UNIVERSITY OF WISCONSIN River Falls
Every candidate should choose a class and topic whose content aligns with the "central focus" and subject-specific rubrics in their edTPA handbook. The candidate should also try to pick a class with a variety of learners to help find focus students for the edTPA. The cooperating teacher can help the candidate make the most appropriate choices. Cooperating teachers can be provided with edTPA handbooks and other relevant materials to assist them in supporting candidates.
Academic language includes the words and phrases (vocabulary), sentence structures (syntax), and argument, presentation, and paper structures (discourse) that PK-12 students need to expand learning and perform successfully. Candidates are asked to explain the academic language of the lessons being taught during the edTPA learning segment, the ways they will ensure their students have adequate access and practice with the academic language, and how they know their students understood that academic language. Candidates need to know that academic language is more than just vocabulary terms and definitions. Candidates might include terms and definitions within their instruction, but must go beyond providing those to having their students complete work and activities to demonstrate that they can use those appropriately. In addition, there might be terms and context embedded in lessons that students in a class are "assumed to know and understand." For example, if second graders are asked to complete a timed multiplication test, the candidate needs to ensure that all of the students understand the term "multiply," and the term "timed" in the context of the expectation. For some students this language will be familiar, while for others (especially English language learners) it may not be. In the edTPA, candidates must show how their planning, instruction, and assessment support the development of academic language related to a particular objective and task in their learning segment. Additional information about academic language can be found in the edTPA handbooks, at http://edtpa.aacte.org and through the SCALE video, Academic Language video with Nicole Marino.
Candidates should record the complete learning segment so they are able to select the required number of unedited videoclips that demonstrate the evidence called for in the rubrics. It is helpful to have one video focus more on the teacher delivering instruction while another focuses more on students engaging in learning activities with teacher guidance and feedback. Focus students should be seated where they will be visible during recording. For instruction, the camera should be zoomed in just enough to make visual aids legible while keeping some students in the frame; for student work, the camera should zoom in enough to pick up video and audio of the students in focus.
Candidate should follow the procedures of the educator preparation program to secure permission to video record during the student teaching placement. Classroom videos may be viewed only by school district personnel, education faculty, and official scorers; under no circumstances may they be shared or posted online, and candidates who violate this restriction risk losing their teaching license. Once permissions are secured, candidates should practice videorecording before the edTPA to learn how to capture clear video and audio in a classroom setting and to get students acclimated to having a videocamera in the room.
Seminar time, requirements, and structure are often program dependent; it is best to check with your campus edTPA Coordinator for information about how the edTPA may impact your seminar time with your teacher candidates.