The Scoring Rubric

Candidates must earn a 3 or 4 to successfully complete Task 1.  Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 1.

Score Level 4: The response provides evidence that clearly, consistently, and convincingly demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs, based on information given about these students. The preponderance of evidence provided for each of the following domains is appropriate, relevant, accurate, and clear or detailed. Evidence is purposefully connected and reinforced across the response.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instruction, as evidenced by:

• incorporating relevant subject-specific and developmentally-appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s)
• knowing and applying relevant and appropriate instructional practices for English Language Development
• adapting relevant and appropriate instructional strategies to provide access to the state-adopted student academic content standards or framework(s) for all students

Making Subject Matter Comprehensible to Students TPE 1

The candidate knows the state-adopted student academic content standards or state-adopted framework(s) as evidenced by:

• demonstrating relevant, detailed, and accurate understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or state-adopted framework(s) for all students

Assessing Student Learning TPE 3

The candidate uses assessment to inform instruction and feedback strategies, as evidenced by:

• understanding clearly and accurately the purposes and relevant uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction
• demonstrating an appropriate and relevant understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate uses student information to plan instruction, as evidenced by:

• planning relevant and appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted student academic content standards or state-adopted framework(s)
• selecting or adapting relevant and appropriate instructional strategies and student activities that assist students to achieve learning goals and meet all students’ needs

Score Level 3: The response provides evidence that clearly demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments; to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs, based on information given. The preponderance of evidence provided for each of the following domains is appropriate, relevant, or accurate. Evidence is connected across the response.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate uses and adapts strategies and activities for instruction, as evidenced by:

• incorporating subject-specific and developmentally-appropriate instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s)
• knowing and applying appropriate instructional practices for English Language Development
• adapting appropriate instructional strategies to provide access to the state-adopted student academic content standards or state-adopted framework(s) for all students

Making Subject Matter Comprehensible to Students TPE 1

The candidate knows the state-adopted student content standards or state-adopted framework(s), as evidenced by:

• demonstrating accurate understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or framework(s) to all students

Assessing Student Learning TPE 3

The candidate uses assessment to inform instruction and feedback strategies, as evidenced by:

• understanding accurately the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction
• demonstrating a relevant understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate uses student information to plan instruction, as evidenced by:

• planning appropriate instruction in relation to the content area and subject matter to be taught and in accordance with state-adopted student academic content standards or framework(s)
• selecting or adapting appropriate instructional strategies and student activities that assist students to achieve learning goals and meet students’ needs

Candidates must earn a 3 or 4 to successfully complete Task 1.  Scores of 2 or 1 are not acceptable and students will be required to complete a remediation before being allowed to resubmit TPA Task 1.

Score Level 2: The response provides evidence that partially demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing subject-specific and developmentally-appropriate activities; to understand and use a variety of assessments; to determine students’ progress and to plan instruction; and to adapt lessons for an English learner and for a student with special needs based on information given. The preponderance of evidence provided for each of the following domains is minimal, limited, cursory, inconsistent, and/or ambiguous. Evidence is weakly connected across the response and may be inconsistent.

Engaging and Supporting Students in Learning TPE 4, 6, 7

The candidate minimally uses and adapts strategies and activities for instruction as, evidenced by:

• incorporating instructional strategies, student activities, procedures, and experiences that address state-adopted student academic content standards or state-adopted framework(s) in an ambiguous or minimal manner
• a limited knowledge and/or ambiguous application of instructional practices for English Language Development
• adapting instructional strategies to provide access to the state-adopted student academic content standards or framework(s) for students in an ambiguous or inconsistent manner

Making Subject Matter Comprehensible to Students TPE 1

The candidate has minimal knowledge of the state-adopted student academic content standards or state-adopted framework(s), as evidenced by:

• demonstrating cursory or limited understanding of subject-specific pedagogical skills for teaching the state-adopted student academic content standards or state-adopted framework(s) to students

Assessing Student Learning TPE 3

The candidate minimally uses assessment to inform instruction and feedback strategies, as evidenced by:

• a minimal or vague understanding of the purposes and uses of different types of assessment, including entry level, progress-monitoring, and summative assessments to plan instruction
• demonstrating a cursory or limited understanding of multiple measures that can be used to assess students’ knowledge, skills, and behaviors

Planning Instruction and Designing Learning Experiences for Students TPE 9

The candidate minimally uses student information to plan instruction, as evidenced by:

• planning instruction that is not clearly or coherently related to the content area and subject matter to be taught and/or is minimally in accordance with state-adopted student academic content standards or framework(s) for students
• selecting or adapting instructional strategies and student activities that minimally assist