Task 3: What are the requirements of the edTPA and what does an edTPA lesson plan look like? (Essential Questions C)
Pre-Posting – In preparation for your edTPA completion DURING YOUR STUDENT TEACHING EXPERIENCE we will be conducting a mini-edTPA for this course. First, print a hard copy of your edTPA handbook to refer to when watching the edTPA Overview Part II video (if you printed a hard copy for Dr. Chapman’s class you can use that one). Next watch the edTPA Overview Part II video (This video is 15 minutes long).
Posting – Post your interpretation of the key points/aspects of edTPA gathered from the video. What information do you see cutting across all of the resources you have read/seen on this topic so far? What are the cautions needed or “hints provided” for making this a quality product?
Fri. November 15, Initial posting
Response Postings – Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings. You might consider other information, questions you still have as a future teacher, etc.
Response Postings:
By Sunday, November 17: 11:59 PM. Response postings
The key points that I identified in this video were around the four topics/questions to be answered in each of the tasks: What do I need to think about?, What do I need to do?, What do I need to write?, and How will the evidence of my teaching practice be assessed? I actually liked that I could follow along with my content specific edTPA and that each section provided good details as to what things to think about when completing the form and what would need to be handed in for each task.
ReplyDeleteOne theme that came up again in this video was academic language, and a “hint” or suggestion that I found helpful was to use the glossary toward the back of the document in order to help define or properly use content specific academic language. Another helpful tip was to circle/highlight the purposes of the tasks as we read through the “What to think about?” sections as it will help us decide the direction we want to take with the objective. Lastly, they mentioned that we shouldn’t expect to get a 4 or 5 performance level for planning or instruction as these show qualities more aligned with experienced teachers. I found that helpful because I like to know what is expected and typically would have felt disappointed with a level 3 performance.
Hey Jesse,
DeleteGreat work pointing out the glossary. I went to look at my own glossary in the Performing Arts edTPA and I was a bit underwhelmed with the vocab they provided me with. It sounds like you were given many words that were applicable in your edTPA.
I am starting to see that more academic classes (such as science, math, or even business) have an easier time applying the use of academic language. Maybe because your field can be rooted in textbooks? In my case, I feel like using the academic language provided in the glossary will actually detract from the instruction of music. Is there any similarities with business education?
Jesse, out of curiosity, do you find the glossary of terms helpful for business in the edTPA?
DeleteI found it helpful, but to Nick's point I can see how it might be less so in other areas. I agree that it may be because the instruction has more of a "textbook" nature as opposed to art. Personally, I try to stay away from the textbook as much as I can because I think there are plenty of ways to teach business concepts in a more hands-on way where students can take control of their learning and make it more interesting. I haven't gone through the whole edTPA yet, so I'm not sure if the academic language will fit well with that approach or not, but I'm hoping I can find a good compromise.
DeleteI also found it useful to know most people don't score 4 or 5 on the TPA - without this info I would have been very disappointed in myself when I got my scores back!
DeleteThe explanation of the edTPA was helpful in giving a detailed outline of what how we need to prepare our edTPA. I will be frequenting this video when preparing my final edTPA.
ReplyDeleteBut through this video, I had difficulties linking my edTPA to my content area and how it relates to my field experience. As I was researching my own content edTPA information, I have to point out that I feel like the assessment is too generalized for the performing arts. By grouping dance, music, and theater in the same categories, the handbook has really lost much information on the differences between the arts, and how we should be assessed. I have also discovered through my own experience that a K-12 performing arts assessment is too broad of grade range. Here is the reason why I believe this.
In a K-5 classroom, music is not performance based classes. Most classes that are offered in the school setting (where every student attends) is similar to an “appreciation” class. Students sing, move, play instruments, all from a very generalized place. Students collectively are working toward some type of end of semester performance, but they are unified in playing the same instruments or signing the same songs all together. Once a student reaches junior high, middle school, or high school that class is replaced by Orchestra, Band or Choir which is more performance based. Students are individually working on crafting their skills on an instrument, while collectively working together to create a performance.
This would be similar to grouping biology, science, math, and phy-ed all together. There is too much information to sift through and the real core of the lesson is lost by having to apply academic language that may or may not be relevant to the content that the students are learning. This has led me to re-write my own mini thematic unit 4 times now, and I am still not happy with the content I have created.
I feel like the performing arts is an after thought, and we have yet to really discover what it means to have performing arts as a core class. I would like to see a split edTPA of a music class separate from dance and theater, and I would like to see examples of how one might apply academic language to that particular content.
Another issue I have with the performing arts edTPA is its lack of vocabulary. The only musical vocabulary term that was in the glossary was solfege. Why would they include that one word, however leave out an entire set of words that need to be addressed?
After unpacking the K-12 performing arts edTPA, I see many holes, and broken links on how we apply music instruction in the classroom. Again, I would like to know why music, theater and dance are grouped together, and what the benefit is by having us sift through this material to see how it may or may not apply in our classroom…clearly this is not the path to mastering the pedagogical application of music instruction.
My apologies for the nightly rant, but I should sum up that if this edTPA book was suppose to improve our classroom skills, then clearly they would have recognized each discipline for more than just a generic umbrella of performing arts. I know I might have sounded harsh, but music seems like an after thought…in a way, this edTPA has insulted my profession enough to not even recognize music as its own stand alone pedagogical experience…
ReplyDeleteI feel the same about visual arts...
DeleteWhat you said makes a lot of sense. In that way, do you think the edTPA is actually more of a restriction for the arts than a help?
DeleteThe student in me says yes- total restriction...
DeleteThe teacher in me says no...there has to be a way to make this edTPA relevant to the course. However I am still going through my own personal struggle to find out how to really apply the information in my lessons
I’m not sure if this video added much in regards to me having a deeper understanding of the TPA should I have just read through it myself, but nonetheless it did point out the importance of reading through the entire handbook from beginning to end. It also mentions that most teacher candidates do not score 4s or 5s on rubrics – most will score 3s and even a few 2s. I suppose this is good to know so no one is too bummed when they don’t get a whole row of 5s checked. My process for going through all of this will be to read the handbook a first time – in which I will retain little info, and as I begin work on the individual components, focus on those section of the TPA and read them again…and again.
ReplyDeleteI can agree that the generic format of this video was hard to shed any light on the TPA. But I can agree that it made me pick apart my own handbook. What do you think the purpose was in stating that most people won’t receive 5s and can expect 2s and 3s? I am not expecting a good score, but I would like to see an example of exemplary work so that we have some type of rubric to base our own edTPA’s on.
DeleteIf I wasn't told that I would have tried real hard to get 4s and 5s (not that I won't still have that mind-set), and would have been very disappointed in myself when I only received 2s and 3s. "Grading/scoring" people can be so subjective, so I don't always know what I should expect.
DeleteI agree - I am very curious about who will be doing the scoring - is it a requirement that they have a background in our discipline?
DeleteI felt the same way, Laura. It reminds me of hall of fame voting for most sports, where it is almost impossible to get voted in the first time around even though everyone knows you should be. I don't really understand why they would create a scale including a 4 or 5 knowing that they won't give you that score. Is it really true that an entering teacher could never score as well as another based solely on experience? It's a little frustrating to think that, but it helps to know that going in so I don't set my expectations too high.
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ReplyDeleteIn hearing the video and going through the handbook, I learned more details about what needs to go into the edTPA. There are quite a few things to stay on top of! I agree with Nick, that the performing arts content is too broad and will be very challenging to apply to my specific classes I am teaching. I found the handbook to be beneficial for it's clarity around what is expected. I like the rubrics - they make it crystal clear what I will be judged upon. The glossary is gravely general and uses little practical applicable vocabulary. I guess my question is, who will be grading my actual edTPA - will it be someone with performing arts expertise?
ReplyDeleteSame question I asked Nick above, do you think that having such a broad handbook actually restricts what you want to do rather than helping?
DeleteAnother thing I am worried about was the page limitation on things - like the lesson plans and extra materials we are allowed to include - there are some art classes where the lesson plan needs to be very descriptive in order to walk through the process and techniques being used, and it may include many additional materials such as a power point with many images, etc. Some of these limitations are going to be a problem for me!
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