edtpa501 | Graduate
Remediation For Edtpa
This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.
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- 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.
- 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.
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