We think, mistakenly, that success is the result of the amount of time we put in at work instead of the quality of time we put in.
– Ariana Huffington
Preparation is key to tackling any new endeavor -- the edTPA is no exception.
Accomplished teachers continuously learn about their students and, in turn, use this knowledge to inform their planning, instruction, and assessment. A core proposition of the National Board of Professional Teaching Standards reads, “[Teachers] treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students’ interests, abilities, skills...” etc. The edTPA’s expectations are no different. Regarding Planning Task 1, the edTPA Making Good Choices handbook stresses that you “demonstrate your depth of knowledge of your students in relation to the learning segment you plan to teach” and “surface-level connections” are insufficient (2018, p. 12).
“Surface-level connections” are insufficient
As soon as you learn of your placement (the class in which you will be doing your edTPA), begin investigating and writing about your students: the class demographics, significant subgroups of students with similar characteristics, students’ varied strengths (that includes personal, cultural, and community assets), language development, and learning needs. Remember to review the Context for Learning expectations. As you begin learning more about the students and their community, consider how you will leverage their strengths and assets to assist them in meeting their learning targets. For instance, perhaps there is a respected community member that you could collaborate with to enhance the classroom-to-community connections thus increasing the authenticity and impact of the lessons.
To gain more ideas on how to know your students and the community better, refer to Pathway to Teaching’s strategy Research the Community, Schools, and Students. To briefly recap, immerse yourself in the community and observe the spaces where students naturally gravitate to. Next, gather additional information by being inquisitive. Finally, create a list of local community resources and organizations that could be considered community assets.
Pathway to Teaching
Themes of differentiation, networking, and organization are interwoven throughout Pathway to Teaching and aim to better prepare the soon-to-be teacher at each step. The strategies address a range of pressing topics for teacher candidates that include preparing for the edTPA™ – a nationwide teacher assessment – to providing classroom management techniques during student teaching to ideas on self-care. Pathway to Teaching also supports the aspiring teachers in finding their dream teaching job through strategies on building a professional network to preparing for that all-important job interview.
