edTPA flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Central focus

A one- or two-sentence statement of the core concept or skill of the learning segment and how students will demonstrate understanding of it; it must align with standards, objectives, and assessments.

Learning segment

A set of three to five consecutive lessons on a single topic or skill, planned as a coherent unit, that forms the planning and instruction basis for edTPA Tasks 1 and 2.

Language function

The content-specific verb describing what students do with language in the lesson, such as explain, compare, argue, or describe, and which drives the other language demands.

Language demands

The vocabulary, syntax, and discourse students must control to participate in the language function; identified in Task 1 and analyzed in student work in Task 3.

Discourse in academic language

The ways students structure extended oral or written communication in a discipline, such as a science explanation, a mathematical argument, or a literary interpretation supported with evidence.

Syntax in academic language

The sentence- or phrase-level structures students need in order to express ideas in the content area, such as a cause-effect construction or a conditional statement in a hypothesis.

Prior knowledge evidence

Concrete data such as student work, assessments, IEP or 504 records, language proficiency results, or surveys, cited in Task 1 to justify planning decisions for the class and focus students.

Measurable learning objective

A statement naming an observable student behavior, the content it applies to, and the criteria for success, so the planned assessment can show whether the objective was met.

Planned language supports

Scaffolds selected during planning, such as sentence frames, word banks, models, or graphic organizers, that help students use the identified language function and meet the language demands.

Focus students selection

Three students chosen for close analysis: one with an IEP or 504 plan, one with identified language needs, and one additional student whose work is examined in Task 3.

Task 1 rubrics

The five Planning rubrics, numbered 1 through 5, covering content understanding, support for diverse needs, knowledge of students, language demands, and planning assessments, each scored 1 to 5.

Task 2 video requirement

Unedited, continuous clips of the candidate teaching the learning segment, totaling the handbook maximum (commonly 15 minutes), selected to show the behaviors named in rubrics 6 through 10.

Learning environment rubric

Rubric 6 in Task 2: evidence that the candidate maintains a respectful, supportive climate and manages routines and behavior so students can engage with content.

Engaging students in learning

Rubric 7 in Task 2: evidence that tasks, materials, and groupings require students to actively use content and the language function rather than listen passively.

Deepening student learning

Rubric 8 in Task 2: evidence that the candidate poses questions and builds on student responses so students reason with evidence and extend their understanding.

Subject-specific pedagogy

Rubric 9 in Task 2: evidence that the candidate uses strategies and representations characteristic of the discipline, such as inquiry, models, or text-based discussion.

Analyzing teaching

Rubric 10 in Task 2: evidence that the candidate examines specific instructional choices, explains their rationale, and names what would be changed next time.

Video timestamp citation

Referring to exact times in the clip, such as 03:42, when explaining instructional decisions so the reviewer can locate the evidence supporting each rubric claim.

Instructional grouping strategies

Whole-class, small-group, or partner arrangements chosen to give students structured opportunities to use the language function with content, described and justified in plans and commentary.

Eliciting student responses

Using planned questions and wait time to bring out student thinking about content, producing the oral language evidence later analyzed in Tasks 2 and 3.

Respectful classroom climate

Norms, routines, and teacher responses that keep interactions respectful and let students take intellectual risks, demonstrated through specific video evidence rather than assertion.

Task 2 rubrics

The five Instruction rubrics, numbered 6 through 10, covering learning environment, engagement, deepening learning, subject-specific pedagogy, and analysis of teaching, each scored 1 to 5.

Task 3 rubrics

The five Assessment rubrics, numbered 11 through 15, covering analysis of student learning, feedback, student use of feedback, language use, and using assessment to inform instruction.

Whole class analysis

A summary of all students' results on the assessment, reported in a chart or table, with patterns, strengths, and common errors identified from the scores.

Focus student analysis

Close examination of the three focus students' work samples, describing what each demonstrates about content understanding and language use with specific quoted evidence.

Actionable feedback

Comments on student work that name what was done well, tie it to the evaluation criteria, and give a concrete next step the student can act on.

Student use of feedback

Evidence, such as revised work or observed responses, that a student applied the teacher's feedback to improve performance on the stated learning objective.

Language use evidence

Quotations or work samples showing how students used the identified language function, vocabulary, syntax, or discourse, with interpretation of what that use reveals about understanding.

Formative assessment purpose

Assessment during the learning segment used to adjust instruction and provide feedback; the results inform Task 2 instructional decisions and Task 3 analysis.

Summative assessment purpose

The end-of-segment assessment measuring whether students met the learning objectives, whose results are analyzed for the whole class and for the three focus students.

Next steps planning

Proposed follow-up instruction for the class and for each focus student, justified by the assessment evidence and addressing remaining gaps in content or academic language.

Baseline assessment

A pre-instruction measure of what students already know and can do, used to set the starting point and cited in Task 1 as evidence of planning for student needs.