EDSP 521

EDTPA SPECIAL EDUCATION PORTFOLIO EVALUATION TEMPLATE

Rubric Evaluation Justification
(Level
Assigned)
Task 1: Planning
Rubric 1: Planning 5 The teacher has thoroughly outlined 3 math lessons that
for Alignment and build upon each other for the focused learner to meet
Development of their learning goal. The teacher has also included
Knowledge and strategies that can maintain or redirect off task behaviors.
Skills The plans are very clear stated and if the teacher is absent
a sub could use the lesson plans as well.
Rubric 2: Planning 4 The focused learner is placed in a general education
Challenge and classroom with a co-teacher. The teacher has recognized
Support for the that the student has an IEP and builds her lesson from it.
Focus Learner By doing so the teacher addresses the student’s needs,
strengths, and interest. The student is also supported
daily with one-on-one and small group times. The
teacher has also implemented strategies that will help
reduce the student’s anxiety/frustration that may arise
while doing math. Lessons materials are also allow the
student to use life connections.
Rubric 3: 4 The teacher builds the lesson plan based on the needs of
Justification of from the focused learners IEP. Scaffolding methods are
Instruction and put in place through guided lessons and interactive
Support activities that encourage independent practice. Small
group instruction allows the teacher to work the student
at their pace and give breaks if and when needed.
Rubric 4: Support 5 The teacher has incorporated many strategies that allow
the Focus Learner’s the student to communicate. Through thumbs-up and
use of Expressive/ number rating scales. The students is allowed to
Receptive complete their work on the computer which is a method
Communication that allows for demonstration of what is being learned or
taught.
Rubric 5: Planning 5 The teacher has implemented practices for the student
Assessments to that will support their learning. The teacher will use
Monitor and guided practice through the use of technology. Giving the
Support Learning student repeated exposure to the instruction also supports
the students learning. Teacher uses data to determine the
strength and weaknesses of the student. And from there
breaks the lesson down into 3 parts to allow for the
complete understanding of the entire lesson. The teacher
is providing the student with immediate feedback on all
assignments to ensure the students needs are met.
Task 2: Instructing and Engaging the Focus Learner
Rubric 6: Learning The teacher displayed a very positive and welcoming
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Environment environment while instructing. She continued to engage

5 the students in answering questions to gage their learning
ensuring that they are aware of key words to solve the
problem. She gave the students instruction with plenty of
guidance. The teacher also addresses students by their
first names and maintains eye contact throughout the
question and answer.
Rubric 7: Engaging In the second video the teacher encouraged the student to
the Focus Learner 5 come up to the board and participate. And instead of him
just showing what he knew the teacher dialogue his
answer. That was a great strategy for all students. Plus
this provided the teacher with an opportunity to monitor
and provide feedback as needed. The student was also
given the opportunity to come up to the board and show
their work.
Rubric 8: 5 The teacher prompted the focused learner to come up to
Deepening the board and apply what was being taught. By having
Learning the student verbally explain what he was doing this
opened dup the opportunity for the teacher to facilitate
redirection. By this the student was able to think and
complete the next problem without error. The student
was allowed to do independent practice.
Rubric 9:
Supporting
Teaching and
Learning
Rubric 10:
Analyzing
Teaching
Effectiveness
Task 3: Assessing Learning
Rubric 11:
Analyzing the
Focus Learner’s
Performance
Rubric 12: Using
Feedback to Guide
Further Learning
Rubric 13:
Learning
Understanding and
Use of Feedback
Rubric 14:
Explaining the
Focus Learner’s
Use of
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Communication
Rubric 15: Using
Assessment to
Inform Instruction

Reflection: (a) What did you learn about edTPA? (b) What is the “big idea” behind edTPA?
(c) What is the relationship between developing an IEP for a student and the process of
planning (Task 1), teaching (Task 2), and assessing (Task 3) student performance in the
classroom?