edtpa501 | Graduate
Remediation For Edtpa
This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.
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- Review all expectations under Task Two: Instructing and Engaging Students from the edTPA Handbook.
- Link prior academic learning to new learning.
- Demonstrate positive interaction with students to connect content area skills and deepen student learning.
- Model key strategies and provide meaningful opportunities for practice.
- Support the needs of diverse learners with strategies reinforced by research or theory.
- Evaluate instruction from the initial edTPA video submission.
- Review all expectations under Task Three: Assessing Students’ Learning from the edTPA Handbook.
- Analyze evidence of student learning.
- Evaluate assessment data to provide accurate feedback.
- Describe how focus students will use feedback to deepen their understanding of the content strategies.
- Explain and provide evidence of language use and content learning for students with varied needs.
- Use assessment results to propose targeted support to improve student learning.
- Create visual representations to profile student performance.
- Provide assessment commentary with cited research.
- All objectives apply
Introduction to edTPA
- Review the procedures, expectations, and requirements for edTPA.
- Review how the Federal Education Rights and Privacy Act (FERPA) affect teachers’ role in education and communication.
- Reflect on the assessment process for edTPA.
- Identify rubric level progressions for edTPA.
- Revise initial learning segment submission.
Academic Language and Positive Learning Environment
- Review professional responsibilities as an edTPA candidate, including professionalism and relationships in the classroom.
- Define academic language and how it applies to education.
- Define glossary terms significant to the edTPA assessment.
- Identify strategies to apply academic language in the classroom.
- Evaluate the aspects of the classroom environment that contribute to positive learning experiences.
- Review all expectations under Task One: Planning for Instruction and Assessment from the edTPA Handbook.
- Provide supportive strategies to meet the needs of diverse learners.
- Justify instructional plans supported by research and/or theory.
- Develop instructional support for various language demands of students.
- Prepare assessments that provide evidence to monitor and support student learning.
- Revise planning commentary with cited research.
Please ask about these special rates:
Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.
Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.
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While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.