood the directions that she had written on the
board and read aloud. Furthermore, the instructor
frequently asks students to walk them through what they
are working on or to explain their answers. The instructor
also ensures that they treat all their students with respect
as well as ensuring that the students feel safe and
supported.
Rubric 7: EngagingThe instructor engages the focus learner at the :49 second the Focus
LearnerLevel 2mark by calling the focus learner up to the board in order
to assist the instructor in solving a problem. The
instructor also walks around the room in order to assist
students, including the focus learner, in a one-on-one
capacity. Unfortunately for most of the lesson the focus
learner is kicked back in his chair with one foot on his
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Rubric 8:
Deepening
Learning
Rubric 9:
Supporting
Teaching and
Learning
Rubric 10:
Analyzing Teaching
Effectiveness
Level 4
Level 5
Level 5
Task 3: Assessing Learning
Rubric 11: Level 5
desk and seems to be playing on his phone as opposed to
participating in the class. While the instructor does make
some links to previous knowledge while the student is
assisting at the board, there are no links made to any
personal, cultural or community assets for the duration of
this lesson.
The instructor provides the focus learner with
opportunities to independently respond to questions
when the class is asked to provide vocabulary terms as
well as when the instructor asks the focus learner the
name for the addition symbol. During these interactions
the focus learner is given the opportunity to initiate
responses interfacing with content related to the stated
learning goals. Throughout both lessons the instructor
provides both verbal and nonverbal responses to the
student’s answers. The instructor will nod as the student
answers and will often repeat their answer and provide
clarification if so needed. The instructor does not provide
the focus learner with the tools to self-evaluate or self-
correct.
One way that the instructor capitalized on the focus
learners’ strengths was through the pervasive utilization
of technology in the lessons. The focus learner prefers to
learn through the utilization of technology and by
implementing this the focus learner will be more
motivated to participate and engage with the class
material. One way that the instructor promoted self-
direction from the student was the graphic organizer that
she provided to the focus student. This allowed for the
instructor to fade away support as the lesson continued
and the focus learner to continue to gain independence in
completing the task.
The instructor speaks about making changes that are
supported by multiple cited sources in her commentary.
These changes support the needs of the focus student, for
example utilizing more visual aids such as posters or
creating acronyms with the help of the students. These
would assist the focus student in areas of weakness while
playing to the students’ strengths of verbalization. These
adjustments would also allow for the student to maintain
and generalize these skills by providing ways for the
student to recall the information quickly and having
something that they can utilize to remind them of the
information (the poster).
The instructor makes connections from the focus learners
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Analyzing the
Focus Learner’s
Performance
Rubric 14:
Explaining the
Focus Learner’s
Use of
Communication
Rubric 15: Using
Assessment to
Inform Instruction
Rubric 12: Using
Feedback to Guide
Further Learning
Rubric 13:
Learning
Understanding and
Use of Feedback
Level 5
Level 4
Level 4
Level 4
scores on assessments to the types of instruction and
supports given in the classroom setting. For example, the
instructor is sure to mention that the focus learner excels
when there are guided notes and written instructions as
well as modeling and repetition. Theses learning style
accentuate what was already known about the focus
learners’ strengths. The instructor is sure to mention that
one support, extra time on assignments, was not
necessary as the focus learner did not need to take
advantage of it.
The instructor realized while they were grading the focus
learners’ assessments that the focus learner was doing
exceptionally well in subtraction, prompting her to write
that the student was a subtraction pro onto the
assessment. This shows the instructors ability to
reinforce the strengths that the focus learner is showing.
In order to address the needs of the student the instructor
left a small note on the assessment next to any problem
that was answered incorrectly with the correct way to
solve that equation.
The instructor also took time to review all the problems
in the assessment with the focus learner and assisted the
focus learner in solving any problems that he completed
incorrectly. This feedback session allows for the
instructor to capitalize on the focus learner’s strength of
verbal communication and focus on any areas of
deficiency that have shown themselves during the
assessment, such as establishing the correct order of
operations. The instructor does not describe the focus
learners needs relating to the stated learning goal.
The instructor provided examples of how the
communication skills demonstrated in the lesson assists
the focus learner in achieving the stated learning
objective. These examples include allowing for the
student to utilize their verbal communication in order to
practice a skill before transitioning in the less preferred
written method as well as allowing for the instructor to
implement immediate feedback to the student.
The instructor lays out a clear delineation of the path that
this learning cycle took, as well as outlining the next step
in the form of working on solving word problems. The
instructor mentions several teaching techniques that
could prove to be beneficial to further instruction,
including the creating of a visual model in order to build
off of the focus learners strengths.
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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
planning (Task 1), teaching (Task 2), and assessing (Task 3) student performance in the
classroom?
For this assignment I learned about how to evaluate an edTPA and the rubric that goes along
with that evaluation. I learned about what is expected of educators and how we must
constantly be adjusting our teaching strategies. Making lesson plans to assist our students in
the most efficient ways possible. I believe that the main idea behind the edTPA is to allow the
instructors to reflect on the lessons that they have planned and executed. Looking for ways to
improve. The edTPA also allows for a third party to observe what a specific instructor has
accomplished in a planning and practical situation, allowing for that third-party individual to
offer suggestions for improvement. In short, the “big idea” behind the edTPA is to assist
instructors in growing as individuals as well as teachers through constructive commentary
from themselves and others
