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Pre-service

Teacher

Assessment

Introduction The Pre-Service Teacher Assessment ( PTA) measures whether a teacher candidate

has met the Standards for the Preparation of Educators ( SPE) - The Candidate

column as established by the Department of Elementary and Secondary Education

( DESE). These teacher standards are articulated across nine general areas of professional

practice and include Quality indicators that further describe the particular benchmark or

criterion of the professional practice.

The PTA consists of four tasks. Each of the four tasks will take place during the final clinical

experience of the teacher candidate and will focus on differentiation of instruction and the

decision-making process. During this clinical experience, the teacher candidate’s task

submissions will provide a variety of artifacts, including student work and observation

feedback.

Task 1: knowledge of students and the learning environment

Task 2: assessment and Data Collection to Measure and Inform Student Learning

Task 3: designing Instruction for Student Learning

Task 4: Implementing and Analyzing Instruction to Promote Student Learning

Frequently Asked Questions for the Pre-Service Teacher Assessment

Following are some of the most frequently asked questions (FAQs) regarding the Pre-Service Teacher Assessment

About the Assessment The Tasks Submissions Technical Help

About the Assessment

1. What is the Pre-Service Teacher Assessment ( PTA), and who needs to take it? The Pre-Service Teacher Assessment PTA) consists of four tasks. Each of the four tasks will take place during the clinical experience of the teacher candidate and will focus on differentiation of instruction and the decision-making process. During the clinical experience, the teacher candidate’s task submissions will provide a variety of artifacts, including student work and observation feedback. Task 1 will occur early in the clinical experience and Tasks 2-4 will occur approximately two-thirds of the way through clinical experience. The PTA also will support a minimum of four observations, completed over the course of the clinical experience, that are formative in nature, linked to the Teacher Standards and Quality Indicators, and promote growth and improvement through structured feedback to teacher candidates.

This assessment will be one of several vehicles that determine if a teacher candidate is prepared to enter the field of teaching. A cumulative score for Tasks 2-4 will be one of the factors determining the candidate’s acceptance into the profession.

2. How long do I have to complete this assessment? There is a schedule outlining submission dates for each of the four tasks of this assessment. All tasks must be submitted prior to the completion of your clinical experience. See, http://mega.ets.org/rsc/pdf/pilot_submission_schedule.pdf.

3. How long does the PTA take to complete? The length of time will depend on the task you are working on. The first task will be completed during the first few weeks of student teaching. The second and third tasks are interchangeable and will be completed during the middle part of the clinical experience. The fourth task follows the submission of the second and thirds tasks and will be submitted three-fourths of the way through student teaching. Remember, because all information about the PTA is available free-of-charge online, you can begin your preparation by reviewing the standards, indicators and assessment documents/instructions at any time. Your task responses will be submitted via an online submission system.

http://mega.ets.org/rsc/pdf/pilot_submission_schedule.pdf�

http://mega.ets.org/rsc/pdf/pilot_submission_schedule.pdf�

4. How will I find time to complete the PTA and teach? Time management can be a challenge, so this assessment was specifically designed with this in mind by embedding the tasks into the actual student teaching experience. Any authentic, classroom-based activities that reflect effective teaching and support your everyday work are eligible for submission into the

PTA assessment.

5. Are classroom observations required as part of the PTA? Yes, observations are required. The PTA will support a minimum of four observations, completed over the course of your clinical experience, that are formative in nature, linked to the standards, and promote growth and improvement through structured feedback to teacher candidates.

6. I teach in a non-traditional classroom. Do I need to do anything differently for my four tasks? No. The requirements for each PTA task enable teachers in a wide variety of situations and settings to respond successfully. The tasks are specific to the classroom situation. All of the requirements can be addressed by a PTA candidate regardless of his/her setting.

The Tasks 1. How do I know I am addressing the Teacher Standards/Quality Indicators when I

compose my tasks? All the guiding prompts within the tasks that you will answer are based on the Teacher Standards and Quality Indicators. Continually check your written commentary against the 4-point rubrics which are also linked to the Teacher Standards/Indicators.

2. How should I start building my PTA tasks? Begin by reading through the task directions to get a sense of how your PTA will be built. Then begin with Task 1. In this task, you will become familiar with the authoring system and with your class of students to which you are assigned. Your cooperating teacher and supervising faculty member will be a good source of guidance getting you organized. For more information, see http://mega.ets.org/rsc/pdf/candidate_educator_handbook.pdf

3. How should I organize my work schedule? After reviewing the task directions, develop a timeline working backward from each of the task submission deadline dates in order to set a doable schedule for yourself. For more information, see http://mega.ets.org/rsc/pdf/candidate_educator_handbook.pdf

http://mega.ets.org/rsc/pdf/candidate_educator_handbook.pdf�


4. How should I make use of the rubric? I know it is part of the scoring system, but can it help me as I work on my portfolio? Absolutely! Keep the rubric for each task nearby as you work. When you finish a draft of a task, read the rubric, at the highest level, and ask yourself whether you have provided adequate evidence that addresses each bullet. Ask a trusted colleague to serve as your scorer and give additional feedback.

5. Can I use my own permission form — rather than the Student and Adult Permission/Release Forms — to gain student and parent consent to include materials in my tasks? No. All participants must get parental permission for use of student materials using the DESE- approved forms that will be provided with this assessment. These two forms must be used for the inclusion of any student or adult work in your tasks. The forms need not be submitted; but must be filed with your records. Random audits of the records may be conducted.

6. Do I need to submit the Student and Adult Permission/Release Forms I collect? No. You must collect those forms and retain them for your records, but do not submit them with your portfolio. When you register, you will acknowledge, electronically, your guarantee that you will be in possession of completed and signed Student and Adult Release Forms at the time you submit your tasks.

7. Is there a maximum character limit to the tasks? Yes. Each Task has a specified character limit. A character is counted by every letter, every punctuation mark and every space you type. As you are typing your written commentary in the online submission system, make use of the Character Count feature to show you how many characters you have used out of the allowable number of characters. You will not be able to submit any task that exceeds the maximum character limit. Therefore, you may need to edit your response before submitting a task.

8. Why does the PTA online character counter display a count different from my word processing program? To ensure fairness for all candidates, the PTA online submission system automatically standardizes all type that is input into the system. Font, margins and line height will all be automatic. The character count feature is a helpful tool to use as you type your tasks within your private, secure website. It is the only official PTA character counter for your tasks.

Keep in mind that the character count guideline per task is intended to be an outside limit — not a target. The substance of your evidence should be able to be communicated within the maximum character count limit, and you should not assume that a longer task submission equals a better task.

If you wish to print your tasks, you can copy and paste your work from the PTA online submission system into a word processing document. This approach enables you to take full advantage of the online tools built specifically to help you prepare your tasks online over time.

9. Are there penalties for accidentally answering a guiding prompt in the wrong place or including a student's name or the name of my school? No. Raters are trained to collect evidence wherever they find it, as long as it has been included with that particular task. You should not intentionally include a student's name or the name of your school, but points will not be deducted if it accidentally appears.

Submissions 1. Can I submit a video recording as part of my evidence?

Yes, but ONLY in Task 4. Video and audio evidence will not be accepted for Tasks 1-3.

2. As a music teacher, written tests and projects are not part of my normal curriculum. Most of my assessment artifacts are in the form of recordings and videos of students playing and singing. What should I do? In addition to photographs with captions, a colleague or administrator could observe your class and you can use that observation in written form as evidence if it describes the student(s) as they work. You can also videotape part of a class, have an administrator/colleague watch the recording and provide written feedback based on what the students are doing, and then submit that as evidence.

3. How will I know what student work to submit? The student work artifacts that you submit should be directly related to and address the guiding prompts within each task. It should be appropriate and germane to what you are teaching and for what the task is asking.

4. I teach kindergarten. What if the student work I submit looks like it came from a 5-year-old? This is appropriate. Submitted materials should be what the students in your class are producing to address the learning goals you have set as well to respond to the guiding prompts. Raters are trained to view materials based on the context of the specific teaching situation. Make sure that your student work is legible or that you include a teacher translation of what the child has written.

5. Should I include names of any students, parents or school officials in my submissions? No. Students should be referred to as "Student A," "Student B," etc. Colleagues can be referred to as "my cooperating teacher" or "my principal" instead of using names. The same policy refers to any other adults included in your submission (e.g., parent of Student A).

6. How should the written commentary be composed — in bullet points, prose, etc.? Choose the writing style you prefer. Raters are trained to score on the basis of the evidence submitted, not on the quality or type of writing. What is important is that you clearly communicate your ideas as related to the guiding prompts, the submitted artifacts, and the rubric.

7. What if I want to strengthen my writing skills? What do you recommend? The tasks in the PTA require three kinds of writing: descriptive, analytic and reflective. There are obvious essential differences among these three types of writing. As you compose your written commentary, keep these differences in mind. See, Writing and Formatting Guidelines in the Candidate and Educator Handbook http://mega.ets.org/rsc/pdf/candidate_educator_handbook.pdf

8. Can I include a PowerPoint presentation as evidence? If so, how many slides may I submit? Yes. PowerPoint presentations are acceptable forms of evidence. You may submit up to 6 slides on a single page.

9. If I include a double-sided document as evidence, does each side count as one page or two? If you are planning on using both sides as evidence, then each side must be attached as a separate document into your written commentary (therefore counting as two attachments). A Rater is trained to only look at the first page of a multi-page attachment; even if the content is from the same student example. The only exception would be if a guiding prompt specifically asks for more than one page (ex. 2 pages from your lesson plan).

10. If I want to submit pictures, can I place more than one on a page? Yes, but the pictures must relate to the same subject/topic/event and have appropriate captions. Raters are instructed to not consider photos if they have been resized to an extent that they are no longer viewable.

11. Can I submit more than one newspaper article on a page? Yes, as long as the articles refer to the same subject/topic/event. You may reduce the font size of the articles so that they fit on the same page. However, if you reduce them to the extent that they are no longer readable, raters will be instructed to not consider them.


Technical Help 1. What if I need technical support or have questions about how the website works?

Our goal in designing the PTA online submission system website was to make it as intuitive as possible for you to author and submit your tasks. Technical help and information are available via e-mail and phone through Customer Service at [email protected], 1-609-771-7471 or 1-855-856-3714 Monday–Friday, 8 a.m.–6:45 p.m. Central Time (except for U.S. holidays). You should also read the PTA Pilot Submission Site Users Guide at http://mega.ets.org/rsc/pdf/pilot_submission_site_users_guide.pdf for added assistance.

(© 2013 DESE)

mailto:[email protected]�

Task 1 Knowledge of Students and the Learning Environment In this task, you will demonstrate the knowledge and skills that pertain to your understanding of your classroom in regard to your students, the school, and the community, and you will identify implications of these factors on instruction and student learning.

Standards and Indicators Measured in This Task

The following Teacher Standards and Quality Indicators represent the focus of this task. The evidence you submit must address and will be scored according to the following. Standard 2, Quality Indicators 2C4, 2C5, and 2C6 Standard 3, Quality Indicator 3C2 Standard 4, Quality Indicator 4C2 Standard 5, Quality Indicators 5C1 and 5C3 Standard 6, Quality Indicator 6C2 Standard 8, Quality Indicator 8C3 Standard 9, Quality Indicator 9C3

Task 1 Knowledge of Students and the Learning Environment

What Do You Have to Do for This Task? For this task, you must submit the following evidence. 1. Written Commentary of a maximum of 18,000 characters (approximately seven typed pages) that

o responds to all parts of the guiding prompts o references your artifacts to support your written evidence o describes, analyzes, and reflects on the evidence o reflects in what ways the evidence you have collected impacts your understanding of the knowledge of

students and the classroom learning environment. 2. A maximum of four artifacts including

o the Contextual Factors Chart (maximum of two pages) o the Instructional and Support Resources Chart (maximum of two pages) o one completed Student Interest Inventory (maximum of two representative pages) o a method of Introduction (maximum of one page) Upload your artifacts into your Library of Artifacts, link them to the text, and make sure to reference them in your Written Commentary.

3. How to Compose Your Written Commentary This task has two steps with guiding prompts to help you provide evidence that supports the rubric. Your response

must address all parts of each of the guiding prompts.

Step 1: Knowledge of Students Step 2: Resources and Procedures

Use the textboxes located under the guiding prompts to compose your responses.


Step 1: Knowledge of Students This step will help you to familiarize yourself with your students and the characteristics and circumstances of the environment in which they learn.

Activity: Complete the Contextual Factors Chart. Complete the second column of the Contextual Factors Chart by providing the requested information listed in each section of the first column.

Textbox 1.1.1: Community, District, School Contextual Factors that Influence Instruction

Guiding Prompts From the Contextual Factors Chart, choose one factor that you consider will have the most impact on student learning from each of the following: community, district, and school. a) Based on your chosen community factor, identify one possible teaching strategy and one learning activity that you

could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and why it appropriately connects to your chosen factor. b) Based on your chosen district factor, identify one possible teaching strategy and one learning activity that you could

use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and why it appropriately connects to your chosen factor. c) Based on your chosen school factor, identify one possible teaching strategy and one learning activity that you could

use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and why it appropriately connects to your chosen factor.


Textbox 1.1.1: Attach your Contextual Factors Chart at the beginning of the text.

Type your response here.


Textbox 1.1.2: Classroom Demographics and Knowledge of Students

Guiding Prompts From the Contextual Factors Chart, choose one factor that you consider will have the most impact on student learning from each of the following: classroom demographics and knowledge of students. a) Based on your chosen classroom demographics factor, identify one possible teaching strategy and one learning activity

that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and why it appropriately connects to your chosen factor. b) Based on your chosen knowledge of students’ factor, identify one possible teaching strategy and one learning activity

that you could use in your classroom to further student learning. Provide a rationale for choosing that strategy and activity and why it appropriately connects to your chosen factor.

Textbox 1.1.2



Step 2: Resources and Procedures

Activity: Complete the Instructional and Support Resources Chart. In this activity, you will identify available resources and explain how they would be used.

Textbox 1.2.1: Available Resources to Enhance Student Learning

Guiding Prompts

After completing the Instructional and Support Resources Chart, answer the following.

a) Select two resources and describe how you would use each of these in your classroom to support your students’ learning.

b) Now select any one resource. Also, from your Contextual Factors Chart, select a particular characteristic that you listed under Knowledge of Students. Describe how this resource could help support the chosen characteristic to enhance student learning.

Textbox 1.2.1: Attach your Instructional and Support Resources Chart at the beginning of the text.



Activity: Administer and analyze a Student Interest Inventory.

Administer a Student Interest Inventory appropriate to your classroom assignment to gather information relevant to student interests and learning.

Textbox 1.2.2: Student Interest Inventory

Guiding Prompts

a) Based on the compilation of information from this inventory, analyze one example of how this information would influence an instructional decision you make in your classroom.

b) Using one completed student interest inventory, analyze how one item from this inventory can be used to promote his/her engagement and learning.

Textbox 1.2.2: Attach your Student Interest Inventory at the beginning of the text.



Activity: Introduction to Your Students and their Families

Based on the demographics of your classroom and knowledge of families and community, construct a communication method that introduces you to your students and their families. The form of communication could be, but is not limited to, the use of a Web site, e-mail, school function/activity, or a letter.

Textbox 1.2.3: Communicating with Students and Families

Guiding Prompts

a) Describe one example of how your communication method addresses your awareness of the demographic differences in the classroom.

b) Describe how your method of communication fosters interactive communication among you, your students, and their families.

Textbox 1.2.3: Attach your Communication document at the beginning of the text.



Activity: Rules and Procedures

Access and review the rules and procedures for the classroom to which you are assigned.

Textbox 1.2.4: Rules and Procedures

Guiding Prompts

a) Describe one example of a behavior management rule or procedure. Analyze the implications of this rule/procedure for facilitating instruction, enhancing student learning, or impacting the learning environment.

b) Describe one example of a technology rule or procedure. Analyze the implications of this rule/procedure for facilitating instruction, enhancing student learning, or impacting the learning environment.

c) Describe one example of a classroom rule or procedure. Analyze the implications of this rule/procedure for facilitating instruction, enhancing student learning, or impacting the learning environment.

Textbox 1. 2. 4


(© 2013 DESE)

Task 1 Contextual Factors Chart

This chart is designed to help you to understand that many factors affect teaching and learning. They include the community, classroom procedures, the students, and the physical environment in which you will be teaching. All this information will help you to determine teaching strategies and approaches that will support your students’ learning. In this chart, address each of the characteristics listed as they pertain to your teaching assignment. (You must attach this document as an artifact.)

Source of Factor: Community, District, School, Classroom

Demographics, and Knowledge of Students

Contextual and Environmental Factors

Community

Urban, suburban, or rural; socio-economic; census data on families

District

Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with

IEP; percent ELL; per pupil expenditure

School

Enrollment, percent free and reduced lunch; MAP scores and AYP; ethnic breakdown; percent

with IEP; percent ELL; recognitions; teacher/student ratio

Classroom Demographics

Ethnicity, gender, special needs including gifted, physical needs,

and cultural characteristics

Knowledge of Students

Language needs, approaches to learning, prior

learning/experiences, academic (MAP) proficiencies, behavioral

differences, and areas of interest

Task 1-Instructional and Support Resources Chart A wide range of services and resources are available within a school system to support instruction. This chart allows you to become familiar with what is available to you within your teaching context. Complete the chart by listing available instructional materials and collaborative resources. (You must attach this document as an artifact.)

RESOURCE ONE EXAMPLE AND LOCATION COMMUNITY

BUILDING/DISTRICT POLICIES

SUPPORT STAFF

INSTRUCTIONAL MATERIALS

CURRICULAR PROGRAMS

INSTRUCTIONAL TECHNOLOGY

STUDENT DATA ACCESS/RECORDING

OTHER RESOURCES

Task 2 Assessment and Data Collection to Measure and Inform Student Learning Task 2 Assessment and Data Collection to Measure and Inform Student Learning Task Overview: In this task you will demonstrate your understanding, analysis, and application of assessment and data collection to measure and inform student learning.


The following Teacher Standards and Quality Indicators represent the focus of this task. The evidence you submit must address and will be scored according to the following: Standard 1, Quality Indicator 1C5 Standard 2, Quality Indicators 2C2, 2C5 and 2C6 Standard 3, Quality Indicators 3C1 and 3C3 Standard 7, Quality Indicators 7C1, 7C2, and 7C4 Standard 8, Quality Indicator 8C1

Task 2 Assessment and Data Collection to Measure and Inform Student Learning

What Do You Have to Do for This Task?

If you are a candidate to teach at the elementary level (at least the four major subjects of mathematics, English/language arts, social studies, and science), you MUST select Reading as your content focus for Task 2.

For this task, you must submit the following evidence. 1. Written Commentary of a maximum of 18,000 characters (approximately seven typed pages) that ◦ responds to all parts of the guiding prompts ◦ references your artifacts to support your written evidence ◦ describes, analyzes, and reflects on the evidence; and ◦ reflects in what ways the evidence you have collected impacts your understanding of assessment and

data collection to measure student learning. 2. Identification of two Focus Students who reflect different learning needs. 3. A maximum of four artifacts including ◦ the selected assessment (maximum of two pages) ◦ a representative page of the rubric/scoring guide (maximum of one page) ◦ a representative page reflecting a graphic representation (e.g., spread sheet, pie chart, table) of the

collected data (maximum of two pages) ◦ two student work samples, one from each Focus Student (maximum of two pages)

Upload your artifacts into your Library of Artifacts, link them to the text, and make sure to reference them in your Written Commentary.

4. How to compose your Written Commentary This task has three steps with guiding prompts to help you provide evidence that supports the rubric. Your

response needs to address all parts of each of the guiding prompts.


Step 1: Planning the Assessment Step 2: Analyzing the Data Step 3: Reflecting Use the textboxes located under the guiding prompts to compose your responses.


Contextual Information This step allows you to provide a picture of your class to allow the reader to better understand your instruction and decision-making skills.

Overview

Many factors can affect teaching and learning; these include community, school district, and/or individual school/classroom/student factors.

The information you gather about your teaching and learning context and about your individual students will help give a perspective to the rater who will be scoring your submissions.

This part of your submission will not be scored; but the information you include should reflect implications regarding your instructional choices.

Your response must be limited to one-half page but will not count against your total page limitation (character count) for the task. No artifacts can be attached in this Contextual Information.


Textbox 2.0: Contextual Information

a) Describe your classroom. Include the grade level, content area, subject matter, and number of students. Provide relevant information about any of your students with special needs.

b) Describe any physical, social, behavioral, and developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, and health considerations that may also impact teaching and learning.

c) Describe any factors related to the school and surrounding community that may impact the teaching and learning that occurs in your classroom.




Step 1: Planning the Assessment This step allows you to demonstrate your knowledge of appropriate assessment tools to meet student needs and the learning goals.

Activity: Developing an Assessment Plan

Select a robust assessment from an assessment plan that you have developed for the whole class.

Your assessment plan may include but is not limited to, the following: state and national standards, learning goals, descriptions of formal and informal assessments, descriptions of formative and summative assessments, rubric/scoring guides, and data to be collected. Determine the appropriate assessment tools to measure student learning based on the learning goals and student needs. The assessment plan will not be submitted.

Textbox 2.1.1: Selecting a Single Assessment

Guiding Prompts a) Select and describe one assessment rich enough for you to be able to discuss in-depth. Provide a rationale for

choosing this assessment based on alignment to the standards, learning goals, and student needs. b) How will you differentiate/modify your selected assessment for the whole class? Describe the class factors that

influenced your decision. If you do not plan to differentiate/modify the assessment, explain why. c) What rubric/scoring guide have you selected and how will you communicate it to the students? d) What evidence of student learning will you collect from this assessment? How will you collect that data? Provide a

rationale for your data-collection method. Upload and link two representative pages (maximum) of the selected assessment to the beginning of the response textbox.


Textbox 2.1.1


Textbox 2.1.2: Teaching Strategies and Student Activities

Guiding Prompts a) What teaching strategies will you apply as part of the assessment? Provide a rationale for your choices.

b) What student activities and groupings did you use? Provide a rationale for your choices.

c) What materials and resources including technology did you use? Provide a rationale for your choices.

Textbox 2.1.2



Textbox 2.1.3: The Focus Students

Guiding Prompts a) Identify two Focus Students who have different learning needs and for whom you will differentiate/modify this

assessment. Provide a rationale for your choice of each of these students.

b) Based on their specific learning needs, how will you differentiate/modify the assessment for each student?

Textbox 2.1.3



Step 2: Analyzing the Data This step allows you to demonstrate your ability to administer an assessment and collect, record, and analyze the data.

Activity: Administering and Analyzing Assessment

You will administer the selected assessment and then collect, record (in a graphic representation), and analyze the resulting data.

Textbox 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class

Guiding Prompts a) How does your rubric/scoring guide align with your learning goals for the lesson? Provide a rationale.

b) Based on the resulting data shown in your graphic representation, analyze the assessment data to determine the amount of student learning. What evidence did you gather about the students’ progress toward the learning goals?

c) Describe how you shared the data with the whole class to help them understand their progress toward the learning goals. Provide specific examples from the data to support your description.

Upload and link one representative page of the rubric/scoring guide at the beginning of the response textbox. Upload and link the graphic representation (maximum of two pages) to the beginning of the response textbox.


Textbox 2.2.1


Modifications to the Assessment

Textbox 2.2.2: Modifications to the Assessment

Guiding Prompts a) What modifications to the directions or format of the assessment would you make? Provide a rationale.

b) What modifications would you make to the teaching strategies you implemented for this assessment? Provide a rationale.

c) What modifications would you make in your choice of materials and resources including technology? Provide a rationale.




Textbox 2.2.3: Analysis of the Assessment Data and Student Learning for the Two Focus Students

Guiding Prompts a) What did you learn overall about each of the two Focus Students’ progress toward achieving the learning goals?

Cite evidence from the work samples from each Focus Student and your assessment data to support your analysis.

b) Based on the assessment data or your observation, what impact did your differentiation/modification have on the learning of each of the Focus Students? Cite evidence to support your analysis.

c) Describe how you shared the data with each of the focus students to help them understand their progress toward the learning goals. Cite evidence to support your analysis.

Upload and link a maximum of one page of work from each Focus Student to the beginning of the response textbox.




Step 3: Reflecting This step allows you to reflect by providing evidence of student learning resulting from the administered assessment plan; and to reflect on the data-based decisions that occurred through data analysis.

Activity: Reflecting on Your Assessment

You will reflect on your assessment and the data you obtained and explain how it might inform your future instructional decisions for the whole class and for the two Focus Students.

Textbox 2.3.1: Reflecting on the Assessment for the Whole Class

Guiding Prompts a) Choose one aspect of the assessment plan that was successful. Provide a rationale for your evaluation.

b) Choose one aspect of the assessment plan that you would revise. Provide a rationale for your evaluation.

c) How does the data analysis inform or guide the next steps of your teaching for the whole class?

d) In what ways would an assessment, different from the type used, allow students to better demonstrate their knowledge of the learning goals?

Textbox 2.3.1



Textbox 2.3.2: Reflecting on the Assessment for the Two Focus Students

Guiding Prompts a) Choose one aspect of the differentiation/modification of the assessment that was successful for each of these

students. Provide a rationale for your evaluation.

b) Choose one aspect of the differentiation/modification of the assessment that you would revise for each of these students. Provide a rationale for your evaluation.

c) How does this data analysis inform or guide the next steps of your teaching for each of the two Focus Students?

Textbox 2.3.2


(© 2013 DESE)

Task 2 Rubric

Assessment and Data Collection to Measure and Inform Student Learning

TASK 2 Rubric

Textbox 2.1.1: Selecting a Single Assessment

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of an appropriate assessment based on alignment with the standards, learning goals, and student needs.

The candidate provides limited evidence of an appropriate assessment based on alignment with the standards, learning goals, and student needs.

The candidate provides clear evidence of an appropriate assessment based on alignment with the standards, learning goals, and student needs.

The candidate provides thorough evidence of an appropriate assessment based on alignment with the standards, learning goals, and student needs.

The candidate provides little or no evidence of the connection between the learning needs of the class and the differentiation/modification of the assessment.

The candidate provides limited evidence of the connection between the learning needs of the class and the differentiation/modification of the assessment.

The candidate provides clear evidence of the connection between the learning needs of the class and the differentiation/modification of the assessment.

The candidate provides thorough evidence of the connection between the learning needs of the class and the differentiation/modification of the assessment.

The candidate provides little or no evidence of appropriate rubrics/scoring guide and effective communication of them to the students.

The candidate provides limited evidence of appropriate rubrics/scoring guide and effective communication of them to the students.

The candidate provides clear evidence of appropriate rubrics/scoring guide and effective communication of them to the students.

The candidate provides thorough evidence of appropriate rubrics/scoring guide and effective communication of them to the students.

The candidate provides little or no evidence of an appropriate process to collect data to show evidence of student learning.

The candidate provides limited evidence of an appropriate process to collect data to show evidence of student learning.

The candidate provides clear evidence of an appropriate process to collect data to show evidence of student learning.

The candidate provides thorough evidence of an appropriate process to collect data to show evidence of student learning.

Task 2 Rubric

Textbox 2.1.2: Teaching Strategies and Student Activities

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of appropriate teaching strategies applied as part of the assessment.

The candidate provides limited evidence of appropriate teaching strategies applied as part of the assessment.

The candidate provides clear evidence of appropriate teaching strategies applied as part of the assessment.

The candidate provides thorough evidence of appropriate teaching strategies applied as part of the assessment.

The candidate provides little or no evidence of appropriate student activities and groupings applied as part of the assessment.

The candidate provides limited evidence of appropriate student activities and groupings applied as part of the assessment.

The candidate provides clear evidence of appropriate student activities and groupings applied as part of the assessment.

The candidate provides thorough evidence of appropriate student activities and groupings applied as part of the assessment.

The candidate provides little or no evidence of appropriate materials and resources applied as part of the assessment.

The candidate provides limited evidence of appropriate materials and resources applied as part of the assessment.

The candidate provides clear evidence of appropriate materials and resources applied as part of the assessment.

The candidate provides thorough evidence of appropriate materials and resources applied as part of the assessment.

Textbox 2.1.3: The Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the connection between the learning needs of the Focus Students and the differentiation/modification of the assessment.

The candidate provides limited evidence of the connection between the learning needs of the Focus Students and the differentiation/modification of the assessment.

The candidate provides clear evidence of the connection between the learning needs of the Focus Students and the differentiation/modification of the assessment.

The candidate provides thorough evidence of the connection between the learning needs of the Focus Students and the differentiation/modification of the assessment.

The candidate provides little or no evidence of the identification of appropriate modifications to the assessment to meet the individual needs of each focus student.

The candidate provides limited evidence of the identification of appropriate modifications to the assessment to meet the individual needs of each focus student.

The candidate provides clear evidence of the identification of appropriate modifications to the assessment to meet the individual needs of each focus student.

The candidate provides thorough evidence of the identification of appropriate modifications to the assessment to meet the individual needs of each focus student.

Task 2 Rubric

Textbox 2.2.1: Analysis of the Assessment Data and Student Learning for the Whole Class

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of an alignment between the rubrics/scoring guide and the learning goals.

The candidate provides limited evidence of an alignment between the rubrics/scoring guide and the learning goals.

The candidate provides clear evidence of an alignment between the rubrics/scoring guide and the learning goals.

The candidate provides thorough evidence of an alignment between the rubrics/scoring guide and the learning goals.

The candidate provides little or no evidence of the analysis of data to determine the amount of student learning and progress toward the learning goals.

The candidate provides limited evidence of the analysis of data to determine the amount of student learning and progress toward the learning goals.

The candidate provides clear evidence of the analysis of data to determine the amount of student learning and progress toward the learning goals.

The candidate provides thorough evidence of the analysis of data to determine the amount of student learning and progress toward the learning goals.

The candidate provides little or no evidence of appropriate communication to help students understand their progress toward the learning goals.

The candidate provides limited evidence of appropriate communication to help students understand their progress toward the learning goals.

The candidate provides clear evidence of appropriate communication to help students understand their progress toward the learning goals.

The candidate provides thorough evidence of appropriate communication to help students understand their progress toward the learning goals.

Task 2 Rubric


Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of appropriate modifications to the assessment.

The candidate provides limited evidence of appropriate modifications to the assessment.

The candidate provides clear evidence of appropriate modifications to the assessment.

The candidate provides thorough evidence of appropriate modifications to the assessment.

The candidate provides little or no evidence of appropriate modifications to the teaching strategies implemented for the assessment.

The candidate provides limited evidence of appropriate modifications to the teaching strategies implemented for the assessment.

The candidate provides clear evidence of appropriate modifications to the teaching strategies implemented for the assessment.

The candidate provides thorough evidence of appropriate modifications to the teaching strategies implemented for the assessment.

The candidate provides little or no evidence of appropriate modifications in the choice of materials and resources in implementation of the assessment.

The candidate provides limited evidence of appropriate modifications in the choice of materials and resources in implementation of the assessment.

The candidate provides clear evidence of appropriate modifications in the choice of materials and resources in implementation of the assessment.

The candidate provides thorough evidence of appropriate modifications in the choice of materials and resources in implementation of the assessment.

Task 2 Rubric


Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the analysis of each of the Focus Students’ progress toward achieving the learning goals and the appropriate use of data to support the conclusions.

The candidate provides limited evidence of the analysis of each of the Focus Students’ progress toward achieving the learning goals and the appropriate use of data to support the conclusions.

The candidate provides clear evidence of the analysis of each of the Focus Students’ progress toward achieving the learning goals and the appropriate use of data to support the conclusions.

The candidate provides thorough evidence of the analysis of each of the Focus Students’ progress toward achieving the learning goals and the appropriate use of data to support the conclusions.

The candidate provides little or no evidence of the analysis of the impact of the differentiation/modification on each focus student’s learning.

The candidate provides limited evidence of the analysis of the impact of the differentiation/modification on each focus student’s learning.

The candidate provides clear evidence of the analysis of the impact of the differentiation/modification on each focus student’s learning.

The candidate provides thorough evidence of the analysis of the impact of the differentiation/modification on each focus student’s learning.

The candidate provides little or no evidence of appropriate communication to help the Focus Students understand their progress toward the learning goals.

The candidate provides limited evidence of appropriate communication to help the Focus Students understand their progress toward the learning goals.

The candidate provides clear evidence of appropriate communication to help the Focus Students understand their progress toward the learning goals.

The candidate provides thorough evidence of appropriate communication to help the Focus Students understand their progress toward the learning goals.

Task 2 Rubric

Textbox 2.3.1: Reflecting on the Assessment for Whole Class

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the analysis of the assessment plan to determine successes and areas in need of revision.

The candidate provides limited evidence of the analysis of the assessment plan to determine successes and areas in need of revision.

The candidate provides clear evidence of the analysis of the assessment plan to determine successes and areas in need of revision.

The candidate provides thorough evidence of the analysis of the assessment plan to determine successes and areas in need of revision.

The candidate provides little or no evidence of the use of data to inform or guide next steps in the teaching of the whole class.

The candidate provides limited evidence of the use of data to inform or guide next steps in the teaching of the whole class.

The candidate provides clear evidence of the use of data to inform or guide next steps in the teaching of the whole class.

The candidate provides thorough evidence of the use of data to inform or guide next steps in the teaching of the whole class.

The candidate provides little or no evidence of the effectiveness of the assessment in allowing students to demonstrate their knowledge of the learning goals.

The candidate provides limited evidence of the effectiveness of the assessment in allowing students to demonstrate their knowledge of the learning goals.

The candidate provides clear evidence of the effectiveness of the assessment in allowing students to demonstrate their knowledge of the learning goals.

The candidate provides thorough evidence of the effectiveness of the assessment in allowing students to demonstrate their knowledge of the learning goals.

Textbox 2.3.2: Reflecting on the Assessment the Two Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the analysis of the impact of differentiation/modification on each of the Focus Students.

The candidate provides limited evidence of the analysis of the impact of differentiation/modification on each of the Focus Students.

The candidate provides clear evidence of the analysis of the impact of differentiation/modification on each of the Focus Students.

The candidate provides thorough evidence of the analysis of the impact of differentiation/modification on each of the Focus Students.

The candidate provides little or no evidence of the use of data to inform or guide next steps in teaching the Focus Students.

The candidate provides limited evidence of the use of data to inform or guide next steps in teaching the Focus Students.

The candidate provides clear evidence of the use of data to inform or guide next steps in teaching the Focus Students.

The candidate provides thorough evidence of the use of data to inform or guide next steps in teaching the Focus Students.

Standards and Indicators Measured in This Task The following Teacher Standards and Quality Indicators represent the focus of this task. The evidence you submit must address and will be scored according to the following: Standard 1, Quality Indicator 1C2 Standard 2, Quality Indicators 2C3, 2C4, 2C5, and 2C6 Standard 3, Quality Indicators 3C1, 3C2, and 3C3 Standard 4, Quality Indicators 4C1, 4C2, and 4C3 Standard 5, Quality Indicator 5C1 Standard 6, Quality Indicator 6C4 Standard 7, Quality Indicators 7C1 and 7C2 Standard 8, Quality Indicator 8C1

Task 3 Designing Instruction for Student Learning Task Overview: In this task, you will demonstrate your ability to develop instruction, including the use of technology, to facilitate student learning.

Task 3 Designing Instruction for Student Learning


If you are a candidate to teach at the elementary level (at least the four major subjects of mathematics, English/language arts, social studies, and science), you MUST select Mathematics as your content focus for Task 3.

For this task, you must submit the following evidence: 1. Written Commentary of a maximum of 20,000 characters (approximately eight types) pages that ◦ responds to all parts of the guiding prompts ◦ references your artifacts to support your written evidence ◦ describes, analyzes, and reflects on the evidence ◦ reflects ways the evidence you have collected impacts your understanding of designing instruction for

student learning 2. Identification of two Focus Students who reflect different learning needs. 3. A maximum of eight pages of artifacts including ◦ a lesson plan for the whole class (maximum of two pages) ◦ a plan for modification/adaptation of the two Focus Students (maximum of one page each) ◦ a teacher instructional artifact and a student work sample (maximum of one page each) ◦ a student Work Sample from each of the two Focus Students (maximum of one page each)


4. How to compose your Written Commentary This task has four steps with guiding prompts to help you provide evidence that supports the rubric. Your

response must address all parts of each of the guiding prompts. Step 1: Planning the Lesson Step 2: The Focus Students Step 3: Analyzing the Lesson Step 4: Reflecting on the Lesson


Use the textboxes located under the guiding prompts to compose your responses.



Overview: Many factors can affect teaching and learning; these could include community, school district, and/or individual school/classroom/student factors. The information you gather about your teaching and learning context and about your individual students will help give a perspective to the rater who will be scoring your submissions. This part of your submission will not be scored; but the information you include could and should reflect implications regarding your instructional choices. Your response must be limited to one half page but will not count against your total page limitation (character count) for the task. No artifacts can be attached in this Contextual Information.




b) Describe any physical, social and behavioral developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, and health considerations that may also impact teaching and learning.

c) Describe any factors from the school and surrounding community that may impact the teaching and learning that occurs in your classroom.

Textbox 3.0



Step 1: Planning the Lesson This step allows you to demonstrate your knowledge of an effective lesson plan that facilitates student learning.

Activity: Planning for Instruction Develop a lesson plan that you will use for your students in this task. You can use the template provided. Explain your planning process in the prompts below.

Textbox 3.1.1: Standards and Learning Goals and Student Background Information

Guiding Prompts a) What learning theory will guide your planning process and how will you make use of it? b) What learning goals and standards, both and national standards, did you identify for the lesson? How will

they guide the planned learning activities? c) What is the content focus of the lesson? What related content that the students have previously encountered will

support the learning in this lesson? d) What are some difficulties students might encounter with the content, and how will you address these difficulties? Upload and link representative pages of your lesson plan (two page maximum) at the beginning of the response textbox.

Textbox 3.1.1


Task 3: Designing Instruction for Student Learning Page 7


Textbox 3.1.2: Instructional Strategies

Guiding Prompts a) Select three different instructional strategies that you plan to use to engage students in the lesson and to enhance

their learning. Provide a rationale for your choice of each strategy. b) How do the instructional strategies connect to the learning goals? c) What informed your decisions to use individual, small group, and/or whole group instruction to facilitate student

learning?

Textbox 3.1.2


Task 3: Designing Instruction for Student Learning Page 8


Textbox 3.1.3: Learning Activities

Guiding Prompts a) What learning activities do you plan to implement in this lesson? Provide a rationale for your choices. b) How do these activities address student strengths and needs? c) How do your class demographics inform the design of the learning activities you chose? d) What resources and materials will you use to support your instruction? Provide a rationale to support those

choices.

Textbox 3.1.3



Textbox 3.1.4: Technology

Guiding Prompts a) What types of technology do you plan to use in your instruction? b) How will this technology enhance your instruction and student learning in this lesson?

Textbox 3.1.4



Step 2: The Focus Students This step allows you to demonstrate your ability to differentiate instruction for individual students.

Activity: Differentiating Instruction Select two students from the whole class who provide different instructional challenges. Please refer to them as Focus Student 1 and Focus Student 2.

Textbox 3.2.1: Understanding the Two Focus Students

Guiding Prompts a) What instructional challenge(s) does each Focus Student present? b) What strengths related to content knowledge and skills does each student possess that will help inform your

instruction? c) What have you learned about each Focus Student’s cultural background, including family, home, and community

that is relevant to the lesson? How will you apply this knowledge to the lesson?

Textbox 3.2.1



Textbox 3.2.2: Differentiating Instruction for the Two Focus Students

Guiding Prompts a) Based on the demographic information of these two Focus Students, describe how you will adapt your instructional

strategies and learning activities to engage each of the two Focus Students and facilitate their learning. Provide a rationale.

b) How will you adapt the learning goals and technology to engage each of the two Focus Students and facilitate their learning? Provide a rationale.

c) What additional resources and materials will you use to engage each of the two Focus Students and facilitate their learning? Provide a rationale.

d) How will you and each of your two Focus Students know that you and they achieved the learning goals for the lesson?

Upload and link a one page modification/adaptation plan for each of the two Focus Student at the beginning of the response textbox.

Textbox 3.2.2



Step 3: Analyzing the Lesson This step allows you to demonstrate your ability to analyze a lesson plan and evidence of student learning.

Activity: Focusing on the Instruction After you have implemented the lesson, respond to the following prompts:

Textbox 3.3.1: Analyzing the Lesson for the Whole Class

Guiding Prompts a) To what extent did the lesson, including instructional strategies, facilitate student learning? How does the evidence

you collected support this finding? b) How did the students use the content presented to demonstrate meaningful learning? Provide specific examples. c) What adjustments to the lesson did you implement while you were teaching to better support student engagement

and learning? Provide examples to support your decisions. d) What steps did you take to foster teacher-to-student and student-to-student interactions? How did they impact

student engagement and learning? e) What feedback did you provide during the lesson to facilitate student learning? What impact did the feedback have

on student learning? Provide specific examples. Upload and link a one-page-maximum teacher instructional artifact and a one-page-maximum student work sample at the beginning of the response textbox.

Textbox 3.3.1



Textbox 3.3.2: Analyzing the Differentiation for the Two Focus Students

Guiding Prompts a) To what extent did each of the Focus Student achieve the learning goals of the lesson? Cite evidence to support

your analysis. b) How did your differentiation/modification to the lesson help each Focus Student meet the learning goal? Cite

evidence to support your analysis. Upload and link a one-page-maximum student work sample for each of the Focus Students at the beginning of the response textbox.

Textbox 3.3.2



Step 4: Reflection This step allows you to reflect on the strengths and weaknesses of your lesson.

Activity: Reflecting After Instruction Think about your lesson plan, the lesson that you taught, and the student work and respond to the following guiding prompts:

Textbox 3.4.1: Reflecting on the Lesson for the Whole Class

Guiding Prompts a) How will you use your analysis of this lesson and the evidence of student learning to guide your planning for

future lessons? b) What specific instructional strategies, resources, and technology will you use to help students who did not achieve

the learning goals? Provide specific examples.

Textbox 3.4.1



Textbox 3.4.2: Reflecting on the Differentiated Instruction for the Two Focus Students

Guiding Prompts a) How will you use your analysis of this lesson and the evidence of student learning to guide your planning for each

of the two Focus Students? Consider specific instructional strategies, resources, and technology you will use. b) What future instructional strategies, resources, and technology will you use to help the Focus Student(s)? Provide

specific examples. c) What modifications/adaptations from this lesson can you apply to future lessons? Provide a rationale for your

connections.

Textbox 3.4.2


(© 2013 DESE)

Task 3 Rubric

Designing Instruction for Student Learning

TASK 3 Rubric

Textbox 3.1.1 Standards and Learning Goals and Student Background Information

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of an appropriate learning theory to guide the planning and implementation of the lesson.

The candidate provides limited evidence of an appropriate learning theory to guide the planning and implementation of the lesson.

The candidate provides clear evidence of an appropriate learning theory to guide the planning and implementation of the lesson.

The candidate provides thorough evidence of an appropriate learning theory to guide the planning and implementation of the lesson.

The candidate provides little or no evidence of appropriate learning goals and state and national standards to guide the planned learning activities.

The candidate provides limited evidence of appropriate learning goals and state and national standards to guide the planned learning activities.

The candidate provides clear evidence of appropriate learning goals and state and national standards to guide the planned learning activities.

The candidate provides thorough evidence of appropriate learning goals and state and national standards to guide the planned learning activities.

The candidate provides little or no evidence of the identification of a content focus of previously encountered content that supports learning in the current lesson.

The candidate provides limited evidence of the identification of a content focus of previously encountered content that supports learning in the current lesson.

The candidate provides clear evidence of the identification of a content focus of previously encountered content that supports learning in the current lesson.

The candidate provides thorough evidence of the identification of a content focus of previously encountered content that supports learning in the current lesson.

The candidate provides little or no evidence of the identification of anticipated difficulties in content for students and appropriate ways to address them.

The candidate provides limited evidence of the identification of anticipated difficulties in content for students and appropriate ways to address them

The candidate provides clear evidence of the identification of anticipated difficulties in content for students and appropriate ways to address them.

The candidate provides thorough evidence of the identification of anticipated difficulties in content for student and appropriate ways to address them.

Task 3 Rubric

Textbox 3.1.2 Instructional Strategies

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of a connection of three different strategies to the learning goals and provides little or no evidence of an explanation of why each would engage students and enhance learning.

The candidate provides limited evidence of a connection of three different strategies to the learning goals and provides limited evidence of an explanation of why each would engage students and enhance learning.

The candidate provides clear evidence of a connection of three different strategies to the learning goals and provides clear evidence of an explanation of why each would engage students and enhance learning.

The candidate provides thorough evidence of the choice of three different strategies to the learning goals and provides thorough evidence of an explanation of why each would engage students and enhance learning.

The candidate provides little or no evidence of the connection between the instructional strategies and the learning goals.

The candidate provides limited evidence of the connection between the instructional strategies and the learning goals.

The candidate provides clear evidence of the connection between the instructional strategies and the learning goals.

The candidate provides thorough evidence of the connection between the instructional strategies and the learning goals.

The candidate provides little or no evidence for the choice of individual, small group, and/or whole group instruction to facilitate student learning.

The candidate provides limited evidence for the choice of individual, small group, and/or whole group instruction to facilitate student learning.

The candidate provides clear evidence for the choice of individual, small group, and/or whole group instruction to facilitate student learning.

The candidate provides thorough evidence for the choice of individual, small group, and/or whole group instruction to facilitate student learning.

Task 3 Rubric

Textbox 3.1.3 Learning Activities

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of appropriate learning activities to be implemented to address the learning strengths and needs of students.

The candidate provides limited evidence of appropriate learning activities to be implemented to address the learning strengths and needs of students.

The candidate provides clear evidence of appropriate learning activities to be implemented to address the learning strengths and needs of students.

The candidate provides thorough evidence of appropriate learning activities to be implemented to address the learning strengths and needs of students.

The candidate provides little or no evidence of the impact of class demographics in choosing the learning activities.

The candidate provides limited evidence of the impact of class demographics in choosing the learning activities.

The candidate provides clear evidence of the impact of class demographics in choosing the learning activities.

The candidate provides thorough evidence of the impact of class demographics in choosing the learning activities.

The candidate provides little or no evidence for the choice of resources and materials used to support instruction.

The candidate provides limited evidence for the choice of resources and materials used to support instruction.

The candidate provides clear evidence for the choice of resources and materials used to support instruction.

The candidate provides thorough evidence for the choice of resources and materials used to support instruction.

Task 3 Rubric

Textbox 3.1.4 Technology

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence for the choice of technology and how it will enhance instruction and student learning.

The candidate provides limited evidence for the choice of technology and how it will enhance instruction and student learning.

The candidate provides clear evidence for the choice of technology and how it will enhance instruction and student learning.

The candidate provides thorough evidence for the choice of technology and how it will enhance instruction and student learning.

Textbox 3.2.1 Understanding the Two Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the identification of instructional challenges presented by each of the Focus Students.

The candidate provides limited evidence of the identification of instructional challenges presented by each of the Focus Students.

The candidate provides clear evidence of the identification of instructional challenges presented by each of the Focus Students.

The candidate provides thorough evidence of the identification of instructional challenges presented by each of the Focus Students.

The candidate provides little or no evidence of how the identification of each of the Focus Students’ skills and strengths in content knowledge informs instruction.

The candidate provides limited evidence of how the identification of each of the Focus Students’ skills and strengths in content knowledge informs instruction.

The candidate provides clear evidence of how the identification of each of the Focus Students’ skills and strengths in content knowledge informs instruction.

The candidate provides thorough evidence of how the identification of each of the Focus Students’ skills and strengths in content knowledge informs instruction.

The candidate provides little or no evidence of the identification of each of the Focus Student’s cultural background and its relevance to the lesson’s content area.

The candidate provides limited evidence of the identification of each of the Focus Student’s cultural background and its relevance to the lesson’s content area.

The candidate provides clear evidence of the identification of each of the Focus Student’s cultural background and its relevance to the lesson’s content area.

The candidate provides thorough evidence of the identification of each of the Focus Student’s cultural background and its relevance to the lesson’s content area.

Task 3 Rubric

Textbox 3.2.2 Differentiating Instruction for the Two Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the connection between the Focus Students’ demographic information and the adaptation of instructional strategies and learning activities to engage the Focus Students and facilitate their learning.

The candidate provides limited evidence of the connection between the Focus Students’ demographic information and the adaptation of instructional strategies and learning activities to engage the Focus Students and facilitate their learning.

The candidate provides clear evidence of the connection between the Focus Students’ demographic information and the adaptation of instructional strategies and learning activities to engage the Focus Students and facilitate their learning.

The candidate provides thorough evidence of the connection between the Focus Students’ demographic information and the adaptation of instructional strategies and learning activities to engage the Focus Students and facilitate their learning.

The candidate provides little or no evidence of the appropriate adaptation of learning goals and technology to engage each of the Focus Students and facilitate their learning.

The candidate provides limited evidence of the appropriate adaptation of learning goals and technology to engage each of the Focus Students and facilitate their learning.

The candidate provides clear evidence of the appropriate adaptation of learning goals and technology to engage each of the Focus Students and facilitate their learning.

The candidate provides thorough evidence of the appropriate adaptation of learning goals and technology to engage each of the Focus Students and facilitate their learning.

The candidate provides little or no evidence of the connection of selecting additional resources and materials for each of the Focus Students to facilitate their engagement and learning.

The candidate provides limited evidence of the connection of selecting additional resources and materials for each of the Focus Students to facilitate their engagement and learning.

The candidate provides clear evidence of the connection of selecting additional resources and materials for each of the Focus Students to facilitate their engagement and learning.

The candidate provides thorough evidence of the connection of selecting additional resources and materials for each of the Focus Students to facilitate their engagement and learning.

The candidate provides little or no evidence of ways to determine if each Focus Student achieves the learning goals as a result of the lesson.

The candidate provides limited evidence of ways to determine if each Focus Student achieves the learning goals as a result of the lesson.

The candidate provides clear evidence of ways to determine if each Focus Student achieves the learning goals as a result of the lesson.

The candidate provides thorough evidence of ways to determine if each Focus Student achieves the learning goals as a result of the lesson.

Task 3 Rubric

Textbox 3.3.1 Analyzing the Lesson for the Whole Class

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of an analysis of how the lesson, including the instructional strategies, facilitated student learning.

The candidate provides limited evidence of an analysis of how the lesson, including the instructional strategies, facilitated student learning.

The candidate provides clear evidence of an analysis of how the lesson, including the instructional strategies, facilitated student learning.

The candidate provides thorough evidence of an analysis of how the lesson, including the instructional strategies, facilitated student learning.

The candidate provides little or no evidence of students using presented content to demonstrate meaningful learning.

The candidate provides limited evidence of students using presented content to demonstrate meaningful learning.

The candidate provides clear evidence of students using presented content to demonstrate meaningful learning.

The candidate provides thorough evidence of students using presented content to demonstrate meaningful learning.

The candidate provides little or no evidence of the impact of adjustments to the lesson while teaching to support student engagement and learning.

The candidate provides limited evidence of the impact of adjustments to the lesson while teaching to support student engagement and learning.

The candidate provides clear evidence of the impact of adjustments to the lesson while teaching to support student engagement and learning.

The candidate provides thorough evidence of the impact of adjustments to the lesson while teaching to support student engagement and learning.

The candidate provides little or no evidence of fostering teacher-to-student and student-to-student interactions to impact student engagement and learning.

The candidate provides limited evidence of fostering teacher-to-student and student-to-student interactions to impact student engagement and learning.

The candidate provides clear evidence of fostering teacher-to-student and student-to-student interactions to impact student engagement and learning.

The candidate provides thorough evidence fostering of teacher-to-student and student-to-student interactions to impact student engagement and learning.

The candidate provides little or no evidence of the impact of feedback provided while teaching to facilitate student learning.

The candidate provides limited evidence of the impact of feedback provided while teaching to facilitate student learning.

The candidate provides clear evidence of the impact of feedback provided while teaching to facilitate student learning.

The candidate provides thorough evidence of the impact of feedback provided while teaching to facilitate student learning.

Task 3 Rubric

Textbox 3.3.2 Analyzing the Differentiation for the Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the analysis of each Focus Student’s progress toward the learning goals.

The candidate provides limited evidence of the analysis of each Focus Student’s progress toward the learning goals.

The candidate provides clear evidence of the analysis of each Focus Student’s progress toward the learning goals.

The candidate provides thorough evidence of the analysis of each Focus Student’s progress toward the learning goals.

The candidate provides little or no evidence of the impact of differentiation/modification of the lesson to facilitate each Focus Student’s progress toward the learning goal.

The candidate provides limited evidence of the impact of differentiation/modification of the lesson to facilitate each Focus Student’s progress toward the learning goal.

The candidate provides clear evidence of the impact of differentiation/modification of the lesson to facilitate each Focus Student’s progress toward the learning goal.

The candidate provides thorough evidence of the impact of differentiation/modification of the lesson to facilitate each Focus Student’s progress toward the learning goal.

Textbox 3.4.1 Reflecting on the Lesson for the Whole Class

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the use of the results of the analysis to guide future planning.

The candidate provides limited evidence of the use of the results of the analysis to guide future planning.

The candidate provides clear evidence of the use of the results of the analysis to guide future planning.

The candidate provides thorough evidence of the use of the results of the analysis to guide future planning.

The candidate provides little or no evidence of future use of specific instructional strategies, resources, and technology to help students who did not achieve the learning goals.

The candidate provides limited evidence of future use of specific instructional strategies, resources, and technology to help students who did not achieve the learning goals.

The candidate provides clear evidence of future use of specific instructional strategies, resources, and technology to help students who did not achieve the learning goals.

The candidate provides thorough evidence of future use of specific instructional strategies, resources, and technology to help students who did not achieve the learning goals.

Task 3 Rubric

Textbox 3.4.2 Reflecting on the Differentiated Instruction for the Two Focus Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the use of the results of the reflection to guide future planning for each of the Focus Students.

The candidate provides limited evidence of the use of the results of the reflection to guide future planning for each of the Focus Students.

The candidate provides clear evidence of the use of the results of the reflection to guide future planning for each of the Focus Students.

The candidate provides thorough evidence of the use of the results of the reflection to guide future planning for each of the Focus Students.

The candidate provides little or no evidence of the identification of future instructional strategies, resources, and technology for the Focus Students.

The candidate provides limited evidence of the identification of future instructional strategies, resources, and technology for the Focus Students.

The candidate provides clear evidence of the identification of future instructional strategies, resources, and technology for the Focus Students.

The candidate provides thorough evidence of the identification of future instructional strategies, resources, and technology for the Focus Students.

The candidate provides little or no evidence of a connection between modifications/adaptations of the current lesson that can be applied to future lessons.

The candidate provides limited evidence of a connection between modifications/adaptations of the current lesson that can be applied to future lessons..

The candidate provides clear evidence of a connection between modifications/adaptations of the current lesson that can be applied to future lessons..

The candidate provides thorough evidence of a connection between modifications/adaptations of the current lesson that can be applied to future lessons.

(© 2013 DESE)

Task 4 Implementing and Analyzing Instruction to Promote Student Learning Task Overview: In this task, you will demonstrate your ability to plan and implement a lesson using research-based instruction. You will also show how you are able to adjust instruction for the whole class as well as for individual students within the class. Finally, you will demonstrate an understanding of reflective practice.


The following Teacher Standards and Quality Indicators represent the focus of this task. The evidence you submit must address and will be scored according to the following: Standard 1, Quality Indicators 1C1 and 1C2 Standard 2, Quality Indicators 2C4, 2C5, and 2C6 Standard 3, Quality Indicator 3C2 Standard 4, Quality Indicators 4C1 and 4C3 Standard 5, Quality Indicators 5C1, 5C2, and 5C4 Standard 6, Quality Indicators 6C1 and 6C2 Standard 7, Quality Indicators 7C1, 7C2, and 7C4 Standard 8, Quality Indicators 8C1

Task 4 Implementing and Analyzing Instruction to Promote Student Learning


For this task, you must submit the following evidence: 1. Written Commentary of a maximum of 23,000 characters (approximately nine typed pages) that ◦ responds to all parts of the guiding prompts ◦ references your artifacts to support your written evidence ◦ describes, analyzes, and reflects on the evidence ◦ reflects in what ways the evidence you have collected impacts your understanding of designing and

implementing instruction to promote student learning. 2. A maximum of five artifacts including ◦ one fifteen-minute video (mandatory) which may be a full fifteen minutes or can be separated into

three five-minute segments (unedited) ◦ a standards-based lesson plan (two pages maximum) ◦ student work samples from two Focus Students (one from each student – two pages maximum)


3. How to compose your Written Commentary This task has five steps with guiding prompts to help you provide evidence that supports the rubric. Your

response needs to address all parts of each of the guiding prompts.

Step 1: Planning Step 2: Implementing the Plan Step 3: Student Work Step 4: Reflecting Step 5: Linking the Video Use the textboxes located under the guiding prompts to compose your responses.



Overview: Many factors can affect teaching and learning; these could include community, school district, and/or individual school/classroom/student factors. The information you gather about your teaching and learning context and about your individual students will help give a perspective to the rater who will be scoring your submissions. This part of your submission will not be scored; but the information you include could and should reflect implications regarding your instructional choices. Your response must be limited to one half page but will not count against your total page limitation (character count) for the task. No artifacts can be attached in this Contextual Information.




b) Describe any physical, social and behavioral developmental factors that may impact the instruction that occurs in your classroom. Mention any linguistic, cultural, and health considerations that may also impact teaching and learning.

c) Describe any factors from the school and surrounding community that may impact the teaching and learning that occurs in your classroom.

Textbox 4.0



Step 1: Planning This step allows you to demonstrate your knowledge of an effective lesson plan that facilitates student learning.

Activity: Creating a Plan Produce a standards-based lesson plan that addresses student needs, includes instructional strategies to engage students in higher-order thinking skills, and incorporates assessment techniques to gauge student learning. The lesson plan needs to provide for a fifteen-minute video and work from two Focus Students. Before teaching the lesson, respond to the following prompts:

Textbox 4.1.1: Goals and Student Background

Guiding Prompts a) What are the and national standards and learning goals for your lesson plan? b) Explain how the selected standards and learning goals are appropriate for your students. Include in your response

how you use students’ prior knowledge and background information to influence the planning process (e.g., assessment data, diversity, and prior experiences).

Textbox 4.1.1




Guiding Prompts a) What instructional strategies do you plan to use with students to engage them in: • academic language, • critical thinking, • inquiry, and • integration of reading into your content area b) Provide a rationale for each of your selected strategies.

Textbox 4.1.2



Textbox 4.1.3: Lesson Activities

Guiding Prompts a) Describe one activity that is the main focus of the lesson plan. Explain how that activity is designed to anticipate

and address student learning needs. b) Describe how you will monitor student learning during the course of the lesson. Upload and link representative pages of your lesson plan (two-page maximum) at the beginning of the response textbox.

Textbox 4.1.3



Step 2: Implementing the Plan This step allows you to demonstrate your ability to implement the lesson plan, interact with your students, and analyze your practice.

Activity: Implementing the Plan Teach the lesson based on your plan described above and provide a fifteen-minute video from that lesson. Respond to the following prompts based on the entire lesson, unless otherwise noted.


Guiding Prompts a) Cite evidence from the video of how you used content-specific academic language. Provide a rationale to support

the effectiveness of this academic language for the content you taught in this lesson. b) Cite evidence from the video that demonstrates the effectiveness of the strategies you used to engage students in

critical thinking. Analyze how this engagement in critical thinking promoted student learning. c) Cite evidence from the video that demonstrates how you used effective questioning skills in your lesson. Analyze

how the questioning prompted student learning. d) Cite evidence from the lesson of how you integrated reading into the content you taught. Analyze the

effectiveness of this integration.

Textbox 4.2.1



Textbox 4.2.2: Interacting with the Students

Guiding Prompts a) Cite evidence from the video of how you monitored student learning during the lesson. In what ways, did that

evidence of learning guide your instructional decision-making during the lesson? b) Cite evidence from the video of how you provided effective individual, small-group, or whole-group feedback.

Provide a rationale for why you think the feedback was effective in advancing learning. c) Cite evidence from the video of how you used verbal and non-verbal communication techniques. How were those

techniques effective in fostering student learning?

Textbox 4.2.2



Textbox 4.2.3: Classroom Management

Guiding Prompts a) Cite evidence from the video that demonstrates how you used classroom-management strategies in the lesson. b) In what ways did the strategies engage students and promote a positive learning environment? Cite examples

from the video to support your analysis.

Textbox 4.2.3



Step 3: Student Work This step allows you to provide evidence of student learning resulting from the implemented lesson.

Activity: Collecting Student Work Identify two Focus Students who were involved in your lesson. Make sure you choose students who demonstrate different learning needs. Provide a student work sample from the lesson for each of the two Focus Students.

Textbox 4.3.1: Student Work

Guiding Prompts a) Describe why you chose the two Focus Students. Explain how each of the Focus Students demonstrates different

learning needs. b) Explain how each work sample you selected demonstrates the learning progress of each Focus Student in relation

to your lesson goals and each of his or her learning needs? Upload and link a one page modification/adaptation plan for each of the two Focus Student at the beginning of the response textbox.

Textbox 4.3.1



Step 4: Reflecting This step allows you will reflect on the effectiveness of your lesson for the entire class.

Activity: Reflection Think about your lesson plan, the implementation of the lesson, and the student work. Respond to the following guiding prompts:

Textbox 4.4.1: Reflection

Guiding Prompts a) To what extent did the students reach the learning goals? Cite evidence from the lesson plan, the video, and/or

the student work that supports your conclusions. b) Reflect on your instructional strategies, interactions with students, and classroom-management strategies. Discuss

what went well and what areas you need to revise. Cite evidence from the video that supports your conclusions. c) Analyze the revisions you would make to the lesson plan if you were to teach this lesson again. Why would you

make these revisions? Cite evidence from the lesson plan, the video, and/or the student work that would prompt these revisions.

Textbox 4.4.1


Task 4 Rubric

Implementing and Analyzing Instruction To Promote Student Learning

TASK 4 Rubric

Textbox 4.1.1 Goals and Student Background

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of a connection of the planning process, the standards and the learning goals to students’ prior knowledge and background.

The candidate provides limited evidence of a connection of the planning process, the standards and the learning goals to students’ prior knowledge and background.

The candidate provides clear evidence of a connection of the planning process, the standards and the learning goals to students’ prior knowledge and background.

The candidate provides thorough evidence of a connection of the planning process, the standards and the learning goals to students’ prior knowledge and background.

Textbox 4.1.2 Instructional Strategies (Planning)

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of an appropriate plan that includes strategies that engage students in academic language, critical thinking, inquiry, and integration of reading into the content area.

The candidate provides limited evidence of an appropriate plan that includes strategies that engage students in academic language, critical thinking, inquiry, and integration of reading into the content area.

The candidate provides clear evidence of an appropriate plan that includes strategies that engage students in academic language, critical thinking, inquiry, and integration of reading into the content area.

The candidate provides thorough evidence of an appropriate plan that includes strategies that engage students in academic language, critical thinking, inquiry, and integration of reading into the content area.

Task 4 Rubric

Textbox 4.1.3 Lesson Activities

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of a significant activity designed to anticipate and address student learning needs.

The candidate provides limited evidence of a significant activity designed to anticipate and address student learning needs.

The candidate provides clear evidence of a significant activity designed to anticipate and address student learning needs.

The candidate provides thorough evidence of a significant activity designed to anticipate and address student learning needs.

The candidate provides little or no evidence of an appropriate plan to monitor student learning during the lesson.

The candidate provides limited evidence of an appropriate plan to monitor student learning during the lesson.

The candidate provides clear evidence of an appropriate plan to monitor student learning during the lesson.

The candidate provides thorough evidence of an appropriate plan to monitor student learning during the lesson.

Task 4 Rubric

Textbox 4.2.1 Instructional Strategies (Implementation)

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of appropriate content-specific language to support the content being taught.

The candidate provides limited evidence of appropriate content-specific language to support the content being taught.

The candidate provides clear evidence of appropriate content-specific language to support the content being taught.

The candidate provides thorough evidence of appropriate content-specific language to support the content being taught.

The candidate provides little or no evidence of the effectiveness of the strategies used to engage students in critical thinking to promote student learning.

The candidate provides limited evidence of the effectiveness of the strategies used to engage students in critical thinking to promote student learning.

The candidate provides clear evidence of the effectiveness of the strategies used to engage students in critical thinking to promote student learning.

The candidate provides thorough evidence of the effectiveness of the strategies used to engage students in critical thinking to promote student learning.

The candidate provides little or no evidence of using effective questioning skills to prompt student learning.

The candidate provides limited evidence of using effective questioning skills to prompt student learning.

The candidate provides clear evidence of using effective questioning skills to prompt student learning.

The candidate provides thorough evidence of using effective questioning skills to prompt student learning.

The candidate provides little or no evidence of effective integration of reading into the content being taught.

The candidate provides limited evidence of effective integration of reading into the content being taught.

The candidate provides clear evidence of effective integration of reading into the content being taught.

The candidate provides thorough evidence of effective integration of reading into the content being taught.

Task 4 Rubric

Textbox 4.2.2 Interacting with the Students

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of a connection between monitoring student learning and guiding instructional decision making during the lesson.

The candidate provides limited evidence of a connection between monitoring student learning and guiding instructional decision making during the lesson.

The candidate provides clear evidence of a connection between monitoring student learning and guiding instructional decision making during the lesson.

The candidate provides thorough evidence of a connection between monitoring student learning and guiding instructional decision making during the lesson.

The candidate provides little or no evidence of providing effective individual, small group, or whole group feedback to move learning forward during the lesson.

The candidate provides limited evidence of providing effective individual, small group, or whole group feedback to move learning forward during the lesson.

The candidate provides clear evidence of providing effective individual, small group, or whole group feedback to move learning forward during the lesson.

The candidate provides thorough evidence of providing effective individual, small group, or whole group feedback to move learning forward during the lesson.

The candidate provides little or no evidence of effective verbal and non-verbal communication to foster student learning during the lesson.

The candidate provides limited evidence of effective verbal and non-verbal communication to foster student learning during the lesson.

The candidate provides clear evidence of effective verbal and non-verbal communication to foster student learning during the lesson.

The candidate provides thorough evidence of effective verbal and non-verbal communication to foster student learning during the lesson.

Task 4 Rubric

Textbox 4.2.3 Classroom Management

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of effective classroom management strategies used during the lesson.

The candidate provides limited evidence of effective classroom management strategies used during the lesson.

The candidate provides clear evidence of effective classroom management strategies used during the lesson.

The candidate provides thorough evidence of effective classroom management strategies used during the lesson.

The candidate provides little or no evidence of classroom management strategies to engage students and to promote a positive learning environment.

The candidate provides limited evidence of classroom management strategies to engage students and to promote a positive learning environment.

The candidate provides clear evidence of classroom management strategies to engage students and to promote a positive learning environment.

The candidate provides thorough evidence of classroom management strategies to engage students and to promote a positive learning environment.

Textbox 4.3.1 Student Work

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the appropriate choice of two Focus Students representing different learning needs.

The candidate provides limited evidence of the appropriate choice of two Focus Students representing different learning needs.

The candidate provides clear evidence of the appropriate choice of two Focus Students representing different learning needs.

The candidate provides thorough evidence of the appropriate choice of two Focus Students representing different learning needs.

The candidate provides little or no evidence of learning progress of each Focus Student in relation to goals and learning needs as demonstrated in student work.

The candidate provides limited evidence of learning progress of each Focus Student in relation to goals and learning needs as demonstrated in student work.

The candidate provides clear evidence of learning progress of each Focus Student in relation to goals and learning needs as demonstrated in student work.

The candidate provides thorough evidence of learning progress of each Focus Student in relation to goals and learning needs as demonstrated in student work.

Task 4 Rubric

Textbox 4.4.1 Reflection

Score of 1 Score of 2 Score of 3 Score of 4 The candidate provides little or no evidence of the extent to which the learning goals of the lesson were met.

The candidate provides limited evidence of the extent to which the learning goals of the lesson were met.

The candidate provides clear evidence of the extent to which the learning goals of the lesson were met.

The candidate provides thorough evidence of the extent to which the learning goals of the lesson were met.

The candidate provides little or no evidence of reflection on instructional strategies, interaction with students, and classroom management to evaluate strengths and to determine areas in need of revision.

The candidate provides limited evidence of reflection on instructional strategies, interaction with students, and classroom management to evaluate strengths and to determine areas in need of revision.

The candidate provides clear evidence of reflection on instructional strategies, interaction with students, and classroom management to evaluate strengths and to determine areas in need of revision.

The candidate provides thorough evidence of reflection on instructional strategies, interaction with students, and classroom management to evaluate strengths and to determine areas in need of revision.

The candidate provides little or no evidence of an appropriate connection between evidence from the lesson taught and revisions of the plan for future use.

The candidate provides limited evidence of an appropriate connection between evidence from the lesson taught and revisions of the plan for future use.

The candidate provides clear evidence of an appropriate connection between evidence from the lesson taught and revisions of the plan for future use.

The candidate provides thorough evidence of an appropriate connection between evidence from the lesson taught and revisions of the plan for future use.

(© 2013 DESE)

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