Understanding the World Language edTPA
Research?Based Policy and Practice
1st Edition
Published on 7. January 2016
230 pages
978-1-68123-580-6 (ISBN)
Description
In Understanding the World Language edTPA: Research?Based Policy and Practice, two researchers in the forefront of world language edTPA discuss the new beginning teacher portfolio, including its required elements, federal and state policies concerning teacher evaluation, and research from their own programs. Higher education faculty members and language teacher preparation program coordinators who would like to better understand edTPA requirements and gain suggestions for necessary programmatic changes will find this book of interest.The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assess beginning teacher ability. In Chapter 2, the authors present ideas about curricular changes that may need to occur in traditional world language teacher education programs, as well as suggestions to assist teacher candidates as they begin to develop their portfolios. Afterward, the authors discuss the context for learning (Chapter 3) and they begin with assessment, moving to planning, and then to instruction (Chapters 4, 5, 6). In each chapter, the authors discuss the work sample that teacher candidates must create, an analysis of a high?scoring portfolio, and steps to stimulate teacher candidates' professional thinking. In Chapter 7, the authors present activities for the methods classroom. In the final chapter, the authors provide a critical analysis of edTPA, in general, and the world language edTPA, in particular.Understanding the World Language edTPA: Research?Based Policy and Practice provides readers with a much?needed guide to inducting teacher candidates into the new portfolio requirements, while helping higher education faculty make appropriate curricular changes to accommodate edTPA.
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Susan A. Hildebrandt | Pete Swanson
Understanding the World Language edTPA
Research Based Policy and Practice
Book
07/2016
Information Age Publishing
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Content
1 - Front Cover [Seite 1]
2 - Understanding the World Language edTPA [Seite 2]
3 - Research-Based Policy and Practice [Seite 2]
3.1 - A Volume in Contemporary Language Education [Seite 2]
3.2 - Series Editor: [Seite 2]
3.3 - Terry Osborn, University of South Florida Sarasota-Manatee [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - 1. What is edTPA? 1 [Seite 6]
4.2 - 2. Getting Started With Program and Course Suggestions 15 [Seite 6]
4.3 - 3. Context for Learning 39 [Seite 6]
4.4 - 4. Beginning at the End: Assessing Student Learning 49 [Seite 6]
4.5 - 5. Planning for Teaching and Learning 79 [Seite 6]
4.6 - 6. Instructing and Engaging Students in Learning 103 [Seite 6]
4.7 - 7. Activities for the Methods Classroom 127 [Seite 6]
4.8 - 8. Concluding Thoughts 157 [Seite 6]
4.9 - Contemporary Language Education [Seite 3]
4.10 - Understanding the World Language edTPA [Seite 4]
4.10.1 - by [Seite 4]
4.10.2 - Susan A. Hildebrandt Illinois State University [Seite 4]
4.10.3 - and [Seite 4]
4.10.4 - Pete Swanson Georgia State University [Seite 4]
4.10.4.1 - Information Age Publishing, Inc. [Seite 4]
4.10.4.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.10.4.3 - Preface [Seite 8]
4.10.4.3.1 - Leslie Schrier The University of Iowa [Seite 8]
4.10.4.4 - Acknowledgments [Seite 10]
4.10.4.4.1 - From Sue [Seite 11]
4.10.4.4.2 - From Pete [Seite 11]
4.11 - CHAPTER 1 [Seite 14]
4.11.1 - WHAT IS edTPA? [Seite 14]
4.11.1.1 - Historical Context [Seite 16]
4.11.1.2 - Measuring Teacher Effectiveness [Seite 18]
4.11.1.3 - edTPA DEVELOPMENT [Seite 22]
4.11.1.4 - Concluding Thoughts [Seite 27]
4.11.1.5 - NOTES [Seite 27]
4.11.1.5.1 - Figure 1. 1. edTPA range of known pass scores by state. [Seite 26]
4.12 - CHAPTER 2 [Seite 28]
4.12.1 - Getting Started With Program and Course Suggestions [Seite 28]
4.12.1.1 - Supporting Teacher Candidates [Seite 32]
4.12.1.2 - RESOURCES FROM SCALE [Seite 33]
4.12.1.3 - INFORMATION FROM THE STATE LEVEL [Seite 34]
4.12.1.4 - COLLEGES OF EDUCATION [Seite 34]
4.12.1.5 - TECHNOLOGY INTEGRATION [Seite 38]
4.12.1.6 - ROLES FOR FACULTY IN LANGUAGE DEPARTMENTS [Seite 39]
4.12.1.7 - edTPA OPPORTUNITIES IN METHODS CLASSES [Seite 41]
4.12.1.8 - STAKEHOLDERS IN K-12 CLINICAL SETTINGS [Seite 43]
4.12.1.9 - Concluding Thoughts [Seite 49]
4.12.1.9.1 - Figure 2. 2. The interplay among educational stakeholders. [Seite 30]
4.12.1.9.2 - Figure 2. 2. LiveText interface for instructional task, including additional resources useful for submission. [Seite 37]
4.12.1.9.3 - Figure 2. 3. An example of productive interaction for edTPA implementation. [Seite 40]
4.12.1.9.4 - Figure 2. 4. Sequence of candidate edTPA familiarization. [Seite 42]
4.12.1.9.5 - Figure 2. 5. Triadic reciprocity of edTPA information in clinical settings. [Seite 44]
4.12.1.9.6 - Figure 2. 6. Timeline for portfolio submission. [Seite 48]
4.13 - CHAPTER 3 [Seite 52]
4.13.1 - Context for Learning [Seite 52]
4.13.1.1 - Schools [Seite 53]
4.13.1.2 - Selecting a Focal Class [Seite 54]
4.13.1.3 - Students [Seite 55]
4.13.1.4 - English Language Learners [Seite 58]
4.13.1.5 - Case Study [Seite 60]
4.13.1.6 - Concluding Thoughts [Seite 61]
4.13.2 - Table 4.1. Bloom's Revised Taxonomy Matrix [Seite 66]
4.14 - CHAPTER 4 [Seite 62]
4.14.1 - Beginning at the End [Seite 62]
4.14.1.1 - Assessing Student Learning [Seite 62]
4.14.1.2 - BACKWARDS DESIGN AND OBJECTIVES [Seite 63]
4.14.1.3 - Proficiency Guidelines [Seite 67]
4.14.1.4 - Integrated Performance Assessments [Seite 68]
4.14.1.5 - Sociocultural Approach to Assessment [Seite 71]
4.14.1.6 - Feedback [Seite 72]
4.14.1.7 - Task 3: Assessing Student Learning [Seite 74]
4.14.1.8 - Case Study [Seite 75]
4.14.1.8.1 - Learning Segment Objectives [Seite 76]
4.14.1.8.2 - Day 1 Lesson Plan Objectives [Seite 77]
4.14.1.8.2.1 - 1. Identify the practices, products and perspectives of Spanish city life by listening to a cultural PowerPoint presentation (Objective 1). [Seite 77]
4.14.1.8.2.2 - 2. Identify distinct cultural practices and products of Granada, Barcelona, Madrid, and Málaga by listening to a cultural PowerPoint presentation (Objective 2). [Seite 77]
4.14.1.8.2.3 - 3. Compare and contrast the differences and similarities between American and Spanish city culture by engaging in class discussion (Objective 3). [Seite 77]
4.14.1.8.2.4 - 4. Apply their knowledge of Spanish city culture into a group presentation project that examines several places within a specific Spanish city (Objective 4). [Seite 77]
4.14.1.8.2.5 - 5. Demonstrate their vocabulary knowledge of cities by rewriting a dictated paragraph (Objective 5). [Seite 77]
4.14.1.8.3 - Day 2 Lesson Plan Objectives [Seite 78]
4.14.1.8.3.1 - 1. Describe famous places within a Spanish city in a group presentation using their research notes (Objective 1). [Seite 78]
4.14.1.8.3.2 - 2. Explain the cultural significance of famous places within the Spanish cities of Madrid, Málaga, and Barcelona (Objective 2). [Seite 78]
4.14.1.8.3.3 - 3. Describe the geographic location of Madrid, Málaga, and Barcelona and the relative location of famous places within those three cities using an authentic street map (Objective 3). [Seite 78]
4.14.1.8.3.4 - 4. Identify distinct cultural practices and products of Barcelona, Madrid and Málaga by listening to the cultural presentations of their peers (Objective 4). [Seite 78]
4.14.1.8.3.5 - 5. Apply their knowledge of Spanish city culture by writing a postcard that summarizes places they would like to visit from Madrid, Málaga, or Barcelona (Objective 5). [Seite 78]
4.14.1.8.4 - Day 3 Lesson Plan Objectives [Seite 78]
4.14.1.8.4.1 - 1. Describe cultural practices and products of Madrid, Málaga, and Barcelona in an informal group presentation (Objective 1). [Seite 78]
4.14.1.8.4.2 - 2. Ask for directions to various places within Madrid, Málaga, and Barcelona (Objective 2). [Seite 78]
4.14.1.8.4.3 - 3. Give directions to various places within Madrid, Málaga, and Barcelona using the informal command verb forms (Objective 3). [Seite 78]
4.14.1.8.4.4 - 4. Reflect on their learning by writing a postcard that highlights what they learned about their favorite Spanish city (Objective 4). [Seite 78]
4.14.1.8.5 - Learning Segment Assessments [Seite 79]
4.14.1.8.5.1 - 1. Assessment A: Group presentations to describe places in Spain [Seite 79]
4.14.1.8.5.2 - 2. Assessment B: Individual explanations using maps to locate points of interest geographically [Seite 79]
4.14.1.8.5.3 - 3. Assessment C: A discussion following group presentations [Seite 79]
4.14.1.8.6 - The Assessment Commentary [Seite 79]
4.14.1.9 - Unpacking Rubrics 10-13 [Seite 84]
4.14.1.9.1 - 1. Vocabulary: Analyze the rubric and pick out the important vocabulary. Define each of the words or phrases. List additional vocabulary that may be useful while writing the commentary for the assessment, planning, or instructional edTPA task. [Seite 84]
4.14.1.9.2 - 2. Guiding questions: Examine the guiding questions at the top of the rubric. Those questions give clues as to what to address in the commentary. What are those clues? List them and discuss what evidence should be presented to address that question i... [Seite 84]
4.14.1.9.3 - 3. Characteristics of a score of 3 on the rubric: What needs to be shown in the commentary and accompanying artifacts to earn at least a score of 3? [Seite 84]
4.14.1.10 - Resources [Seite 88]
4.14.1.11 - Our Research [Seite 88]
4.14.1.12 - Concluding Thoughts [Seite 90]
4.14.1.12.1 - Figure 4. 1. Integrated performance assessment. [Seite 69]
4.14.2 - Table 4.2. Learning Objectives and Assessments for Learning Segment [Seite 80]
4.14.3 - Table 4.3. Resources for TCs to Learn More About Assessing Student Learning [Seite 89]
4.14.4 - Table 4.4. Descriptive Statistics of Each Performance Level of Assessment Rubrics [Seite 90]
4.15 - CHAPTER 5 [Seite 92]
4.15.1 - Planning for Teaching and Learning [Seite 92]
4.15.1.1 - Revisiting Objectives [Seite 93]
4.15.1.2 - Planning Meaningful Cultural Contexts [Seite 93]
4.15.1.3 - World-Readiness Standards for Learning Languages [Seite 95]
4.15.1.4 - Modes of Communication [Seite 97]
4.15.1.5 - Core Practices [Seite 98]
4.15.1.5.1 - Anticipating Student Errors and Misconceptions During Planning [Seite 98]
4.15.1.5.2 - Target Language Use in the Classroom of 90% + [Seite 99]
4.15.1.5.3 - Interpersonal Communication Tasks [Seite 100]
4.15.1.5.4 - Functional Goals and Objectives [Seite 101]
4.15.1.5.5 - Grammar as a Concept [Seite 102]
4.15.1.5.6 - Activities Using Authentic Resources [Seite 102]
4.15.1.6 - TASK 1: PLANNING FOR STUDENT LEARNING [Seite 104]
4.15.1.7 - Case Study [Seite 106]
4.15.1.8 - Unpacking Rubrics 1-4 [Seite 111]
4.15.1.9 - Resources [Seite 114]
4.15.1.10 - Our Research [Seite 114]
4.15.1.11 - Concluding Thoughts [Seite 115]
4.15.2 - Table 5.1. Resources for TCs to Learn More About Planning Student Learning [Seite 114]
4.15.3 - Table 5.2. Descriptive Statistics of Each Performance Level for Task 1 Rubrics [Seite 115]
4.16 - CHAPTER 6 [Seite 116]
4.16.1 - Instructing and Engaging Students in Learning [Seite 116]
4.16.1.1 - Learning Environment [Seite 117]
4.16.1.2 - Learner Characteristics [Seite 119]
4.16.1.3 - Error Correction [Seite 120]
4.16.1.4 - Video Considerations [Seite 121]
4.16.1.4.1 - Permission Forms [Seite 121]
4.16.1.4.1.1 - 1. the name of the teacher education program [Seite 121]
4.16.1.4.1.2 - 2. the name of the mentor/cooperating teacher [Seite 121]
4.16.1.4.1.3 - 3. the name of the principal in the school where the TC is placed for student teaching/internship [Seite 121]
4.16.1.4.1.4 - 4. the name of the school [Seite 121]
4.16.1.4.1.5 - 5. the date. [Seite 121]
4.16.1.4.2 - Planning to Video Record [Seite 122]
4.16.1.4.3 - Video Camera Placement [Seite 123]
4.16.1.4.3.1 - 1. Make sure the equipment is working properly [Seite 124]
4.16.1.4.3.2 - 2. Check the camera's battery supply so that it has a sufficient charge for recording the lesson [Seite 124]
4.16.1.4.3.3 - 3. Make sure there is sufficient memory on the camera to record a lesson [Seite 124]
4.16.1.4.3.4 - 4. Check the camera frame so that the desired area of the classroom is visible when [Seite 124]
4.16.1.4.3.5 - 5. The room is adequately illuminated so reviewers can see the students and TC [Seite 124]
4.16.1.4.3.6 - 6. The audio is set properly so that students and TC can be heard well. [Seite 124]
4.16.1.4.4 - Prior to Editing Video [Seite 124]
4.16.1.4.5 - Choosing Video Clips [Seite 124]
4.16.1.5 - Reflective Practice [Seite 126]
4.16.1.6 - Task 2: Instructing and Engaging Students in Learning [Seite 128]
4.16.1.7 - Case Study [Seite 129]
4.16.1.8 - Unpacking Rubrics 5-9 [Seite 132]
4.16.1.9 - Resources [Seite 136]
4.16.1.10 - Our Research [Seite 137]
4.16.1.11 - Concluding Thoughts [Seite 138]
4.16.2 - Table 6.1. Resources for TCs to Learn More About Instructing and Engaging Students in Learning [Seite 137]
4.16.3 - Table 6.2. Descriptive and Frequency Data for Each Performance Level on the Instruction Rubrics [Seite 138]
4.16.4 - Table 7.1. The Revised Bloom's Taxonomy and Placement of Learning Objectives [Seite 142]
4.17 - CHAPTER 7 [Seite 140]
4.17.1 - Activities for the Methods Classroom [Seite 140]
4.17.1.1 - Bloom's Taxonomy/Learning Objectives Matrix [Seite 141]
4.17.1.1.1 - Analyzing our Case Study [Seite 142]
4.17.1.1.2 - Day 1 Lesson Plan Objectives [Seite 143]
4.17.1.1.2.1 - 1. Identify the practices, products and perspectives of Spanish city life by listening to a cultural PowerPoint presentation. (O:1) [Seite 143]
4.17.1.1.2.2 - 2. Identify distinct cultural practices and products of Granada, Barcelona, Madrid and Málaga by listening to a cultural PowerPoint presentation. (O:2) [Seite 143]
4.17.1.1.2.3 - 3. Discuss the differences and similarities between American and Spanish city culture. (O:3) [Seite 143]
4.17.1.1.2.4 - 4. Apply their knowledge of Spanish city culture into a group presentation project that examines several places within a specific Spanish city. (O:4) [Seite 143]
4.17.1.1.2.5 - 5. Rewrite the dictated paragraph. (O:5) [Seite 143]
4.17.1.1.3 - Day 2 Lesson Plan Objectives [Seite 144]
4.17.1.1.3.1 - 1. Describe famous places within a Spanish city in a group presentation using their research notes. [Seite 144]
4.17.1.1.3.2 - 2. Explain the cultural significance of famous places within the Spanish cities of Madrid, Málaga, and Barcelona. [Seite 144]
4.17.1.1.3.3 - 3. Describe the geographic location of Madrid, Málaga, and Barcelona and the relative location of famous places within those three cities using an authentic street map. [Seite 144]
4.17.1.1.3.4 - 4. Identify distinct cultural practices and products of Barcelona, Madrid and Málaga by listening to the cultural presentations of their peers. [Seite 145]
4.17.1.1.3.5 - 5. Apply their knowledge of Spanish city culture by writing a postcard that summarizes places they would like to visit from Madrid, Málaga, or Barcelona. [Seite 145]
4.17.1.1.4 - Day 3 Lesson Plan Objectives [Seite 145]
4.17.1.1.4.1 - 1. Describe cultural practices and products of Madrid, Málaga, and Barcelona in an informal group presentation. [Seite 145]
4.17.1.1.4.2 - 2. Ask for directions to various places within Madrid, Málaga, and Barcelona. [Seite 145]
4.17.1.1.4.3 - 3. Give directions to various places within Madrid, Málaga, and Barcelona using the informal command verb forms. [Seite 146]
4.17.1.1.4.4 - 4. Reflect on their learning by writing a postcard that highlights what they learned about their favorite Spanish city. [Seite 146]
4.17.1.2 - Using Active and Measurable Objectives in the Methods Class [Seite 147]
4.17.1.3 - Daily Reading Quizzes [Seite 147]
4.17.1.4 - Using Comics [Seite 148]
4.17.1.5 - Tweet It [Seite 149]
4.17.1.6 - Technology Class Ideas [Seite 150]
4.17.1.7 - Mini-edTPA Portfolio at a Local Community Center [Seite 152]
4.17.1.8 - RESOURCES DEVELOPED AT ILLINOIS STATE UNIVERSITY [Seite 155]
4.17.1.9 - ACTIVITIES BY edTPA RUBRIC [Seite 157]
4.17.1.9.1 - Task 3 [Seite 157]
4.17.1.9.2 - Task 1 [Seite 160]
4.17.1.9.3 - Task 2 [Seite 163]
4.17.1.10 - Concluding Thoughts [Seite 168]
4.17.2 - Table 7.2. Learning Segment Day 1 [Seite 144]
4.17.3 - Table 7.3. Learning Segment Day 2 [Seite 145]
4.17.4 - Table 7.4. Learning Segment Day 3 [Seite 146]
4.17.5 - Table 7.5. ACTFL/CAEP Standards [Seite 148]
4.17.6 - Table 7.6. Instructions for Comics Activity [Seite 149]
4.17.7 - Table 7.7. Instructions and Examples for Tweet It! Activity [Seite 150]
4.17.8 - Table 7.8. Unit Outlines for Fall 2015 Teaching at Unity Community Center [Seite 154]
4.18 - CHAPTER 8 [Seite 170]
4.18.1 - Concluding Thoughts [Seite 170]
4.18.1.1 - GENERAL CONCERNS SURROUNDING edTPA [Seite 171]
4.18.1.1.1 - Deprofessionalizing Teaching and Teacher Education [Seite 171]
4.18.1.1.2 - Depersonalizing Teaching and Teacher Education [Seite 174]
4.18.1.1.3 - Encountering Multicultural Education [Seite 175]
4.18.1.1.4 - Measurement Issues [Seite 176]
4.18.1.1.5 - Student Teaching Placement Challenges [Seite 178]
4.18.1.1.6 - Timeline for edTPA Completion [Seite 179]
4.18.1.1.7 - Retake and Remediation Policies [Seite 182]
4.18.1.1.8 - Technical Issues [Seite 183]
4.18.1.1.9 - Implementation and Use in Licensure and Certification Decisions [Seite 184]
4.18.1.2 - World Language-Specific Concerns [Seite 184]
4.18.1.2.1 - Target Language Usage [Seite 185]
4.18.1.2.2 - Meaningful Cultural Context [Seite 187]
4.18.1.2.3 - Lack of Models to Support Program Faculty and TCs [Seite 188]
4.18.1.2.4 - World Languages edTPA External Reviewers [Seite 188]
4.18.1.2.4.1 - 1. teach about languages in English (e.g., grammar-translation method) instead of teaching students to acquire a second language [Seite 189]
4.18.1.2.4.2 - 2. focus instruction on grammar and vocabulary instead of proficiency [Seite 189]
4.18.1.2.4.3 - 3. fail to plan for instruction on a daily basis [Seite 189]
4.18.1.2.4.4 - 4. frame instruction on a textbook instead of developing learning objectives based on backwards design and bringing students to higher levels of learning [Seite 189]
4.18.1.2.4.5 - 5. use antiquated assessment practices (e.g., multiple choice grammar and vocabulary tests) [Seite 189]
4.18.1.2.4.6 - 6. employ a drill and kill approach to instruction rather than implementing activities that build student proficiency in the new language. [Seite 189]
4.18.1.3 - VOICES FROM THE FIELD [Seite 192]
4.18.1.4 - Next Steps [Seite 200]
4.18.1.5 - Final Thoughts [Seite 202]
4.18.2 - References [Seite 206]
4.18.3 - Appendixes [Seite 220]
4.18.3.1 - Appendix A [Seite 220]
4.18.3.2 - Appendix B [Seite 224]
4.18.3.2.1 - Foreign Language Autobiography [Seite 224]
4.18.3.2.1.1 - 1. Placement: Are you in the right class? Please describe your foreign language history. What courses have you taken before? How did you do in them, and how did you feel about them? [Seite 224]
4.18.3.2.1.2 - 2. What are your fears (if any) about taking this class? [Seite 224]
4.18.3.2.1.3 - 3. Think back on classes you have taken (not necessarily foreign language classes) that you really liked, and classes you have taken that you really despised. What was it that made you like them or despise them? [Seite 224]
4.18.3.2.1.4 - 4. Now, think about teachers you thought were good and bad. What traits make you classify them as good or bad? [Seite 224]
4.18.3.2.1.5 - 5. Complete the following statement - For me, foreign language is like . [Seite 224]
4.18.3.2.1.6 - 6. How is your anxiety level going into this class? If it is high, is there anything you can do to control it? [Seite 225]
4.18.3.2.1.7 - 7. What are your goals for this class? This semester? [Seite 225]
4.18.3.2.1.8 - 8. What are your passions? [Seite 225]
4.18.3.2.1.9 - (a) You will gain confidence in your ability to learn and use foreign language. [Seite 225]
4.18.3.2.1.10 - (b) You will gain flexibility in career and educational choices. [Seite 225]
4.18.3.2.1.11 - (c) You will gain prerequisite skills to prepare you for additional experiences in foreign language. [Seite 225]
4.18.3.2.1.12 - (d) You will begin to read, write, listen to, and speak a foreign language, and work effectively in groups. [Seite 225]
4.18.3.2.1.13 - (e) You will learn about foreign language through real-world applications and see connections between foreign language and other disciplines. And you will learn about what the cultures of Spanish- speaking countries are like. [Seite 225]
4.18.3.2.1.14 - (f) You will find our classroom to be a nonthreatening environment, where you are ?encouraged to ask questions. [Seite 225]
4.18.3.2.1.14.1 - 1. Any comments about what you just read? [Seite 226]
4.18.3.2.1.14.2 - 2. Any final comments? Anything additional that you want me to know? [Seite 226]
4.18.3.3 - Appendix C [Seite 226]
4.18.4 - About the Authors [Seite 230]
4.19 - Back Cover [Seite 232]
2 - Understanding the World Language edTPA [Seite 2]
3 - Research-Based Policy and Practice [Seite 2]
3.1 - A Volume in Contemporary Language Education [Seite 2]
3.2 - Series Editor: [Seite 2]
3.3 - Terry Osborn, University of South Florida Sarasota-Manatee [Seite 2]
4 - CONTENTS [Seite 6]
4.1 - 1. What is edTPA? 1 [Seite 6]
4.2 - 2. Getting Started With Program and Course Suggestions 15 [Seite 6]
4.3 - 3. Context for Learning 39 [Seite 6]
4.4 - 4. Beginning at the End: Assessing Student Learning 49 [Seite 6]
4.5 - 5. Planning for Teaching and Learning 79 [Seite 6]
4.6 - 6. Instructing and Engaging Students in Learning 103 [Seite 6]
4.7 - 7. Activities for the Methods Classroom 127 [Seite 6]
4.8 - 8. Concluding Thoughts 157 [Seite 6]
4.9 - Contemporary Language Education [Seite 3]
4.10 - Understanding the World Language edTPA [Seite 4]
4.10.1 - by [Seite 4]
4.10.2 - Susan A. Hildebrandt Illinois State University [Seite 4]
4.10.3 - and [Seite 4]
4.10.4 - Pete Swanson Georgia State University [Seite 4]
4.10.4.1 - Information Age Publishing, Inc. [Seite 4]
4.10.4.2 - Charlotte, North Carolina www.infoagepub.com [Seite 4]
4.10.4.3 - Preface [Seite 8]
4.10.4.3.1 - Leslie Schrier The University of Iowa [Seite 8]
4.10.4.4 - Acknowledgments [Seite 10]
4.10.4.4.1 - From Sue [Seite 11]
4.10.4.4.2 - From Pete [Seite 11]
4.11 - CHAPTER 1 [Seite 14]
4.11.1 - WHAT IS edTPA? [Seite 14]
4.11.1.1 - Historical Context [Seite 16]
4.11.1.2 - Measuring Teacher Effectiveness [Seite 18]
4.11.1.3 - edTPA DEVELOPMENT [Seite 22]
4.11.1.4 - Concluding Thoughts [Seite 27]
4.11.1.5 - NOTES [Seite 27]
4.11.1.5.1 - Figure 1. 1. edTPA range of known pass scores by state. [Seite 26]
4.12 - CHAPTER 2 [Seite 28]
4.12.1 - Getting Started With Program and Course Suggestions [Seite 28]
4.12.1.1 - Supporting Teacher Candidates [Seite 32]
4.12.1.2 - RESOURCES FROM SCALE [Seite 33]
4.12.1.3 - INFORMATION FROM THE STATE LEVEL [Seite 34]
4.12.1.4 - COLLEGES OF EDUCATION [Seite 34]
4.12.1.5 - TECHNOLOGY INTEGRATION [Seite 38]
4.12.1.6 - ROLES FOR FACULTY IN LANGUAGE DEPARTMENTS [Seite 39]
4.12.1.7 - edTPA OPPORTUNITIES IN METHODS CLASSES [Seite 41]
4.12.1.8 - STAKEHOLDERS IN K-12 CLINICAL SETTINGS [Seite 43]
4.12.1.9 - Concluding Thoughts [Seite 49]
4.12.1.9.1 - Figure 2. 2. The interplay among educational stakeholders. [Seite 30]
4.12.1.9.2 - Figure 2. 2. LiveText interface for instructional task, including additional resources useful for submission. [Seite 37]
4.12.1.9.3 - Figure 2. 3. An example of productive interaction for edTPA implementation. [Seite 40]
4.12.1.9.4 - Figure 2. 4. Sequence of candidate edTPA familiarization. [Seite 42]
4.12.1.9.5 - Figure 2. 5. Triadic reciprocity of edTPA information in clinical settings. [Seite 44]
4.12.1.9.6 - Figure 2. 6. Timeline for portfolio submission. [Seite 48]
4.13 - CHAPTER 3 [Seite 52]
4.13.1 - Context for Learning [Seite 52]
4.13.1.1 - Schools [Seite 53]
4.13.1.2 - Selecting a Focal Class [Seite 54]
4.13.1.3 - Students [Seite 55]
4.13.1.4 - English Language Learners [Seite 58]
4.13.1.5 - Case Study [Seite 60]
4.13.1.6 - Concluding Thoughts [Seite 61]
4.13.2 - Table 4.1. Bloom's Revised Taxonomy Matrix [Seite 66]
4.14 - CHAPTER 4 [Seite 62]
4.14.1 - Beginning at the End [Seite 62]
4.14.1.1 - Assessing Student Learning [Seite 62]
4.14.1.2 - BACKWARDS DESIGN AND OBJECTIVES [Seite 63]
4.14.1.3 - Proficiency Guidelines [Seite 67]
4.14.1.4 - Integrated Performance Assessments [Seite 68]
4.14.1.5 - Sociocultural Approach to Assessment [Seite 71]
4.14.1.6 - Feedback [Seite 72]
4.14.1.7 - Task 3: Assessing Student Learning [Seite 74]
4.14.1.8 - Case Study [Seite 75]
4.14.1.8.1 - Learning Segment Objectives [Seite 76]
4.14.1.8.2 - Day 1 Lesson Plan Objectives [Seite 77]
4.14.1.8.2.1 - 1. Identify the practices, products and perspectives of Spanish city life by listening to a cultural PowerPoint presentation (Objective 1). [Seite 77]
4.14.1.8.2.2 - 2. Identify distinct cultural practices and products of Granada, Barcelona, Madrid, and Málaga by listening to a cultural PowerPoint presentation (Objective 2). [Seite 77]
4.14.1.8.2.3 - 3. Compare and contrast the differences and similarities between American and Spanish city culture by engaging in class discussion (Objective 3). [Seite 77]
4.14.1.8.2.4 - 4. Apply their knowledge of Spanish city culture into a group presentation project that examines several places within a specific Spanish city (Objective 4). [Seite 77]
4.14.1.8.2.5 - 5. Demonstrate their vocabulary knowledge of cities by rewriting a dictated paragraph (Objective 5). [Seite 77]
4.14.1.8.3 - Day 2 Lesson Plan Objectives [Seite 78]
4.14.1.8.3.1 - 1. Describe famous places within a Spanish city in a group presentation using their research notes (Objective 1). [Seite 78]
4.14.1.8.3.2 - 2. Explain the cultural significance of famous places within the Spanish cities of Madrid, Málaga, and Barcelona (Objective 2). [Seite 78]
4.14.1.8.3.3 - 3. Describe the geographic location of Madrid, Málaga, and Barcelona and the relative location of famous places within those three cities using an authentic street map (Objective 3). [Seite 78]
4.14.1.8.3.4 - 4. Identify distinct cultural practices and products of Barcelona, Madrid and Málaga by listening to the cultural presentations of their peers (Objective 4). [Seite 78]
4.14.1.8.3.5 - 5. Apply their knowledge of Spanish city culture by writing a postcard that summarizes places they would like to visit from Madrid, Málaga, or Barcelona (Objective 5). [Seite 78]
4.14.1.8.4 - Day 3 Lesson Plan Objectives [Seite 78]
4.14.1.8.4.1 - 1. Describe cultural practices and products of Madrid, Málaga, and Barcelona in an informal group presentation (Objective 1). [Seite 78]
4.14.1.8.4.2 - 2. Ask for directions to various places within Madrid, Málaga, and Barcelona (Objective 2). [Seite 78]
4.14.1.8.4.3 - 3. Give directions to various places within Madrid, Málaga, and Barcelona using the informal command verb forms (Objective 3). [Seite 78]
4.14.1.8.4.4 - 4. Reflect on their learning by writing a postcard that highlights what they learned about their favorite Spanish city (Objective 4). [Seite 78]
4.14.1.8.5 - Learning Segment Assessments [Seite 79]
4.14.1.8.5.1 - 1. Assessment A: Group presentations to describe places in Spain [Seite 79]
4.14.1.8.5.2 - 2. Assessment B: Individual explanations using maps to locate points of interest geographically [Seite 79]
4.14.1.8.5.3 - 3. Assessment C: A discussion following group presentations [Seite 79]
4.14.1.8.6 - The Assessment Commentary [Seite 79]
4.14.1.9 - Unpacking Rubrics 10-13 [Seite 84]
4.14.1.9.1 - 1. Vocabulary: Analyze the rubric and pick out the important vocabulary. Define each of the words or phrases. List additional vocabulary that may be useful while writing the commentary for the assessment, planning, or instructional edTPA task. [Seite 84]
4.14.1.9.2 - 2. Guiding questions: Examine the guiding questions at the top of the rubric. Those questions give clues as to what to address in the commentary. What are those clues? List them and discuss what evidence should be presented to address that question i... [Seite 84]
4.14.1.9.3 - 3. Characteristics of a score of 3 on the rubric: What needs to be shown in the commentary and accompanying artifacts to earn at least a score of 3? [Seite 84]
4.14.1.10 - Resources [Seite 88]
4.14.1.11 - Our Research [Seite 88]
4.14.1.12 - Concluding Thoughts [Seite 90]
4.14.1.12.1 - Figure 4. 1. Integrated performance assessment. [Seite 69]
4.14.2 - Table 4.2. Learning Objectives and Assessments for Learning Segment [Seite 80]
4.14.3 - Table 4.3. Resources for TCs to Learn More About Assessing Student Learning [Seite 89]
4.14.4 - Table 4.4. Descriptive Statistics of Each Performance Level of Assessment Rubrics [Seite 90]
4.15 - CHAPTER 5 [Seite 92]
4.15.1 - Planning for Teaching and Learning [Seite 92]
4.15.1.1 - Revisiting Objectives [Seite 93]
4.15.1.2 - Planning Meaningful Cultural Contexts [Seite 93]
4.15.1.3 - World-Readiness Standards for Learning Languages [Seite 95]
4.15.1.4 - Modes of Communication [Seite 97]
4.15.1.5 - Core Practices [Seite 98]
4.15.1.5.1 - Anticipating Student Errors and Misconceptions During Planning [Seite 98]
4.15.1.5.2 - Target Language Use in the Classroom of 90% + [Seite 99]
4.15.1.5.3 - Interpersonal Communication Tasks [Seite 100]
4.15.1.5.4 - Functional Goals and Objectives [Seite 101]
4.15.1.5.5 - Grammar as a Concept [Seite 102]
4.15.1.5.6 - Activities Using Authentic Resources [Seite 102]
4.15.1.6 - TASK 1: PLANNING FOR STUDENT LEARNING [Seite 104]
4.15.1.7 - Case Study [Seite 106]
4.15.1.8 - Unpacking Rubrics 1-4 [Seite 111]
4.15.1.9 - Resources [Seite 114]
4.15.1.10 - Our Research [Seite 114]
4.15.1.11 - Concluding Thoughts [Seite 115]
4.15.2 - Table 5.1. Resources for TCs to Learn More About Planning Student Learning [Seite 114]
4.15.3 - Table 5.2. Descriptive Statistics of Each Performance Level for Task 1 Rubrics [Seite 115]
4.16 - CHAPTER 6 [Seite 116]
4.16.1 - Instructing and Engaging Students in Learning [Seite 116]
4.16.1.1 - Learning Environment [Seite 117]
4.16.1.2 - Learner Characteristics [Seite 119]
4.16.1.3 - Error Correction [Seite 120]
4.16.1.4 - Video Considerations [Seite 121]
4.16.1.4.1 - Permission Forms [Seite 121]
4.16.1.4.1.1 - 1. the name of the teacher education program [Seite 121]
4.16.1.4.1.2 - 2. the name of the mentor/cooperating teacher [Seite 121]
4.16.1.4.1.3 - 3. the name of the principal in the school where the TC is placed for student teaching/internship [Seite 121]
4.16.1.4.1.4 - 4. the name of the school [Seite 121]
4.16.1.4.1.5 - 5. the date. [Seite 121]
4.16.1.4.2 - Planning to Video Record [Seite 122]
4.16.1.4.3 - Video Camera Placement [Seite 123]
4.16.1.4.3.1 - 1. Make sure the equipment is working properly [Seite 124]
4.16.1.4.3.2 - 2. Check the camera's battery supply so that it has a sufficient charge for recording the lesson [Seite 124]
4.16.1.4.3.3 - 3. Make sure there is sufficient memory on the camera to record a lesson [Seite 124]
4.16.1.4.3.4 - 4. Check the camera frame so that the desired area of the classroom is visible when [Seite 124]
4.16.1.4.3.5 - 5. The room is adequately illuminated so reviewers can see the students and TC [Seite 124]
4.16.1.4.3.6 - 6. The audio is set properly so that students and TC can be heard well. [Seite 124]
4.16.1.4.4 - Prior to Editing Video [Seite 124]
4.16.1.4.5 - Choosing Video Clips [Seite 124]
4.16.1.5 - Reflective Practice [Seite 126]
4.16.1.6 - Task 2: Instructing and Engaging Students in Learning [Seite 128]
4.16.1.7 - Case Study [Seite 129]
4.16.1.8 - Unpacking Rubrics 5-9 [Seite 132]
4.16.1.9 - Resources [Seite 136]
4.16.1.10 - Our Research [Seite 137]
4.16.1.11 - Concluding Thoughts [Seite 138]
4.16.2 - Table 6.1. Resources for TCs to Learn More About Instructing and Engaging Students in Learning [Seite 137]
4.16.3 - Table 6.2. Descriptive and Frequency Data for Each Performance Level on the Instruction Rubrics [Seite 138]
4.16.4 - Table 7.1. The Revised Bloom's Taxonomy and Placement of Learning Objectives [Seite 142]
4.17 - CHAPTER 7 [Seite 140]
4.17.1 - Activities for the Methods Classroom [Seite 140]
4.17.1.1 - Bloom's Taxonomy/Learning Objectives Matrix [Seite 141]
4.17.1.1.1 - Analyzing our Case Study [Seite 142]
4.17.1.1.2 - Day 1 Lesson Plan Objectives [Seite 143]
4.17.1.1.2.1 - 1. Identify the practices, products and perspectives of Spanish city life by listening to a cultural PowerPoint presentation. (O:1) [Seite 143]
4.17.1.1.2.2 - 2. Identify distinct cultural practices and products of Granada, Barcelona, Madrid and Málaga by listening to a cultural PowerPoint presentation. (O:2) [Seite 143]
4.17.1.1.2.3 - 3. Discuss the differences and similarities between American and Spanish city culture. (O:3) [Seite 143]
4.17.1.1.2.4 - 4. Apply their knowledge of Spanish city culture into a group presentation project that examines several places within a specific Spanish city. (O:4) [Seite 143]
4.17.1.1.2.5 - 5. Rewrite the dictated paragraph. (O:5) [Seite 143]
4.17.1.1.3 - Day 2 Lesson Plan Objectives [Seite 144]
4.17.1.1.3.1 - 1. Describe famous places within a Spanish city in a group presentation using their research notes. [Seite 144]
4.17.1.1.3.2 - 2. Explain the cultural significance of famous places within the Spanish cities of Madrid, Málaga, and Barcelona. [Seite 144]
4.17.1.1.3.3 - 3. Describe the geographic location of Madrid, Málaga, and Barcelona and the relative location of famous places within those three cities using an authentic street map. [Seite 144]
4.17.1.1.3.4 - 4. Identify distinct cultural practices and products of Barcelona, Madrid and Málaga by listening to the cultural presentations of their peers. [Seite 145]
4.17.1.1.3.5 - 5. Apply their knowledge of Spanish city culture by writing a postcard that summarizes places they would like to visit from Madrid, Málaga, or Barcelona. [Seite 145]
4.17.1.1.4 - Day 3 Lesson Plan Objectives [Seite 145]
4.17.1.1.4.1 - 1. Describe cultural practices and products of Madrid, Málaga, and Barcelona in an informal group presentation. [Seite 145]
4.17.1.1.4.2 - 2. Ask for directions to various places within Madrid, Málaga, and Barcelona. [Seite 145]
4.17.1.1.4.3 - 3. Give directions to various places within Madrid, Málaga, and Barcelona using the informal command verb forms. [Seite 146]
4.17.1.1.4.4 - 4. Reflect on their learning by writing a postcard that highlights what they learned about their favorite Spanish city. [Seite 146]
4.17.1.2 - Using Active and Measurable Objectives in the Methods Class [Seite 147]
4.17.1.3 - Daily Reading Quizzes [Seite 147]
4.17.1.4 - Using Comics [Seite 148]
4.17.1.5 - Tweet It [Seite 149]
4.17.1.6 - Technology Class Ideas [Seite 150]
4.17.1.7 - Mini-edTPA Portfolio at a Local Community Center [Seite 152]
4.17.1.8 - RESOURCES DEVELOPED AT ILLINOIS STATE UNIVERSITY [Seite 155]
4.17.1.9 - ACTIVITIES BY edTPA RUBRIC [Seite 157]
4.17.1.9.1 - Task 3 [Seite 157]
4.17.1.9.2 - Task 1 [Seite 160]
4.17.1.9.3 - Task 2 [Seite 163]
4.17.1.10 - Concluding Thoughts [Seite 168]
4.17.2 - Table 7.2. Learning Segment Day 1 [Seite 144]
4.17.3 - Table 7.3. Learning Segment Day 2 [Seite 145]
4.17.4 - Table 7.4. Learning Segment Day 3 [Seite 146]
4.17.5 - Table 7.5. ACTFL/CAEP Standards [Seite 148]
4.17.6 - Table 7.6. Instructions for Comics Activity [Seite 149]
4.17.7 - Table 7.7. Instructions and Examples for Tweet It! Activity [Seite 150]
4.17.8 - Table 7.8. Unit Outlines for Fall 2015 Teaching at Unity Community Center [Seite 154]
4.18 - CHAPTER 8 [Seite 170]
4.18.1 - Concluding Thoughts [Seite 170]
4.18.1.1 - GENERAL CONCERNS SURROUNDING edTPA [Seite 171]
4.18.1.1.1 - Deprofessionalizing Teaching and Teacher Education [Seite 171]
4.18.1.1.2 - Depersonalizing Teaching and Teacher Education [Seite 174]
4.18.1.1.3 - Encountering Multicultural Education [Seite 175]
4.18.1.1.4 - Measurement Issues [Seite 176]
4.18.1.1.5 - Student Teaching Placement Challenges [Seite 178]
4.18.1.1.6 - Timeline for edTPA Completion [Seite 179]
4.18.1.1.7 - Retake and Remediation Policies [Seite 182]
4.18.1.1.8 - Technical Issues [Seite 183]
4.18.1.1.9 - Implementation and Use in Licensure and Certification Decisions [Seite 184]
4.18.1.2 - World Language-Specific Concerns [Seite 184]
4.18.1.2.1 - Target Language Usage [Seite 185]
4.18.1.2.2 - Meaningful Cultural Context [Seite 187]
4.18.1.2.3 - Lack of Models to Support Program Faculty and TCs [Seite 188]
4.18.1.2.4 - World Languages edTPA External Reviewers [Seite 188]
4.18.1.2.4.1 - 1. teach about languages in English (e.g., grammar-translation method) instead of teaching students to acquire a second language [Seite 189]
4.18.1.2.4.2 - 2. focus instruction on grammar and vocabulary instead of proficiency [Seite 189]
4.18.1.2.4.3 - 3. fail to plan for instruction on a daily basis [Seite 189]
4.18.1.2.4.4 - 4. frame instruction on a textbook instead of developing learning objectives based on backwards design and bringing students to higher levels of learning [Seite 189]
4.18.1.2.4.5 - 5. use antiquated assessment practices (e.g., multiple choice grammar and vocabulary tests) [Seite 189]
4.18.1.2.4.6 - 6. employ a drill and kill approach to instruction rather than implementing activities that build student proficiency in the new language. [Seite 189]
4.18.1.3 - VOICES FROM THE FIELD [Seite 192]
4.18.1.4 - Next Steps [Seite 200]
4.18.1.5 - Final Thoughts [Seite 202]
4.18.2 - References [Seite 206]
4.18.3 - Appendixes [Seite 220]
4.18.3.1 - Appendix A [Seite 220]
4.18.3.2 - Appendix B [Seite 224]
4.18.3.2.1 - Foreign Language Autobiography [Seite 224]
4.18.3.2.1.1 - 1. Placement: Are you in the right class? Please describe your foreign language history. What courses have you taken before? How did you do in them, and how did you feel about them? [Seite 224]
4.18.3.2.1.2 - 2. What are your fears (if any) about taking this class? [Seite 224]
4.18.3.2.1.3 - 3. Think back on classes you have taken (not necessarily foreign language classes) that you really liked, and classes you have taken that you really despised. What was it that made you like them or despise them? [Seite 224]
4.18.3.2.1.4 - 4. Now, think about teachers you thought were good and bad. What traits make you classify them as good or bad? [Seite 224]
4.18.3.2.1.5 - 5. Complete the following statement - For me, foreign language is like . [Seite 224]
4.18.3.2.1.6 - 6. How is your anxiety level going into this class? If it is high, is there anything you can do to control it? [Seite 225]
4.18.3.2.1.7 - 7. What are your goals for this class? This semester? [Seite 225]
4.18.3.2.1.8 - 8. What are your passions? [Seite 225]
4.18.3.2.1.9 - (a) You will gain confidence in your ability to learn and use foreign language. [Seite 225]
4.18.3.2.1.10 - (b) You will gain flexibility in career and educational choices. [Seite 225]
4.18.3.2.1.11 - (c) You will gain prerequisite skills to prepare you for additional experiences in foreign language. [Seite 225]
4.18.3.2.1.12 - (d) You will begin to read, write, listen to, and speak a foreign language, and work effectively in groups. [Seite 225]
4.18.3.2.1.13 - (e) You will learn about foreign language through real-world applications and see connections between foreign language and other disciplines. And you will learn about what the cultures of Spanish- speaking countries are like. [Seite 225]
4.18.3.2.1.14 - (f) You will find our classroom to be a nonthreatening environment, where you are ?encouraged to ask questions. [Seite 225]
4.18.3.2.1.14.1 - 1. Any comments about what you just read? [Seite 226]
4.18.3.2.1.14.2 - 2. Any final comments? Anything additional that you want me to know? [Seite 226]
4.18.3.3 - Appendix C [Seite 226]
4.18.4 - About the Authors [Seite 230]
4.19 - Back Cover [Seite 232]
