edTPA Structure and Assessment Areas

The learning segment should include learning tasks where students have opportunities to develop agricultural-related conceptual understanding, relevant skills, and problem-solving strategies by doing one of the following: Conduct an agricultural education investigation to make sense of one or more agricultural-related phenomena (e.g., regional distributions of crops in the state, vertical integration of an agricultural produce value chain, a determination of possible nonpoint pollution); OR create an agricultural technology/design product to specifications (e.g., a metal box, a flower arrangement, a business plan for a start-up agricultural services company).

The learning segment should reflect a balanced approach to business education. This means your segment should include learning tasks where students have opportunities to demonstrate their ability to use business-related concepts, technical skills, and problem-solving strategies to complete a project or product. If students are spending several lessons working independently on the investigation or creation of the project or product, then you may extend the learning segment (no more than 10 hours), with about 3–5 hours of instruction and the rest spent monitoring and supporting students as they work.

The learning segment should include learning tasks in which students have opportunities to develop and apply relevant technical skills, career readiness skills, and/or academic concepts, and learn through work-related tasks.

The learning segment should afford students the opportunity to read, understand, and interpret classical texts in Latin or Greek in meaningful and culturally significant contexts. The learning segment should provide students with multiple opportunities to effectively read and access classical texts, including not only linguistic knowledge (e.g., grammatical forms and vocabulary), but also the ability to make connections and comparisons, build knowledge, and develop an understanding of cultural practices, products, and perspectives of the classical language.

The learning segment should include developmentally appropriate practices that intentionally promote the active and multimodal nature of young children's learning AND language and literacy development in an interdisciplinary context.

This handbook is intended for California candidates only. Content, planning, and instructing should be consistent with what is normally taught. However, for this assessment, an in-depth case study of one learner (focus learner) from a class, group, or caseload will be developed. The focus learner should be one (1) with an identified disability; (2) who is an English learner; and (3) who is from an underrepresented group or a group that needs to be served differently. If there are no English learners in the placement, candidates must choose a focus learner who is challenged by academic English, including early literacy.

The learning segment prepared for this assessment should reflect a thoughtful interplay between the content to be taught, the pedagogy used, and the educational technology selected as represented by the TPACK framework. Lessons should include learning tasks where students have the opportunity to participate in learning experiences that utilize digital tools and resources to promote creativity and critical thinking while designing and developing a content-specific product to demonstrate their understanding of the subject. Students should also have an opportunity to share their work on the product.

The first three tasks are literacy based. The learning segment should include learning tasks in which students have opportunities to develop an essential literacy strategy for comprehending or composing text and the related skills that directly support that strategy. For Mathematics Task 4, you will evaluate the effectiveness of a math re-engagement lesson.

The first three tasks are mathematics based. The learning segment should include learning tasks where students have opportunities to develop conceptual understanding, procedural fluency, mathematical reasoning and/or problem-solving skills, and precise communication skills. For Literacy Task 4, you will evaluate the effectiveness of a literacy re-engagement lesson.

The learning segment should include learning tasks in which students have opportunities to develop an essential literacy strategy for comprehending or composing text and the related skills that directly support that strategy.

The learning segment should include learning tasks where students have opportunities to develop conceptual understanding, procedural fluency, mathematical reasoning and/or problem-solving skills, and precise communication skills.

The learning segment prepared for this assessment should support students' English language proficiency/development (ELPD3) within meaningful content-based instruction. The learning segment should demonstrate your ability to plan for, implement, and assess students' English language development within content-based instruction that is relevant to students' content and language development goals. This includes developing students' command of language functions and language competencies through two or more of the four modalities (speaking, listening, reading, writing).

The learning segment should include learning tasks where students have opportunities to organize and structure work while drawing upon family and consumer sciences relevant concepts, career and technical skills, and problem-solving strategies.

The learning segment should include learning tasks where students have opportunities to use functional health knowledge, demonstrate health-related skills, and develop personal beliefs and analyze group norms to help them adopt and maintain healthy behaviors.

The learning segment should include learning tasks that support students to create, perform, and/or respond to music/dance/theater. This should include opportunities to apply knowledge/skills (e.g., tools/instruments, technical proficiencies, processes, elements, organizational principles); contextual understandings (e.g., social, cultural, historical, and personal reflection); and artistic expression (e.g., interpretation, creativity, exploration/improvisation, individual choices).

Instruction should reflect an understanding of researched approaches to literacy intervention to develop intensive and coordinated instructional experiences that will support the selected learners in developing an essential literacy strategy for comprehending or composing text and the related skills that directly support that strategy. The learning segment should also reflect appropriate modification of curriculum content, materials, and the learning environment, and include engaging, relevant, and meaningful instructional strategies based on the needs of the selected learners.

The learning segment prepared for this assessment should provide opportunities for young adolescents to use textual references to construct meaning from, interpret, or respond to complex text, AND to create a written product, interpreting or responding to complex features of a text that are just beyond your students' current skill levels. In addition, consistent with the recommendations provided by the Association for Middle Level Education (AMLE), a learning segment prepared for this assessment should be "developmentally responsive, challenging, empowering, and equitable." While the full scope of AMLE's recommendations will not be feasible in a short learning segment, you should design your lessons to provide challenging and responsive opportunities for young adolescents to learn English Language Arts.

The learning segment should include learning tasks where young adolescents have opportunities to develop and apply the knowledge, intellectual processes, and disciplinary practices required to become active and productive citizens. In addition, your lesson plans should provide opportunities for learners to develop and use facts, concepts, and the skills of inquiry, interpretation, or analysis to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon. Finally, consistent with the recommendations provided by the Association for Middle Level Education (AMLE), a learning segment prepared for this assessment should be "developmentally responsive, challenging, empowering, and equitable." While the full scope of AMLE's recommendations will not be feasible in a short learning segment, you should design your lessons to provide challenging and responsive opportunities for young adolescents to learn history/social studies.

The learning segment should include learning tasks where young adolescents have opportunities to develop conceptual understanding, procedural fluency, mathematical reasoning and/or problem-solving skills, and precise communication skills.

The learning segment should include opportunities for young adolescents to develop their abilities to use scientific concepts and apply scientific practices through inquiry to explain or make predictions about a real-world phenomenon. Scientific practices through inquiry, as defined by the Next Generation Science Standards, focus on eight key components: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations, engaging in argument from evidence, and obtaining, evaluating, and communicating information.

This handbook is intended for California candidates only. The first three tasks are literacy based. The learning segment should include learning tasks in which students have opportunities to develop foundational skills during literacy instruction. For Mathematics Task 4, you will evaluate the effectiveness of a math re-engagement lesson.

The learning segment should include learning tasks that provide opportunities for students to develop competencies in the psychomotor domain and at least one other learning domain (cognitive and/or affective). The competencies should be related to movement patterns, performance concepts, and/or health-enhancing physical fitness.

Lessons prepared for this assessment should be aligned with one or more of the American Association of School Librarian's (AASL's) six shared foundations (Inquire, Include, Collaborate, Curate, Explore, and/or Engage) and support students to develop and apply learner competencies through thinking critically and/or solving problems.

The learning segment prepared for this assessment should provide opportunities for students to use textual references to construct meaning from, interpret, or respond to complex text, AND to create a written product, interpreting or responding to complex features of a text that are just beyond your students' current skill levels.

The learning segment should include learning tasks where students have opportunities to develop and apply the knowledge, intellectual processes, and disciplinary practices required to become active and productive citizens. In addition, your lesson plans should provide opportunities for learners to develop and use facts, concepts, and the skills of inquiry, interpretation, or analysis to build and support arguments or conclusions about historical events, a topic/theme, or a social studies phenomenon.

The learning segment should include learning tasks in which students have opportunities to develop conceptual understanding, procedural fluency, mathematical reasoning and/or problem-solving skills, and precise communication skills.

The learning segment prepared for this assessment should include opportunities for students to develop their abilities to use scientific concepts and apply scientific practices through inquiry to explain or make predictions about a real-world phenomenon. Scientific practices through inquiry, as defined by the Next Generation Science Standards, focus on eight key components: asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, and constructing explanations.

Content, planning, and instructing should be consistent with what is normally taught. However, for this assessment, an in-depth case study of one learner (focus learner) from a class, group, or caseload will be developed. The focus learner should have multiple learning needs so that ability to meet the complex needs of a learner can be demonstrated. Identify one learning goal for the focus learner and plan and provide supports related to that learning goal.

This handbook is intended for California candidates only. Content, planning, and instructing should be consistent with what is normally taught. However, for this assessment, an in-depth case study of one learner (focus learner) from a class, group, or caseload will be developed. The focus learner should be one (1) with an identified disability; (2) who is an English learner; and (3) who is from an underrepresented group or a group that needs to be served differently. If there are no English learners in the placement, candidates must choose a focus learner who is challenged by academic English, including early literacy or early numeracy.

The learning segment should include learning tasks where students have opportunities to develop technology-related conceptual understanding, technical skills, and engineering design or other problem-solving strategies while completing a project.

The learning segment prepared for this assessment should reflect a broad view toward creating, presenting, or responding to visual art that incorporates at least one of the following components: interpreting art (analyzing artmaking approaches, theories, art forms, genres, etc., used to convey meaning); developing works of art/design (using techniques, methods of experimentation, or investigation); and/or relating art to context (personal, social, cultural, or historical perspectives) while providing opportunities for student choice (of content, methods, or styles).

The learning segment prepared for this assessment should develop students' communicative proficiency in the target language within meaningful cultural context(s). The development of student communicative proficiency will include the promotion of five main goal areas in world language education: Communication, Cultures, Connections, Comparisons, and Communities.