edTPA Syntax: Definition & Guide for Teacher Candidates

In the realm of teacher preparation, understanding the intricacies of pedagogical assessment is paramount, especially when navigating the edTPA. edTPA, a performance-based assessment, requires teacher candidates to demonstrate their readiness to teach through a comprehensive portfolio. A critical, yet often misunderstood, component within edTPA is syntax, specifically in how candidates articulate their instructional choices and their impact on student learning. Pearson, the scoring service for edTPA, emphasizes clear and coherent communication in candidate submissions. Therefore, a common question arises: what is the defintion of syntax in edtpa, and how does it differ from general linguistic applications? Moreover, resources from institutions like Stanford Center for Assessment, Learning, and Equity (SCALE) provide valuable insights into the nuances of syntax within the edTPA framework, aiding candidates in effectively showcasing their pedagogical skills.

Decoding the edTPA: A Gateway to Teacher Certification

The edTPA (Educative Teacher Performance Assessment) stands as a critical milestone for aspiring educators across the nation. It is a performance-based assessment, demanding that candidates demonstrate their teaching competence through a comprehensive portfolio. This portfolio encompasses lesson plans, video recordings of classroom instruction, student work samples, and reflective analyses. Successful completion of the edTPA often serves as a gateway to teacher licensure, signifying readiness to enter the profession.

The edTPA as a Performance-Based Licensure Assessment

Unlike traditional standardized tests, the edTPA emphasizes practical application. Candidates must showcase their ability to plan effective instruction, engage students in meaningful learning, assess student understanding, and adapt their teaching based on student needs. This focus on real-world teaching skills makes the edTPA a rigorous and relevant measure of teacher preparedness.

The assessment is designed to evaluate a candidate's ability to impact student learning. It is a demonstration, not just of theoretical knowledge, but of effective teaching practice in a classroom setting.

The Role of Pearson in the edTPA Process

Pearson, a global education company, plays a significant role in the edTPA process. Pearson is responsible for administering and scoring the edTPA. They provide the online platform where candidates submit their portfolios and manage the logistics of the assessment process. Pearson also trains and oversees the scorers who evaluate the edTPA submissions against established rubrics. These rubrics are designed to assess the candidate’s skill in areas such as planning, instruction, assessment, and reflection.

It's important to note that while Pearson oversees the administration and scoring, they are not the originators of the edTPA.

SCALE: The Foundation of the edTPA

The Stanford Center for Assessment, Learning, and Equity (SCALE) is the original creator of the edTPA. SCALE is a research and development center at Stanford University focused on improving teaching and learning through innovative assessment practices. They developed the edTPA as a way to promote effective teaching and ensure that new teachers are well-prepared to meet the challenges of the classroom.

SCALE continues to play a role in refining and updating the edTPA based on research and feedback from educators. Their expertise ensures that the edTPA remains a valid and reliable measure of teaching competence.

The Centrality of Language in edTPA Evaluation

Language is not merely a tool for communication within the edTPA framework; it is a foundational element of effective teaching. The ability to understand and address the language demands of the curriculum is crucial for supporting student learning, particularly for diverse learners.

The edTPA emphasizes the importance of academic language. It assesses how candidates support students in developing the language skills necessary to succeed in their subject areas. Candidates are evaluated on their ability to identify and address the language needs of their students. This includes planning instruction that explicitly teaches vocabulary, syntax, and discourse patterns relevant to the content.

Effective teaching relies on a deep understanding of how language functions in the classroom. The edTPA recognizes this and places language at the heart of its evaluation process.

Unpacking Language Demands: The Core of edTPA Assessment

Building upon the foundational understanding of the edTPA, it is imperative to delve into the critical concept of Language Demands. This element serves as a cornerstone in the assessment process, revealing a teacher candidate's capacity to facilitate language development in conjunction with content mastery. Understanding Language Demands is essential for edTPA success.

Defining Language Demands

Language Demands refer to the specific ways that academic language is used by students to participate in learning tasks and demonstrate their understanding. These demands are multifaceted, encompassing vocabulary, language functions, syntax, and discourse. Recognizing and addressing these demands is central to effective teaching.

These demands must be intentionally planned for in instruction. Language Demands are not merely an afterthought.

Deconstructing Language Demands: Core Components

Language Demands are not monolithic; rather, they are composed of several interrelated components. A thorough understanding of each component is necessary for effective instructional planning and assessment.

Language Functions

Language functions represent the purpose for which language is used in the classroom. They describe what students are expected to do with language to engage with the content.

Common language functions include, but are not limited to:

• Explaining
• Describing
• Analyzing
• Evaluating
• Arguing
• Comparing
• Classifying

The selection of appropriate language functions should align directly with the learning objectives of the lesson. For example, if students are expected to compare and contrast two historical events, the language function of "comparing" becomes a key focus of instruction.

Vocabulary

Vocabulary encompasses the words and phrases that students need to know and use in order to understand and communicate about academic content. Effective vocabulary instruction goes beyond simple definitions.

It involves explicit teaching of:

• New terms
• Multiple meanings
• Nuances of word usage

Vocabulary also extends to understanding the morphology of words, including prefixes, suffixes, and root words, to aid comprehension. Students should be provided with opportunities to actively use new vocabulary in both oral and written communication.

Discourse

Discourse refers to how language is organized and used in a specific context. It encompasses both spoken and written forms of communication. Within the classroom, discourse includes:

• Classroom discussions
• Written assignments
• Presentations
• Other forms of communication

Understanding discourse involves recognizing the structures and patterns of language used in different academic disciplines. For instance, the structure of a scientific report differs significantly from that of a persuasive essay. Students need explicit instruction on how to navigate and produce different forms of discourse effectively.

Academic Language: Bridging the Gap

Academic Language represents the specialized vocabulary, grammar, and discourse patterns used in academic settings. It differs significantly from everyday, informal language.

Examples of Academic Language:

• Technical terminology (e.g., photosynthesis, mitosis)
• Complex sentence structures
• Formal writing conventions

Students often struggle with academic language because it is less familiar than the language they use in everyday conversation. Teachers must explicitly teach academic language to ensure that all students can access and understand the curriculum.

Sentence Frames/Starters: Scaffolding Language Development

Sentence frames and starters are powerful tools for scaffolding student writing and oral communication. These provide a partial sentence structure that students can complete with their own ideas and information.

Benefits of Sentence Frames/Starters:

• Support correct syntax and grammar
• Provide a model for academic language
• Help students meet language demands
• Boost confidence and participation

For example, in a science class, a sentence frame might be: "The evidence suggests that… because…". Sentence frames provide a structured approach for students to express their understanding. By providing a starting point, students can focus on the content of their response rather than struggling with sentence construction. They also support the development of accurate and sophisticated language skills.

Supporting Diverse Learners: A Language-Focused Approach

Building upon the foundational understanding of the edTPA, it is imperative to delve into the critical concept of Language Demands. This element serves as a cornerstone in the assessment process, revealing a teacher candidate's capacity to facilitate language development in conjunction with content mastery, particularly when instructing diverse student populations. Effectively supporting English Language Learners (ELLs) and Students with Disabilities (SWD) necessitates a multifaceted, language-focused approach. This section outlines strategies and techniques imperative for teacher candidates to demonstrate their competence in addressing the unique linguistic needs of all learners.

Strategies for Supporting English Language Learners (ELLs)/Multilingual Learners (MLLs)

Meeting the academic and linguistic needs of English Language Learners (ELLs), also referred to as Multilingual Learners (MLLs), requires strategic and intentional instructional practices. Candidates must demonstrate an understanding of how to foster language proficiency across all domains. That is to say, reading, writing, speaking, and listening.

Instructional strategies that support ELLs/MLLs in language development include:

• Explicit Vocabulary Instruction: Direct teaching of key vocabulary terms, including cognates, and the provision of multiple exposures in varied contexts.

• Visual Aids and Graphic Organizers: Employing visuals, diagrams, and graphic organizers to support comprehension of complex concepts and vocabulary.

• Sentence Frames and Starters: Providing structured sentence frames to scaffold writing and oral language production, especially in the initial stages of language acquisition.

• Collaborative Learning Activities: Integrating pair work, group projects, and discussions to encourage peer interaction and language practice in a supportive environment.

• Culturally Responsive Teaching: Connecting curriculum content to students' cultural backgrounds and experiences to enhance engagement and relevance.

• Strategic Use of the Home Language: Allowing students to use their home language for clarification, initial drafting, or peer support, while gradually increasing English language use.

Candidates should demonstrate in their edTPA submissions how they actively incorporate these strategies to promote language development in authentic and meaningful ways. The emphasis should be on creating accessible learning environments where ELLs/MLLs can thrive academically and linguistically.

Effective Methods for Assisting Students with Disabilities (SWD)

Supporting Students with Disabilities (SWD) in accessing and utilizing language requires thoughtful planning and individualized instruction. Candidates must exhibit an understanding of diverse learning needs and demonstrate the ability to implement appropriate accommodations and modifications.

Instructional methods to support SWD include:

• Multi-Sensory Instruction: Utilizing visual, auditory, kinesthetic, and tactile modalities to engage multiple learning pathways and enhance comprehension.

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• Assistive Technology: Incorporating assistive technology tools, such as text-to-speech software, speech-to-text software, and graphic organizers, to support language processing and expression.

• Chunking and Scaffolding: Breaking down complex tasks into smaller, more manageable chunks and providing temporary support to guide students through each step.

• Explicit Instruction and Modeling: Providing clear, direct instruction, modeling effective strategies, and offering frequent opportunities for practice and feedback.

• Individualized Education Program (IEP) Alignment: Ensuring that all instructional practices and assessments are aligned with the student's IEP goals and accommodations.

Candidates should illustrate in their edTPA submissions how they differentiate instruction and assessment to meet the unique needs of SWD. Demonstrating a commitment to inclusive practices and a thorough understanding of evidence-based strategies is crucial.

Scaffolding: Temporary Support for Language Mastery

Scaffolding represents a temporary support structure provided to students as they navigate new language skills and complex concepts. The purpose of scaffolding is to bridge the gap between a student's current abilities and the desired learning outcomes. The gradual withdrawal of scaffolding, as students become more proficient and confident, is an integral part of effective instruction.

Examples of Scaffolding include:

• Providing Sentence Frames or Starters to guide written or oral language production.

• Using Graphic Organizers to structure and organize ideas before writing or speaking.

• Modeling Think-Alouds to demonstrate problem-solving strategies and language use.

• Offering Pre-Teaching of Vocabulary to ensure comprehension of key terms before instruction.

• Providing Visual Aids to support understanding of complex concepts and vocabulary.

Scaffolding techniques should be intentionally and strategically applied. This is in response to student needs. Candidates should articulate in their edTPA submissions how they utilize scaffolding to promote language development and academic success for all learners.

Differentiation: Tailoring Instruction for Diverse Linguistic Needs

Differentiation involves tailoring instruction and assessment to meet the varying linguistic needs of diverse learners in the classroom. It requires a deep understanding of students' individual strengths, weaknesses, and learning styles. By differentiating, teachers can create a more equitable and engaging learning environment where all students have the opportunity to succeed.

Differentiation can be implemented in the following ways:

• Content: Modifying the complexity of the material, providing different resources, or adjusting the level of abstraction.

• Process: Offering flexible grouping options, varying the instructional strategies, or providing choice in activities.

• Product: Allowing students to demonstrate their learning through a variety of means, such as written reports, oral presentations, visual displays, or performance tasks.

• Environment: Creating a classroom atmosphere that is supportive, inclusive, and responsive to the diverse needs of all learners.

Candidates should demonstrate in their edTPA submissions how they effectively differentiate instruction and assessment to meet the linguistic needs of diverse learners. The evidence should reflect a commitment to equitable practices and a thorough understanding of how to create an inclusive learning environment.

Practical Resources and Application: Maximizing Your edTPA Success

Building upon the understanding of supporting diverse learners through language-focused strategies, it is now essential to explore the practical tools and methods that can directly contribute to edTPA success. This section focuses on leveraging key resources and applying effective techniques to navigate the edTPA process efficiently and demonstrate competence.

Leveraging the edTPA Handbook: Your Indispensable Guide

The edTPA Handbook, specific to each content area, is not merely a supplementary document but rather the cornerstone of successful preparation. It is imperative that candidates thoroughly familiarize themselves with every aspect of the handbook.

Understanding the handbook is paramount, as it provides explicit guidance on the requirements, scoring rubrics, and recommended practices for each task. It serves as a detailed roadmap, illuminating the expectations of assessors and the criteria by which candidate performance will be evaluated.

Deciphering Requirements and Expectations

The handbook delineates the specific tasks that candidates must complete. These requirements are not arbitrary but are carefully designed to assess fundamental teaching skills.

By scrutinizing each requirement, candidates can gain a clear understanding of what is expected of them in each task. This detailed knowledge enables candidates to tailor their responses precisely to the outlined criteria.

Mastering the Scoring Rubrics

The scoring rubrics are critical tools for self-assessment and improvement. They provide a granular breakdown of the performance levels for each dimension of teaching practice evaluated in the edTPA.

Candidates should meticulously analyze the rubrics, paying close attention to the characteristics of each performance level. By understanding the distinctions between levels, candidates can proactively identify areas for improvement and refine their practice accordingly.

Implementing Best Practices

The edTPA Handbook often includes examples of best practices and strategies that have been shown to be effective in promoting student learning. These suggestions are based on educational research and practical experience.

Integrating these best practices into lesson plans and instructional activities can significantly enhance a candidate's ability to meet the edTPA requirements. Candidates should regard the handbook as a repository of valuable insights and proven techniques.

Crafting Effective Language Objectives: A Roadmap for Student Growth

Creating well-defined language objectives is not just an edTPA requirement; it's an essential component of effective instruction. Language objectives provide a clear and measurable roadmap for student language development, guiding both teaching and assessment.

The SMART Framework: A Guide to Objective Creation

When crafting language objectives, it is helpful to follow the SMART framework. SMART stands for Specific, Measurable, Achievable, Relevant, and Time-bound.

• Specific: A language objective should clearly state what language skill students will develop. Avoid vague or ambiguous language.

• Measurable: The objective should include criteria for determining whether students have achieved the desired language skill. This often involves using specific verbs that indicate observable behaviors.

• Achievable: The objective should be realistic and attainable for students within the given time frame and with the available resources.

• Relevant: The objective should be aligned with the content being taught and should support students' overall language development goals.

• Time-bound: The objective should specify a time frame for achieving the desired language skill. This helps to focus instruction and assessment.

Integrating Language Objectives into Lesson Plans

Language objectives should be explicitly integrated into lesson plans and communicated to students at the beginning of each lesson. This helps students understand the purpose of the lesson and what they are expected to learn.

During the lesson, teachers should actively support students in meeting the language objectives. This may involve providing explicit instruction on language skills, modeling effective language use, and providing opportunities for students to practice using the language.

Assessing Language Objective Mastery

Assessment should be aligned with the language objectives. Teachers should use a variety of assessment methods to determine whether students have met the objectives. These methods may include observations, informal assessments, and formal assessments.

By consistently using language objectives to guide instruction and assessment, teachers can effectively support student language development and demonstrate their competence on the edTPA.

In conclusion, the edTPA Handbook and the creation of SMART language objectives are two essential components of preparing for and succeeding in the edTPA. The handbook provides the framework and criteria for understanding what is expected of candidates, while SMART language objectives offer a concrete and practical approach to fostering student language development.

So, there you have it! Navigating edTPA syntax: definition and requirements can feel like a lot, but remember you're not alone in this. Take it one step at a time, focus on clarity in your writing and lesson plans, and you'll be well on your way to acing this part of your assessment. Good luck, future teachers!