[SOLVED] Edtpa Physical Education Planning Commentary – Humanities

Planning Commentary
In Task 1: Planning for Literacy Instruction and Assessment, you will write a commentary,
responding to the prompts below. Your commentary should be no more than 9 single-spaced pages, including the prompts.Below I will attach a lot of files to help you answer the promptLesson Plan I will provide the three lesson plan Day 1: Question of the day: (https://docs.google.com/presentation/d/1vhp3NO3nfAJ_oZsckKWsSIM-qavztassUgw68Dev69s/edit?usp=sharing) Kahoot (https://create.kahoot.it/share/boxing-unit-quiz/8b5200a3-b6c7-4589-a55d-076208720704) Powerpoint (https://docs.google.com/presentation/d/1dqUWupTYWUyfSRlJumvg4LwHzHasxa4X7VLqpE30zvk/edit?usp=sharing)Day 2: Powerpoint (https://docs.google.com/presentation/d/1hnMX0mkvCbg-yOrazPd7_1pmThWHIebXerL0CcAS77o/edit?usp=sharing) Day 3: Powerpoint (https://docs.google.com/presentation/d/1rt2lG9dw-OzaNrfCTYPpzEcQm-6dd6NPAfi9P0hg1B0/edit?usp=sharing)Physical Education
Task 1: Planning Commentary
TASK 1: PLANNING COMMENTARY
Respond to the prompts below (no more than 9 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the learning
segment.
[ ] Purpose of is to teach the basic of boxing and going over a little about core fitness in relation
to the textbook Fitness for life. However, main focus boxing.
b. Given the central focus, describe how the standards and learning objectives within your
learning segment address the development of student competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) related to
 movement patterns,
 performance concepts, and/or
 health-enhancing physical fitness.
[ ]
c. Explain how your plans build on each other and include tasks that develop the student
competencies described above while making connections between the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
[ ]
d. Explain how you will structure the learning environment to be both emotionally and
physically safe.
[ ]
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students with
respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, students with higher/lower
proficiency levels, underperforming students or those with gaps in content knowledge, or
students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still learning
to do.
[ ]
b. Personal, cultural, and community assets related to the central focus—What do you
know about your students’ everyday experiences, cultural and language
backgrounds and practices, and interests?
[ ]
3. Supporting Students’ Physical Education Learning
Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.
1 of 3 | 9 pages maximum
All rights reserved.
V07
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Physical Education
Task 1: Planning Commentary
Respond to prompts 3a–c below. To support your justifications, refer to the instructional
materials and lesson plans you have included as part of Planning Task 1. In addition, use
principles from research and/or theory to support your justifications.
a. Justify how your understanding of your students’ prior academic learning and personal,
cultural, and community assets (from prompts 2a–b above) guided your choice or
adaptation of learning tasks and materials/equipment. Be explicit about the connections
between the learning tasks and students’ prior academic learning, their assets, and
research/theory.
[ ]
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs.
[ ]
c. Describe common student errors or misunderstandings within your central focus and
how you will address them.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ ]
4. Supporting Physical Education Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function. Using information about your students’ language assets and
needs, identify one language function essential for student learning within your central
focus. Listed below are some sample language functions. You may choose one of these
or another more appropriate to your learning segment.
Analyze
Compare
Evaluate
Sequence
Signal
Summarize
[ ]
b. Identify a key learning task from your plans that provides students with opportunities to
practice using the language function identified above. Identify the lesson in which the
learning task occurs. (Give lesson day/number.)
[ ]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or oral)
students need to understand and/or use to successfully participate in the learning task:
 Vocabulary
 Plus at least one of the following:
 Syntax
Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.
2 of 3 | 9 pages maximum
All rights reserved.
V07
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Physical Education
Task 1: Planning Commentary
 Discourse
[ ]
d. Language Supports. Refer to your lesson plans and instructional materials as needed
in your response to the prompt below.
 Identify and describe the planned instructional supports (during and/or prior to the
learning task) to help students understand, develop, and use the identified language
demands (function, vocabulary, syntax, or discourse).
[ ]
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of the
materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide direct
evidence of students’ development of competencies in the psychomotor domain and at
least one other learning domain (cognitive and/or affective).
[ ]
b. Explain how the design or adaptation of your planned assessments allows students with
specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
[ ]
Copyright © 2018 Board of Trustees of the Leland Stanford Junior University.
3 of 3 | 9 pages maximum
All rights reserved.
V07
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.
Exemplary Planning Commentary: Physical Education
! This example commentary is for training purposes only. Copying or replicating responses
from this example for use on a portfolio violates TPA policies. Portfolios may be screened for
originality using software for detecting plagiarism. Candidates submitting a portfolio for
scoring must confirm they are the sole author of the commentaries and other writing. Failure
to adhere to scoring policies may void scores and cause a report to the institution or state
agency associated with the submission.
1a. Central focus of the segment
The central focus of the learning segment is: students will demonstrate the necessary skills and strategies to effectively
participate in Lacrosse. This statement solicits a combination of both skills and strategies be demonstrated, as both are
required for effective participation. The word skill, found in the central focus, refers to developing competencies in the
psychomotor domain as well as the cognitive and affective domains: this is reflected in the learning tasks. The word
strategy, found in the central focus, refers to the methods students will learn to apply in order to achieve the learning
targets. The central focus is structured so that each learning task will assist students in learning and practicing specific
skills and strategies so they can demonstrate them by the end of each lesson. Students will be given multiple
opportunities to demonstrate their developing competencies through performance‐based activities. Students will
consistently assess their development to establish an awareness of specific skills and strategies that may require
additional practice.
The content required to support the central focus is divided into intentional sequential pieces, making it manageable for
students to practice and master each piece before learning the next. This is an instructional strategy called scaffolding.
Learning tasks are designed to break down content into manageable portions for students to understand and digest. By
scaffolding content, student understanding is guided at an appropriate speed, ensuring that students are able to apply
developing competencies as they emerge.
In Lesson 1, preliminary content is introduced through three learning activities to begin breaking the central focus down
into manageable pieces. Learning activities focus on developing students’ competencies in the psychomotor domain.
The content presented in learning activity 1 applies students’ first learned skill, how to properly grip a Lacrosse stick, to
an individual practice task where students are directed to cradle their stick. The content in learning activity 2 applies
students’ first two learned skills, how to properly grip and cradle, to a partner practice task where students are directed
to practice scooping ground balls. Exposing students to this content first is integral in their development throughout the
learning segment. By introducing appropriate learning content, students acquire the basic knowledge and skills like grip,
cradling and scooping, and are now prepared to advance to the next learning activity.
In Lesson 2, students are introduced to new content that will assist in developing their competencies in the cognitive
and affective domains. Students participate in a warm up activity called “Flag Tag”, an activity exposing students to
rules, strategies and teamwork tactics. Content in Lesson 2 applies prior knowledge from Lesson 1 to each learning
activity, preparing students to effectively combine developing competencies in psychomotor, cognitive and affective
domains.
1b. Linking physical, cognitive or affective knowledge and skills
State essential academic learning requirement (EALR) 1 requests students to “acquire the knowledge and skills
necessary to maintain an active life” (OSPI, 2008). Within this EALR, the grade level expectation (GLE) for high school
students under component 1.2 (develops motor skills and movement concepts as developmentally appropriate) is for
students to “analyze how to perform activities and tasks safely and appropriately” (OSPI, GLE 1.2.1). This particular GLE
addresses the development of student competencies in the cognitive and affective domains. Students are expected to
practice developing their cognitive and affective competencies by analyzing how they can safely perform activities. This
1
would require students to compare different ways to perform movement patterns, developing an understanding of
which method is the safest. By learning how to safely perform movement patterns, students are developing an
understanding of rules and strategies needed to be successful while also developing appropriate social behaviors
expected of a team member. These expectations are designed to assist students in developing these competencies so
they become proficient in activities that benefit one’s physical, social and mental well‐being. Under the same EALR,
component 1.2 (develops motor skills and movement concepts as developmentally appropriate) requires students to
“evaluate skills and strategies necessary for effective participation in physical activities” (OSPI, GLE 1.2.2). This GLE
addresses the development of student competencies in the psychomotor, cognitive and affective domains. Students are
expected to practice developing their psychomotor and cognitive competencies by evaluating and performing skills that
are necessary to participate effectively in physical activities. This requires students to compare strategies and make
judgments on which strategy to employ in order to be a successful team player (strengthening cognitive competencies).
Lastly, students are expected to evaluate coping skills to deal with personal challenges, differences or setbacks that may
affect their participation in physical activities, requiring students to select and employ the appropriate coping skills that
can positively affect participation in a team activity (strengthening affective competencies).
The learning targets in the lesson segment are designed to support state standards through the implementation of
practice tasks that develop students’ competencies in the psychomotor, cognitive and affective domains. The learning
target in Lesson 1 states: students will perform proper methods in grip, cradling and scooping to develop basic skills and
strategies needed to effectively participate in Lacrosse with a 90% accuracy rate. By requiring students to perform the
proper method for each skill (grip, cradle, scoop), students must base their performance off their evaluation of what
constitutes safe and appropriate. This learning target assists students in developing competencies in the psychomotor
domain through individual, partner and group practice tasks (see Instructional Materials 1.6), and in the cognitive and
affective domains through the evaluation and practice of rules and safety guidelines (see Instructional Material 1.1).
The learning target in Lesson 3 states: students will demonstrate ability to combine knowledge of proper methods in
grip, cradle, scoop, passing and catching techniques to effectively participate in Lacrosse with a 90% accuracy rate. By
requiring students to demonstrate their ability to combine knowledge of proper methods, students synthesize the skills
they have learned into a complete accessible set by formulating when it is safe and appropriate to utilize specific learned
skills. This learning target assists students in strengthening competencies in the psychomotor domain through active
performance, cognitive domain through strategy synthesis and affective domain through the demonstration of the
appropriate social behaviors throughout activities. Developing competencies in all three domains, positively affects
students’ movement patterns and overall health: physically, socially and mentally.
1c. Explaining how lessons build and link to other activities
The lesson segment was intentionally structured to pace student learning by providing opportunities to check for
understanding, so that instruction, content and student learning can build on each other. The lesson segment is
influenced by Bloom’s Taxonomy by implementing components of Bloom’s Cognitive Domain. Students are asked to
recall prior knowledge, demonstrate an understanding of new content through discussion before applying it to the
learning activities. After students have had multiple chances to practice the application of new content knowledge,
students then analyze and synthesize information through comparison before devising a strategy (Bloom, Englehart,
Furst, Hill, & Krathwohl, 1956).
Lesson 1 enables students to learn and perform three new skills, an activity that assists in developing students’
movement patterns, movement strategies and disciplinary language skills. The learning target in Lesson 1 supports this:
students will perform proper methods in grip, cradling and scooping to develop basic skills and strategies needed to
effectively participate in Lacrosse with a 90% accuracy rate. After recalling any relevant previously learned information,
students are introduced to the three most fundamental skills in Lacrosse: grip, cradle and scoop. In order to succeed at
learning activities in Lessons 2 and 3, students must be able to perform and apply these three fundamental skills so that
they are able to analyze and synthesize when to use these skills appropriately and effectively to participate. This lesson
directly targets state standard GLE 1.2.1, where students “analyze how to perform activities and tasks safely and
appropriately” (OSPI, 2008).
2
In Lesson 2, students recall previous content from Lesson 1, specifically regarding safety guidelines and fundamental
skills. Lesson 2 enables students to learn and perform two additional skills through activities that assist in developing
movement patterns, competitive strategies and teamwork skills. The learning target supports this: students will perform
how to pass and catch a Lacrosse ball successfully with a 90% accuracy rate. Students are asked to apply their
fundamental skills (grip, cradle, scoop) from Lesson 1 to new content in Lesson 2 (passing and catching) by combining
skills in a practice activity. Students cannot be successful at skills in Lesson 2 such as catching, if they have not yet
become proficient with grip and cradle. Similarly, students cannot be successful at passing in Lesson 2, unless they are
proficient in scooping. During Lesson 2, students are asked to demonstrate their understanding by comparing
competitive strategies used in Lacrosse. Through partner and group practice activities, students are applying skills from
Lesson 1, while analyzing what strategy to employ in activities when participating as a team player. This lesson directly
targets state standard GLE 1.2.2, where students “evaluate skills and strategies necessary for effective participation in
physical activities” (OSPI, 2008).
Students combine skills and strategies learned in Lessons 1 and 2 throughout practice activities in Lesson 3. During this
lesson, students are asked to combine each skill learned and to formulate a team strategy to employ in a competitive
practice activity, assisting in the development of movement patterns, competitive strategy and teamwork skills. The
learning target supports this: students will demonstrate ability to combine proper methods in grip, cradle, scoop,
passing and catching techniques to effectively participate in Lacrosse with a 90% accuracy rate. Students participate in a
practice activity measuring their proficiency level in all five learned skills: grip, cradle, scoop, passing, and catching. The
final two practice activities are both accelerated in regards to time and speed; the activities are timed to apply game‐like
pressure to students, requiring them to perform their skills most accurately to assist their team in succeeding. These
activities are intended to mirror components of an authentic Lacrosse game. This lesson directly targets both state
standard GLE 1.2.1 and 1.2.2, asking students to analyze how to safely and appropriately perform activities while
evaluating which skills and strategies are necessary to effectively participate.
1d. Promoting a conducive learning environment
Providing an emotionally safe learning environment is divided into two parts: teacher‐to‐student interaction and
student‐to‐student interaction. First, in terms of student‐to‐teacher interactions, the learning environment is designed
to be emotionally safe by ensuring that each student is valued as an individual amongst a group or a team. This
constitutes checking in with every student on a daily basis, whether through conversation or eye contact, as it is
important for students to feel noticed, supported and celebrated. Establishing a time for checking in at the beginning of
each lesson provides students with an opportunity to update the teacher or ask questions, helping to build trust through
open communication. In order to promote interaction and participation from students, they must trust that their worth
is not based on ability or performance. It is important to remind students in a physical education environment that
failure is acceptable. Sharing authentic and candid moments of failure (during demonstrations) can show students that
no one is expected to perform perfectly. Modeling the appropriate behavior, particularly in regards to reaction to failure
or unsuccessful attempts in physical fitness, is a key method in showing students acceptable behaviors. Second, the way
students interact with each other significantly impacts the emotional environment of the classroom. In order to ensure
that students are helping promote a positive learning environment for each other, it is important to remain aware of
interactions. Student interaction should be free of disrespectful, discriminating or degrading language and instead
supportive and encouraging. Encouraging supportive behavior and language at the beginning of each lesson is a strong
way to remind students what is expected (see Instructional Materials 1.1).
To provide a physically safe learning environment, rules and guidelines are established and reviewed at the beginning of
the lesson so that students understand their expectations and responsibilities. By tailoring rules and guidelines to the
specific lesson, students understand appropriate procedures for facilities, equipment and peer interaction. In Lesson 2
(see Instructional Materials 2.6) students are re‐exposed to the Safety Guidelines and Expectations they first learned in
Lesson 1. These guidelines combine both physical and emotional safety expectations ranging from specific Lacrosse rules
such as “no body contact” to a general classroom expectation such as “communicate with your partners”. To ensure
these expectations are upheld throughout the learning activities, it is important to remain present and attentive.
Maintaining awareness of the physical and emotional well‐being of students is an on‐going responsibility that requires
active monitoring of the classroom.
3
1e. Opportunities to express learning targets (Washington State only).
At the beginning of each lesson, after being introduced to the learning target visually (on the projector) and verbally
(recited), students are given the opportunity to express their understanding in their own words to a student nearby
them. Students extend their understanding of what they should know and what they should be able to do by the
lesson’s end when they are asked to develop their own individual definition of it and practice sharing it aloud. By sharing
their definition with another peer, they can add to or modify understandings by applying alternate perspectives. This is a
core part of each lesson, which helps build a routine the students can rely on, helping to develop confidence in their
ability to articulate concepts using their own vocabulary level.
In Lesson 2, students are introduced to the learning target at the beginning of the lesson (see Instructional Materials
2.2), after reviewing the why the central focus is important (see Instructional Materials 2.1). At this juncture in the
lesson, students are given the opportunity to discuss their understanding of the learning target with the person next to
them, by creating a definition of their own. Later in the lesson, during formative assessment 2.2, students apply their
understanding of the learning target by measuring their progress in a partner activity. Students assess whether they are
meeting the day’s learning target through their “wall‐ball” activity by testing if they can complete 10 throws and 10
catches against the wall (attempting 90% accuracy rate). Early exposure to the learning target provides students with
direction and helps facilitate focus throughout the learning activities designed to achieve it, while a second exposure
later in the lesson plan aids students in applying their understanding through active practice.
Concluding each lesson in the lesson segment, students are given an opportunity to assess themselves using personal
statements on how well they achieved the learning target. This opportunity for self‐reflection is important in developing
accountability for their own learning progress: helping them to understand their strengths as well as which components
(skills) need more practice.
2a. Summary of students’ prior knowledge
Due to the class size and the range of ages, students’ prior academic backgrounds, experiences and skill levels vary. The
class is composed of mostly freshman and senior students, separating prior academic learning and experiences into two
distant categories. The students’ movement skills encompass a very broad spectrum of different levels. The majority of
students in class have mastered most locomotor and stability skills such as running and balancing but are still developing
many object control skills such as throwing, catching and bouncing.
In relation to the central focus, students will demonstrate the necessary skills and strategies to effectively participate in
Lacrosse, students have limited prior exposure to the sport of Lacrosse and very few students can identify the rules or
equipment. Students are familiar with terminology such as “offense”, “defense” and “dodge” in learning activities, but
are unfamiliar with terms such as “cradle” or “pocket” when referring to Lacrosse skills and equipment. Students’
previous experiences with other physical activities such as baseball, football and soccer assist their understanding of
some skill components. For example in Lesson 2, students learn how to properly pass and catch a Lacrosse ball. While
their limited experience with the equipment presents a challenge, students’ previous experience with throwing
mechanics help support the learning activity. Guiding students to “face their target, just as they would if they were
about to throw a baseball or a football, perpendicular” assists in proper skill development. Those students without this
prerequisite throwing skill will have a significantly more challenging experience learning how to properly throw a
Lacrosse ball, since this skill is underdeveloped in other areas.
To accommodate individual students with IEPs that prevent full participation in learning activities due to a low level of
fine motor skill development (autism), learning activities are modified allowing for appropriate progression. In Lesson 1,
learning activity 2 facilitates students to practice scooping up “ground balls. This movement will be modified to the
student with limited fine motor skills. Ground balls will be rolled to this student with a softer ball at a slower pace,
increasing the opportunities for successful scoops. Learning activities are also modified to support social interaction
goals by selective partnering or permitting individual skill practice. In Lesson 2, learning activity 1 facilitates students to
practice passing and catching in a “wall‐ball” activity with a partner. This activity will be modified by helping pair them
4
with a partner demonstrating kindness and patience or allowing the student to practice individually until more confident
in the skill.
To accommodate students receiving ELL services, instruction is modified so that students have varied exposure to
content and directions for instruction. In Lesson 3, learning activity 1 asks students to combine and apply the first three
learned skills: grip, cradle and scoop. This activity is first introduced visually on the projector and explained in written
steps, read verbally and is then demonstrated visually so that ELL students can bridge their language challenges through
different methods of instruction.
2b. Summary of student assets
Since the students in this class are mainly freshman or seniors, social groups have developed, influencing students’
attitudes and participation. Many of the senior students demonstrate strong leadership skills that shy freshman students
witness. Those senior students displaying leadership in group practice activities assist in supporting peers’ learning
development by modeling academic dedication and focus. Culturally, students come from different backgrounds and
subscribe to different beliefs and values. Typically, cultural values are not discussed during class but do affect partner
and group practice activities. For example, two female students in class are practicing Muslims whose Islamic beliefs
require them to wear a “hijab” every day in public, covering their head and chest during puberty as well as a skirt,
covering their legs and ankles. By enabling these students to participate fully in activities amongst other students
without school‐required clothing, their cultural beliefs are being respected as they model expected student
engagement. Many of the students in class are members of different school clubs such as Key Club, where students
perform acts of service while practicing character development and leadership skills. These students model character
development skills such as self‐awareness, responsibility and trustworthiness, influencing the behavior of their peers.
3a. Selecting learning activities based on prior knowledge and other assets
Learning activities are built on students’ personal, cultural and community assets. Some students in this class display
strong leadership, self‐awareness, responsibility and trustworthiness: characteristics of an honorable student that are
actively practiced in school clubs like Key Club. These students’ developing characteristics help support other students’
learning progress through positive socialization. For example, in Lesson 3 students participate in a team earning activity
called “Rob the Nest”. To guarantee that students remain engaged in the learning target, team captains are assigned to
each of the four teams. The role of the team captain is to hold their team members accountable by leading by example
while following the rules, implementing team strategies and communicating to other team mates. By pre‐selecting
responsible students with strong leadership skills as team captains, team members observe appropriate modeled
behavior from their leader.
The lessons in this lesson segment were designed to utilize students’ assets appropriately by developing cooperative
learning activities that require maximize student engagement through partner and group tasks. Lessons are intentionally
designed to have little individual practice time, increasing time spent with peers, which maximizes the time students
spend working with each other. Lev Vgotsky’s concept of the Zone of Proximal Development stresses the importance of
social interaction in cognitive development and academic success. Vygotsky suggests that cooperative learning activities
can assist students in achieving a higher level when working with others than they can when working independently
(Vygotsky, 1978). By providing opportunities for cooperative practice activities, students’ Zone of Proximal Development
can be further extended.
3b. Selecting learning activities for the whole‐class and individuals
Each lesson in the lesson segment is comprised of some direct instruction at the beginning of class, followed by guided
student practice. Minimizing direct instruction in a physical education setting enables students to remain active for the
majority of the class in an attempt to meet the national recommendation of 60 minutes of physical activity (aerobic and
strength based) each day. Direct instruction works best at the beginning of the lesson when students are fresh and
focused to progress through the cycle of reviewing previous content, presenting new content and finally practicing new
content. Direct instruction accounts for no more than 10‐15 minutes of each 40 minute lesson and is guided by
5
PowerPoint slides to support visual learners. Following direct instruction, students participate in guided student practice
for the rest of the lesson, actively practicing the new content (skill) presented in the beginning of class. During guided
practice, verbal and physical prompts are provided to cue and remind students how to perform skills correctly.
For example, in Lesson 1 students participate in guided practice during learning activity 2. This is the students’ first
chance to practice new content where partners practice scooping as many ground balls as possible. Verbal cues are
offered to students such as “try getting your center of gravity lower to the ground next time” or “adjust your dominant
hand”. These cues are meant to remind the student of the presented content so they can adjust their movement
accordingly in their next opportunity. To accommodate ELL students whom may have challenges absorbing new content
during direct instruction, verbal prompts are combined with gestural prompts during guided student practice, where
part or all of the movement is modeled again to remind the students of the proper skill performance. To accommodate
students with IEPs for limited fine motor skills that may have trouble with object control, physical prompts can be used
guiding the student through the prompt with hands‐on adjustments. Physical prompts should only be used if the student
is comfortable with hand‐to‐hand contact.
3c. Resources for getting help on learning targets (Washington state only)
Resources to support student progress toward learning targets vary between lessons. In Lesson 2, students are
introduced to an online video channel offering instructional Lacrosse videos for beginners (see Instructional Materials
2.3). Students watch two instructional videos on passing and catching, while learning how to access the video channel
(The Lacrosse Network) from home to re‐watch videos. This resource is accessible from academic and home
environments for most students, offering an opportunity for continued practice or study. An alternative student
resource that supports progress towards the learning targets is an individual practice activity introduced in Lesson 2
called “wall‐balls”. This activity facilitates individual practice where students focus on object control through passing and
catching against a wall. For many students in the class, this is the lowest developed type of motor skill. Students are
directed to practice this drill before class begins as a resource to help meet the learning targets. While the resource is
only available during school hours, 1‐2 sets of wall‐ball drills will drastically improve students’ skill sets.
3d. Anticipating misconceptions
Common misunderstandings are addressed at the beginning of the lesson segment when students are first asked to
elicit prior knowledge of Lacrosse (see Instructional Materials 1.1) and is reviewed again in Lesson 2 (see Instructional
Materials 2.6). These misunderstandings are broader misconceptions regarding important rules such as not touching the
Lacrosse ball with your hands or feet. This is the first misconception reviewed in the lesson segment, since it is the most
anticipated. Students’ prior experience with soccer and baseball, or other traditional sports, predispose them to
automatic reflexes using their hands and feet with object control activities.
Student errors are addressed immediately after presenting a new skill. For example, in Lesson 1 directly after proper
scooping is introduced and demonstrated to the students, common mistakes are demonstrated (see Instructional
Materials 1.2).
4a. Identifying the language function
The learning segment was designed around the language function demonstrate. The central focus asks students to
demonstrate necessary skills and strategies in Lacrosse through various individual, partner and group learning activities.
By asking students to demonstrate skills and strategies throughout activities, they are applying knowledge to specific
situations. Under Bloom’s Taxonomy of action verbs, demonstrate is a cognitive skill under “application”, which comes
after comprehension. Students demonstrate through performance of knowledge in practice activities. Each lesson in the
lesson segment is structured to review previous skills, present new skills and then practice combined skills by applying
them to a structured activity requiring students to perform them, demonstrating their understanding.
4b. Learning activities enabling practice with the language function
6
The language function for this lesson segment is demonstrate. As explained above, demonstrate is an action verb found
in the “application” stage of Bloom’s Taxonomy. All three lessons in the segment provide an opportunity for students to
practice demonstrating their understanding. Typically these opportunities come directly after new content (skills) are
introduced in the lesson plan, allowing for students to practice through individual practice or group activities that are
geared towards the learning target.
In Lesson 2, students have three opportunities to practice the language function through discussion and practice
activities. Following the presentation of new content (skills), students are asked to demonstrate their understanding by
practicing a “wall‐ball” activity. In this activity students perform 25 wall‐balls on their dominant and non‐dominant sides.
This wall‐ball activity is an active demonstration of applying their understanding individually, while the teacher circulates
the room, actively monitoring student performance. At the end of this learning activity students perform both skills
counting how many attempts were successful. This performance is a weighted demonstration of skill acquisition. Lastly,
students are given a third opportunity to practice the language function by performing passing and catching with a
partner in learning activity 2, where students pass to each other instead of the wall. During this final activity, students
are encouraged to offer their partner constructive feedback on their performance by using disciplinary specific
vocabulary, a demonstration of skill and strategy mastery.
4c. Additional language demands
To succeed at learning activity 2, described above, students must be familiar with disciplinary specific vocabulary and
key phrases. The learning activity provides students with the opportunity to perform their passing and catching skills
with their partner, while offering feedback on their partner’s skill development. In order to communicate efficiently with
their partner during their practice activity, students must understand and be able to use the following disciplinary
specific words and phrases: grip, cradle, scoop, stick, pocket, center of gravity, dominant, non‐dominant, pass, catch,
possession, perpendicular, target, choke‐up. These vocabulary words and phrases have been introduced and reviewed
through learning targets, PowerPoint presentations and movement demonstrations. While the majority of students are
familiar with words such as dominant, non‐dominant, pass, catch, target and possession, they are less familiar in the
application of words such as cradle, perpendicular and the phrases “choke‐up” and “center of gravity”. These words and
phrases are commonly used in other disciplines, not relating to physical movement or skill development, therefore visual
demonstration is a key component when verbally introducing these words and phrases so that unfamiliar learners have
an opportunity of understanding their use and function in the learning tasks.
Since the language function, demonstrate, analyzes students’ movements, language structures are provided during the
presentation section of each lesson where critical elements of each skill are described both verbally and in writing (see
Instructional Materials 2.4). In Lesson 2, this slide summarizes what students heard and saw in a demonstration video of
passing, highlighting the critical elements required to participate in the upcoming passing activity. These bulleted points
such as “stand perpendicular to your target” and “snap your wrist to add power” provide students with important
language demands used in practice activities such as learning activity 2 where students offer feedback on partner’s
performance.
4d. Supporting language use
To help students understand the language function and utilize language demands, students are supported using
different methods in each lesson. In Lesson 1, students are introduced to the critical elements required to successfully
demonstrate grip, cradling, scooping in Lacrosse. Students are introduced to the language demands verbally as each skill
is demonstrated simultaneously. Combining a verbal and visual demonstration of the skill while implementing critical
language, students are exposed to each movement at an intentional pace. Finally, the critical components of each skill
are summarized on a PowerPoint slide to facilitate practice of language demands in the upcoming learning task (see
Instructional Materials 1.2). On this slide phrases such as “ground balls” and “center of gravity” are explained and
demonstrated since they are crucial in the next learning activity. Students’ language development is also supported at
the end of each lesson through self‐assessment (see Instructional Materials 2.5). Following the final learning activity in
Lesson 1, students are asked to share their interpretation of the learning target while the teacher circulates and listens
7
for the use of disciplinary specific vocabulary words. Here, students are given a chance to practice language and assess
their understanding through reflection (see Instructional Materials 1.3).
5a. Assessing student learning
[In each lesson there are at least two planned informal assessments for students to engage in. These assessments serve
a dual purpose, providing evidence to the teacher on the status of students’ progress while assisting students in
assessing their own development of competencies in the psychomotor, cognitive and affective domains. In Lesson 3,
students engage in Formative Assessment 3.1 where students perform their ability to combine grip, cradle and scoop
skills in a competitive timed game, working in teams, while the teacher circulates the room offering feedback on student
performance. Statements such as “Be sure to cradle your ball all the way back to your nest before dropping it so you do
not loose possession!” is an example of immediate feedback on their psychomotor competency development that can
provide students with direct evidence of their progress. Statements such as “Make sure you’re communicating with your
team members about your strategy so everyone can be a part of the plan!” is an example of immediate feedback on
their affective competency development.
Students are given a formal written assessment in lesson 4 (not included in lesson segment) to assess their developing
competencies in psychomotor, cognitive and affective domains. This assessment is divided into three sections. Section
one asks students to perform three learned skills for a partner (scoop, passing and shooting) and to collect their data,
eliciting evidence on their psychomotor competency development. Section two asks students to individually assess
themselves using a scoring chart (rubric) on how they have progressed towards learning targets, eliciting evidence on
their development of their psychomotor and affective competencies. Section three is a combination of questions
assessing student development across all three domains through self‐reflection.
5b. Adapting lessons
Planned informal assessments such as those described above, are designed to assess progress instead of mastery which
allows all levels of learners to succeed. Each of the informal assessments are structured to monitor progress, not
mastery of a skill. This allows students with gaps in content knowledge or IEPs that may prevent full participation in the
learning activity to succeed during these assessments since their grade is not based on performance level.
5c. Student reflection (Washington state only)
Student voice is elicited orally at the end of each lesson during self‐assessments. Following the final learning activity,
students gather as a class and are asked to share their progress towards the learning target in their own words. Students
discuss which skills they succeeded at and which skills remain the biggest challenges (see Instructional Materials 2.7).
These opportunities assist in adjusting the following lesson’s learning activities if students provide evidence that there
are skills or concepts that remain unclear.
5d. Strategies to promote student self‐assessment (Washington state only)
Each lesson concludes with an opportunity for students to monitor their own progress towards the learning target
through structured self‐assessment. By providing the class with three personal statements (see Instructional Materials
3.3), students measure their own progress by evaluating their skill level. Students are given post‐it notes and are
instructed to place it under the statement that fits them best on the white board (see Instructional Materials 2.8). For
example, in Lesson 3, students choose from statements such as “I was able to perform most of the learned skills and
apply them to a competitive setting today, and I am developing an understanding of how offensive and defensive
strategies are important”.
8
Physical Education
Assessment Handbook
Version 07.1
edTPA_PhysEd_V07.1
edTPA stems from a twenty-five-year history of developing performance-based assessments
of teaching quality and effectiveness. The Teacher Performance Assessment Consortium
(Stanford and AACTE) acknowledges the National Board for Professional Teaching
Standards, the Interstate Teacher Assessment and Support Consortium, and the
Performance Assessment for California Teachers for their pioneering work using disciplinespecific portfolio assessments to evaluate teaching quality. This version of the handbook has
been developed with thoughtful input from over six hundred teachers and teacher educators
representing various national design teams, national subject matter organizations (ACEI,
ACTFL, AMLE, CEC, IRA, NAEYC, NAGC, NCSS, NCTE, NCTM, NSTA, SHAPE America),
and content validation reviewers. All contributions are recognized and appreciated.
This document was authored by the Stanford Center for Assessment, Learning, and Equity (SCALE)
with editorial and design assistance from Evaluation Systems.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University. All rights reserved.
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the
edTPA trademarks is permitted only pursuant to the terms of a written license agreement.
edTPA Physical Education Assessment Handbook
Contents
Introduction to edTPA Physical Education …………………………………………………………………..1
Purpose………………………………………………………………………………………………………………………………………………. 1
Overview of the Assessment………………………………………………………………………………………………………………….. 1
Structure of the Handbook …………………………………………………………………………………………………………………….. 3
edTPA Physical Education Tasks Overview …………………………………………………………………………………………….. 5
Planning Task 1: Planning for Instruction and Assessment …………………………………………10
What Do I Need to Think About? ………………………………………………………………………………………………………….. 10
What Do I Need to Do? ……………………………………………………………………………………………………………………….. 10
What Do I Need to Write? ……………………………………………………………………………………………………………………. 12
How Will the Evidence of My Teaching Practice Be Assessed? ………………………………………………………………… 14
Planning Rubrics ………………………………………………………………………………………………………………………………… 15
Instruction Task 2: Instructing and Engaging Students in Learning…………………………….. 20
What Do I Need to Think About? ………………………………………………………………………………………………………….. 20
What Do I Need to Do? ……………………………………………………………………………………………………………………….. 20
What Do I Need to Write? ……………………………………………………………………………………………………………………. 22
How Will the Evidence of My Teaching Practice Be Assessed? ………………………………………………………………… 23
Instruction Rubrics ……………………………………………………………………………………………………………………………… 24
Assessment Task 3: Assessing Student Learning ………………………………………………………29
What Do I Need to Think About? ………………………………………………………………………………………………………….. 29
What Do I Need to Do? ……………………………………………………………………………………………………………………….. 29
What Do I Need to Write? ……………………………………………………………………………………………………………………. 31
How Will the Evidence of My Teaching Practice Be Assessed? ………………………………………………………………… 33
Assessment Rubrics …………………………………………………………………………………………………………………………… 34
Professional Responsibilities ……………………………………………………………………………………39
Physical Education Context for Learning Information …………………………………………………40
Physical Education Evidence Chart …………………………………………………………………………..43
Planning Task 1: Artifacts and Commentary Specifications ………………………………………………………………………. 43
Instruction Task 2: Artifacts and Commentary Specifications ……………………………………………………………………. 44
Assessment Task 3: Artifacts and Commentary Specifications …………………………………………………………………. 46
Physical Education Glossary …………………………………………………………………………………….50
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
i
This document contains both information and definition pop-ups. To read information, use the Down Arrow from
a form field.
edTPA Physical Education Assessment Handbook
Introduction to edTPA Physical Education
Purpose
The purpose of edTPA Physical Education, a nationally available performance-based
assessment, is to measure novice teachers’ readiness to teach physical education. The
assessment is designed with a focus on student learning and principles from research and
theory. It is based on findings that successful teachers
 develop knowledge of subject matter, content standards, and subject-specific
pedagogy
 develop and apply knowledge of varied students’ needs
 consider research and theory about how students learn
 reflect on and analyze evidence of the effects of instruction on student learning
As a performance-based assessment, edTPA is designed to engage candidates in
demonstrating their understanding of teaching and student learning in authentic ways.
Overview of the Assessment
The edTPA Physical Education assessment is composed of three tasks:
1. Planning for Instruction and Assessment
2. Instructing and Engaging Students in Learning
3. Assessing Student Learning
For this assessment, you will first plan 3–5 consecutive physical education lessons
referred to as a learning segment. You will select one class—that is, one group of
students—for the learning segment. The learning segment’s length will depend on how
frequently and for how long you teach each class of students:
 If teaching the same students every day, 3–5 lessons
 If teaching the same students once a week, 3–4 lessons
 If teaching the same students in a block schedule, approximately 3–5 hours of
connected instruction
Consistent with the SHAPE America – Society of Health and Physical Educators
Standards, 1 a learning segment prepared for this assessment should reflect a balanced
approach to teaching physical education. This means your 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.
1
SHAPE America – Society of Health and Physical Educators. (2014). National Standards and Grade-Level Outcomes for K–
12 Physical Education. Champaign, IL: Human Kinetics.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
1 of 56
edTPA Physical Education Assessment Handbook
If you are completing the edTPA Physical Education for a Health and Fitness
credential or another credential addressing both physical education and other issues
related to health, be aware that this handbook focuses on development of
psychomotor skills; if you wish to plan a learning segment that focuses on other
health issues, you should develop the learning segment according to the Health
Education handbook and submit using the Health Education templates.
After planning your learning segment, you will then teach it, making a videorecording of your
interactions with students during instruction. You will also assess students’ learning
throughout the learning segment. Upon completion of the three tasks, you will submit
artifacts from the tasks (e.g., lesson plans, clips from your videorecording, assessment
materials, instructional materials, student work samples), as well as commentaries that you
have written to explain and reflect on the Planning, Instruction, and Assessment
components of the tasks. The artifacts and commentaries for each task will then be
evaluated using rubrics especially developed for each task.
The edTPA Tasks and the Cycle of Effective Teaching
The three edTPA tasks represent a cycle of effective teaching (i.e., teaching that is focused
on student learning). Planning Task 1 documents your intended teaching, Instruction Task
2 documents your enacted teaching, and Assessment Task 3 documents the impact of
your teaching on student learning.
The three tasks and the evidence you provide for each are framed by your understanding of
your students and their learning. As you develop and document your evidence materials,
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
2 of 56
edTPA Physical Education Assessment Handbook
and teach your lessons, you will reflect upon the cyclical relationship among planning,
instruction, and assessment with a focus on your students’ learning needs.
Evidence of Teaching Practice: Artifacts and Commentaries
An essential part of edTPA is the evidence you will submit of how you planned, taught, and
assessed your lessons to deepen student learning in physical education. This evidence
includes both artifacts and commentaries:
 Artifacts represent authentic work completed by you and your students. These
include lesson plans, copies of instructional and assessment materials, video clips of
your teaching, and student work samples.
 Commentaries are your opportunity to describe your artifacts, explain the rationale
behind their choice, and analyze what you have learned about your teaching practice
and your students’ learning. Note that although your writing ability will not be scored
directly, commentaries must be clearly written and well focused.
When preparing your artifacts and commentaries, refer to the rubrics frequently to guide
your thinking, planning, and writing. Refer to the Physical Education Evidence Chart for
information about how your evidence should be formatted for electronic submission.
Evaluation Criteria
The rubrics used to score your performance on edTPA are included in this handbook,
following the sections describing the directions for each task. The descriptors in the fivelevel rubrics address a wide range of performances, beginning with the knowledge and skills
of a novice not ready to teach (Level 1) and extending to the advanced practices of a highly
accomplished beginner (Level 5).
Structure of the Handbook
The following pages provide specific instructions on how to complete each of the three tasks
of the edTPA Physical Education assessment. After an overview of the tasks, the handbook
provides instructions for each task, organized into four sections:
1. What Do I Need to Think About?
This section provides focus questions for you to think about when completing the
task.
2. What Do I Need to Do?
This section provides specific, detailed directions for completing the task.
3. What Do I Need to Write?
This section tells you what you need to write and also provides specific and detailed
directions for writing the commentary for the task.
4. How Will the Evidence of My Teaching Practice Be Assessed?
This section includes the rubrics that will be used to assess the evidence you provide
for the task.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
3 of 56
edTPA Physical Education Assessment Handbook
Additional requirements and resources are provided for you in this handbook:
 Professional Responsibilities: guidelines for the development of your evidence
 Physical Education Context for Learning Information: prompts used to collect
information about your school/classroom context
 Physical Education Evidence Chart: specifications for electronic submission of
evidence (artifacts and commentaries), including templates, supported file types,
number of files, response length, and other important evidence specifications
 Glossary: definitions of key terms can be accessed by rolling your cursor over each
glossary term marked with a dotted underline throughout the handbook or by
referring to the Physical Education Glossary.
You should review the Making Good Choices document prior to beginning the planning
of the learning segment. If you are in a preparation program, it will have additional
resources that provide guidance as you develop your evidence.
Review all instructions carefully before beginning to teach the learning segment to
ensure that you are well prepared for all tasks. Before you record your videos,
pay particular attention to the specific content focus of each video clip
submission; these foci are described in the What Do I Need to Do? sections in
Instruction Task 2 and Assessment Task 3. Refer to the Professional
Responsibilities section of this handbook for important information about
permissions, confidentiality, and other requirements.
If your program requires you to submit artifacts and commentaries for official
scoring, refer to www.edTPA.com for complete and current information before
beginning your work and to download templates for submitting materials. The
website contains information about the registration process, submission deadlines,
submission requirements, withdrawal/refund policies, and score reporting. It also
provides contact information should you have questions about your registration and
participation in edTPA.
Whether submitting directly to www.edTPA.com or via your program’s electronic
portfolio management system, follow the submission guidelines as documented in
the Evidence Chart and review edTPA Submission Requirements to ensure that
your materials conform to the required evidence specifications and requirements for
scoring.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
4 of 56
edTPA Physical Education Assessment Handbook
edTPA Physical Education Tasks Overview
Planning Task 1: Planning for Instruction and Assessment
What to Do
► Select one class as a focus for this
assessment.
► Provide relevant context information.
What to Submit
Evaluation Rubrics
 Part A: Context for Learning Planning Rubrics
Information
 Part B: Lesson Plans for
► Identify a learning segment to plan, teach,
Learning Segment
and analyze student learning. The length of
 Part C: Instructional
the learning segment depends on how
Materials
frequently you teach the same students. If
daily, then your learning segment should
 Part D: Assessments
include 3–5 consecutive lessons. If
 Part E: Planning
weekly, your learning segment should
Commentary
include 3–4 consecutive lessons. If in a
block schedule, your learning segment
should include 3–5 hours of connected
instruction.
► Determine a central focus for your learning
segment. The central focus should support
students to develop competencies and
knowledge 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 healthenhancing physical fitness.
► Write and submit a lesson plan for each
lesson in the learning segment.
► Select and submit key instructional materials
needed to understand what you and the
students will be doing.
► Choose one language function and other
language demands important to
understanding physical education in your
learning segment. Identify a learning task
where students are supported to use this
language.
► Respond to commentary prompts prior to
teaching the learning segment.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
Rubric 1: Planning for
Developing Competencies in
Physical Education
Rubric 2: Planning to Support
Varied Student Learning Needs
Rubric 3: Using Knowledge of
Students to Inform Teaching
and Learning
Rubric 4: Identifying and
Supporting Language
Demands
Rubric 5: Planning
Assessments to Monitor and
Support Student Learning
5 of 56
edTPA Physical Education Assessment Handbook
Planning Task 1: Planning for Instruction and Assessment
What to Do
What to Submit
Evaluation Rubrics
► Submit copies of all planned assessments
(psychomotor, cognitive, and/or affective)
from the learning segment for which you are
collecting evidence. For a performance
assessment, submit a copy of the directions
and evaluation criteria (e.g., rubric, point
system, rating scale).
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
6 of 56
edTPA Physical Education Assessment Handbook
Instruction Task 2: Instructing and Engaging Students in Learning
What to Do
What to Submit
► Obtain required permissions for
 Part A: Video Clips
videorecording from parents/guardians
 Part B: Instruction
of your students and other adults
Commentary
appearing in the video.
► Identify lessons from the learning
segment you planned in Planning Task
1 to be videorecorded. You should
choose lessons that show
 you interacting with students to
develop competencies in the
psychomotor domain and at least
one other learning domain
(cognitive and/or affective), and
 you and the students using rules,
routines, and/or transitions to
maximize engagement in the lesson
related to learning objectives.
► Select 3 focus students that represent
the range of psychomotor competencies
within the class. At least one student
must be a low-achieving student with
respect to psychomotor skills. California
candidates must include one focus
student who is an English language
learner. 2 During the videorecording be
sure to capture footage of these focus
students.
► Videorecord your teaching and select 1
or 2 video clips (totaling no more
than 20 minutes, but not less than 3
minutes) showing support for student
development of competencies, and
showing use of rules, routines, and/or
transitions.
► Analyze your teaching and your
students’ learning in the video clip(s) by
responding to commentary prompts.
Evaluation Rubrics
Instruction Rubrics
Rubric 6: Learning Environment
Rubric 7: Engaging Students in
Learning
Rubric 8: Strengthening Student
Competencies
Rubric 9: Subject-Specific
Pedagogy
Rubric 10: Analyzing Teaching
Effectiveness
2
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
7 of 56
edTPA Physical Education Assessment Handbook
Assessment Task 3: Assessing Student Learning
What to Do
► Identify 2–3 assessments from the
learning segment that you will use to
evaluate your students’ competencies in
the psychomotor domain and related
knowledge, skills, or dispositions in at
least one other learning domain
(cognitive and/or affective). The
assessments analyzed will be the same
for all 3 focus students.
► If your class consists of more than 30
students, select a sample of 25
students representing the range of
psychomotor abilities in your class. This
sample should include your 3 focus
students. For 30 or fewer students, you
will analyze student performance across
your whole class.
► Define and submit the evaluation
criteria (e.g., rubric, point system for
credit, rating scale) you will use to
analyze student learning in each
assessment submitted.
► Analyze evidence from the selected
assessments to identify quantitative
and qualitative patterns of learning
within and across learners in the class
or sample.
► Select work samples for the 3 focus
students. The work samples will
include 1) a file of video clips from a
psychomotor activity; 2) written
evidence of how you rated each focus
student on the evaluation criteria for the
psychomotor activity; and 3) up to two
additional work samples of related
knowledge and skills in the cognitive
and/or affective domains.
► Summarize the learning of the whole
class or sample based on direct
evidence related to the evaluation
criteria. Refer to work samples from the
3 focus students to illustrate patterns in
student understanding across the class.
► Submit feedback for the work samples
for the 3 focus students in written,
audio, or video form.
What to Submit
 Part A: Student Work
Samples
 Part B: Evidence of Feedback
Evaluation Rubrics
Assessment Rubrics
Rubric 11: Analysis of Student
Learning
 Part C: Assessment
Rubric 12: Providing Feedback
to Guide Learning
 Part D: Evaluation Criteria
Rubric 13: Student Understanding
and Use of Feedback
Commentary
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
Rubric 14: Analyzing Students’
Language Use and Physical
Education Learning
Rubric 15: Using Assessment to
Inform Instruction
8 of 56
edTPA Physical Education Assessment Handbook
Assessment Task 3: Assessing Student Learning
What to Do
What to Submit
Evaluation Rubrics
► Analyze evidence of students’ language
use from (1) the video clip(s) from
Instruction Task 2, (2) an additional
video clip of one or more students using
language within the learning segment,
AND/OR (3) the student work samples
analyzed in Assessment Task 3.
► Analyze evidence of student learning
and plan for next steps by responding to
commentary prompts.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
9 of 56
edTPA Physical Education Assessment Handbook
Planning Task 1: Planning for Instruction
and Assessment
What Do I Need to Think About?
In Planning Task 1, you will describe your plans for the learning segment and explain how
your instruction is appropriate for the students and the content you are teaching. As you
develop your plans, you need to think about the following:
 What do your students know, what can they do, and what are they learning to do?
 What do you want your students to learn? What are the important understandings
and core concepts you want students to develop within the learning segment?
 How will you use your knowledge of your students’ assets to inform your plans?
 What instructional strategies, learning tasks, and assessments will you design to
support student learning and language use?
 How will your learning segment support students to develop and use language that
deepens content understanding?
 How is the teaching you propose supported by research and theory about how
students learn?
What Do I Need to Do?
 Select a class. If you teach more than one class, select one focus class for this
assessment.
 Provide context information. The Physical Education Context for Learning Information
form is provided later in this handbook and must be submitted in a template. This form
provides essential information about your students and your school/classroom. The
context information you submit should be no more than 4 pages, including the
prompts.
 Identify a learning segment to plan, teach, and analyze. Review the curriculum with
your cooperating teacher and select a learning segment of the following length:
 If teaching the same students every day, 3–5 consecutive lessons
 If teaching the same students once a week, 3–4 consecutive lessons
 If teaching the same students in a block schedule, approximately 3–5 hours of
connected instruction
 Identify a central focus. Identify the central focus along with the content standards and
objectives you will address in the learning segment. The central focus should support
students in developing competencies in the psychomotor domain and at least one other
learning domain (cognitive and/or affective) related to
 movement patterns,
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
10 of 56
edTPA Physical Education Assessment Handbook
 performance concepts, and/or
 health-enhancing physical fitness.
 Identify and plan to support language demands. Select a key language function
related to your learning objectives. Choose a learning task that provides opportunities for
students to practice using that language function. Identify additional language demands
associated with that task. Plan targeted supports that address the identified language
demands, including the language function. Note: Academic language is not a by-product
of participating in a lesson but must be included in the planning and implementing of an
effective lesson in physical education.
 Write a lesson plan for each lesson in the learning segment. Your lesson plans should
be detailed enough that a substitute or other teacher could understand them well enough
to use them.
 Your lesson plans must include the following information, even if your teacher
preparation program requires you to use a specific lesson plan format:
 State-adopted physical education content standards and/or SHAPE America –
Society of Health and Physical Educator Standards that are the target of student
learning. (Note: Please include the number and text of each standard that is being
addressed. If only a portion of a standard is being addressed, then only list the part
or parts that are relevant.)
 Learning objectives associated with the content standards in the psychomotor and at
least one other learning domain (cognitive and/or affective)
 Assessments used to monitor student learning, including type(s) of assessment and
what is being assessed
 Instructional strategies (direct instruction, guided discovery, problem solving, tactical
approach) and learning tasks (including what you and the students will be doing) that
support diverse student needs (planned support)
 Instructional materials, resources, and equipment used to engage students in
learning tasks
 Each lesson plan must be no more than 4 pages in length. You will need to
condense or excerpt lesson plans longer than 4 pages. Any explanations or rationale for
decisions should be included in your Planning Commentary and deleted from your plans.
 Respond to the commentary prompts listed in the Planning Commentary section
prior to teaching the learning segment.
 Submit your original lesson plans. If you make changes while teaching the learning
segment, you may offer reflection on those changes in the Instruction Task 2 and
Assessment Task 3 Commentaries.
 Select and submit key instructional materials needed to understand what you and
the students will be doing (no more than 5 additional pages per lesson plan). The
instructional materials might include such items as class handouts, assignments, slides,
and interactive whiteboard images.
 Submit copies of all assessments and/or directions for any oral or performance
assessments (psychomotor, cognitive, and/or affective). (Submit only the blank
assessments given to students; do not submit student work samples for this task.) For a
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
11 of 56
edTPA Physical Education Assessment Handbook
performance assessment, also submit a copy of the evaluation criteria (e.g., rubric,
rating scale).
 Provide citations for the source of all materials that you did not create (e.g.,
published texts, websites, and material from other educators). List all citations by lesson
number at the end of the Planning Commentary. Note: Citations do not count toward the
commentary page limit.
See the Planning Task 1: Artifacts and Commentary Specifications in the Physical
Education Evidence Chart for instructions on electronic submission of evidence. This
evidence chart identifies templates, supported file types, number of files, response
length, and other important evidence specifications. Your evidence cannot contain
hyperlinked content. Any web content you wish to include as part of your evidence
must be submitted as a document file, which must conform to the file format and
response length requirements.
What Do I Need to Write?
In Planning Task 1, you will write
 a description of your Context for Learning (see “What Do I Need to Do?” above for
directions)
 lesson plans (see “What Do I Need to Do?” above for directions)
 a commentary explaining your plans (see “Planning Commentary” below for
directions)
Planning Commentary
In Planning Task 1, you will write a commentary, responding to the prompts below. Your
commentary should be no more than 9 single-spaced pages, including the prompts.
1. Central Focus
a. Describe the central focus and purpose of the content you will teach in the
learning segment.
b. Given the central focus, describe how the standards and learning objectives
within your learning segment address the development of student competencies
in the psychomotor domain and at least one other learning domain (cognitive
and/or affective) related to
 movement patterns,
 performance concepts, and/or
 health-enhancing physical fitness.
c. Explain how your plans build on each other and include tasks that develop the
student competencies described above while making connections between the
psychomotor domain and at least one other learning domain (cognitive and/or
affective).
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
12 of 56
edTPA Physical Education Assessment Handbook
d. Explain how you will structure the learning environment to be both emotionally
and physically safe.
2. Knowledge of Students to Inform Teaching
For each of the prompts below (2a–b), describe what you know about your students
with respect to the central focus of the learning segment.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language learners,
students with higher/lower proficiency levels, underperforming students or those with
gaps in content knowledge, or students needing greater support or challenge).
a. Prior academic learning and prerequisite skills related to the central focus—Cite
evidence of what students know, what they can do, and what they are still
learning to do.
b. Personal, cultural, and community assets related to the central focus—What do
you know about your students’ everyday experiences, cultural and
language backgrounds and practices, and interests?
3. Supporting Students’ Physical Education Learning
Respond to prompts 3a–c below. To support your justifications, refer to the
instructional materials and lesson plans you have included as part of Planning Task
1. In addition, use principles from research and/or theory to support your
justifications.
a. Justify how your understanding of your students’ prior academic learning and
personal, cultural, and community assets (from prompts 2a–b above) guided your
choice or adaptation of learning tasks and materials/equipment. Be explicit about
the connections between the learning tasks and students’ prior academic
learning, their assets, and research/theory.
b. Describe and justify why your instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with
specific learning needs.
c. Describe common student errors or misunderstandings within your central focus
and how you will address them.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language
learners, students with higher/lower proficiency levels, underperforming students
or those with gaps in content knowledge, or students needing greater support or
challenge).
4. Supporting Physical Education Development Through Language
As you respond to prompts 4a–d, consider the range of students’ language assets
and needs—what do students already know, what are they struggling with, and/or
what is new to them?
a. Language Function. Using information about your students’ language assets
and needs, identify one language function essential for student learning within
your central focus. Listed below are some sample language functions. You may
choose one of these or another more appropriate to your learning segment.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
13 of 56
edTPA Physical Education Assessment Handbook
Analyze
Compare
Evaluate
Sequence
Signal
Summarize
b. Identify a key learning task from your plans that provides students with
opportunities to practice using the language function identified above. Identify the
lesson in which the learning task occurs. (Give lesson day/number.)
c. Additional Language Demands. Given the language function and learning task
identified above, describe the following associated language demands (written or
oral) students need to understand and/or use to successfully participate in the
learning task:
 Vocabulary
 Plus at least one of the following:
 Syntax
 Discourse
d. Language Supports. Refer to your lesson plans and instructional materials as
needed in your response to the prompt below.
 Identify and describe the planned instructional supports (during and/or prior to
the learning task) to help students understand, develop, and use the
identified language demands (function, vocabulary, syntax, or discourse).
5. Monitoring Student Learning
In response to the prompts below, refer to the assessments you will submit as part of
the materials for Planning Task 1.
a. Describe how the assessments throughout the learning segment will provide
direct evidence of students’ development of competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective).
b. Explain how the design or adaptation of your planned assessments allows
students with specific needs to demonstrate their learning.
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language
learners, students with higher/lower proficiency levels, underperforming students
or those with gaps in content knowledge, or students needing greater support or
challenge).
How Will the Evidence of My Teaching Practice Be
Assessed?
For Planning Task 1, your evidence will be assessed using rubrics 1–5, which appear on the
following pages. When preparing your artifacts and commentaries, refer to the rubrics
frequently to guide your thinking, planning, and writing.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
14 of 56
edTPA Physical Education Assessment Handbook
Planning Rubrics
Rubric 1: Planning for Developing Competencies in Physical Education
How do the candidate’s plans provide for a safe environment, build on each other, and develop students’
competencies in the psychomotor domain and at least one other learning domain (cognitive, affective)?
Level 1 3
Level 2
Level 3
Level 4
Level 5
Candidate’s plans for
instruction focus solely on
one domain with no
connections to any other
domain.
Candidate’s plans for
instruction include learning
tasks that provide limited
support for development of
psychomotor competencies
with vague connections to
the cognitive or affective
domain.
Candidate’s plans for
instruction build on each
other and include learning
tasks that support
development of psychomotor
competencies with clear
connections to the cognitive
OR affective domain.
Candidate’s plans for
instruction build on each other
and include learning tasks that
support development of
psychomotor competencies
with clear and consistent
connections to the cognitive
OR affective domains.
Candidate’s plans for
instruction build on each other
and include learning tasks that
maximize opportunities to
respond to develop
psychomotor competencies,
with clear and consistent
connections to the cognitive
AND affective domains.
OR
There are significant content
inaccuracies that will lead to
student misunderstandings.
OR
Standards, objectives, and
learning tasks are not
aligned with each other.
OR
Candidate does not include
plans to provide a safe
learning environment.
3 Text
representing key differences between adjacent score levels is shown in bold. Evidence that does not meet Level 1 criteria is scored at Level 1.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
15 of 56
edTPA Physical Education Assessment Handbook
Planning Rubrics continued
Rubric 2: Planning to Support Varied Student Learning Needs
How does the candidate use knowledge of his/her students to target support for students to develop
competencies and knowledge in the psychomotor, cognitive, and/or affective domains?
Level 1
Level 2
Level 3
Level 4
Level 5
There is no evidence of
planned supports. 4
Planned supports are loosely
tied to learning objectives or
the central focus of the
learning segment.
Planned supports are tied to
learning objectives and the
central focus with attention to
the characteristics of the
class as a whole.
Planned supports are tied to
learning objectives and the
central focus and address the
needs of specific individuals
OR groups with similar
needs.
Level 4 plus:
Planned supports include
specific strategies to identify
and respond to common
student errors and
misunderstandings.
OR
Candidate does not attend to
ANY INSTRUCTIONAL
requirements in IEPs and
504 plans.
4
Planned supports are instructional strategies, approaches, and/or learning tasks that the candidate uses to develop competencies in the psychomotor, cognitive, and/or affective
domains. Support includes such things as demonstrations, explanations, instructional cues, prompts, and multiple ways to engage with the content or activity, for example,
choices in equipment, space, and level of practice tasks.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
16 of 56
edTPA Physical Education Assessment Handbook
Planning Rubrics continued
Rubric 3: Using Knowledge of Students to Inform Teaching and Learning
How does the candidate use knowledge of his/her students to justify instructional plans?
Level 1
Level 2
Level 3
Level 4
Level 5
Candidate’s justification of
learning tasks is either
missing OR represents a
deficit view of students and
their backgrounds.
Candidate justifies learning
tasks with limited attention to
students’
• prior academic learning
OR
• personal, cultural, or
community assets.
Candidate justifies why
learning tasks (or their
adaptations) are appropriate
using examples of students’
• prior academic learning
OR
• personal, cultural, or
community assets.
Candidate justifies why learning
tasks (or their adaptations) are
appropriate using examples of
students’
• prior academic learning
AND
• personal, cultural, or
community assets.
Level 4 plus:
Candidate’s justification is
supported by principles
from research and/or theory.
Candidate makes
superficial connections to
research and/or theory.
Candidate makes connections
to research and/or theory.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
17 of 56
edTPA Physical Education Assessment Handbook
Planning Rubrics continued
Rubric 4: Identifying and Supporting Language Demands
How does the candidate identify and support language demands associated with a key physical education
learning task?
Level 1
Level 2
Level 3
Level 4
Level 5
Language demands 5 identified
by the candidate are not
consistent with the selected
language function 6 OR
learning task.
Language supports primarily
address one language
demand (vocabulary, function,
syntax, discourse).
General language supports
address use of two or more
language demands
(vocabulary, function, syntax,
discourse).
Targeted language supports
address use of
• vocabulary,
• language function, AND
• one or more additional
language demands
(syntax, discourse).
Level 4 plus:
Language supports are
designed to meet the needs
of students with different
levels of language learning.
OR
Language supports are
missing or are not aligned
with the language demand(s)
for the learning task.
5
Language demands include: language function, vocabulary, syntax, and discourse (organizational structures, text structure, etc.).
6
Language function refers to the learning outcome (verb) selected in prompt 4a (e.g., analyze, summarize).
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
18 of 56
edTPA Physical Education Assessment Handbook
Planning Rubrics continued
Rubric 5: Planning Assessments to Monitor and Support Student Learning
How are the assessments selected or designed to provide evidence of student progress in developing
competencies in the psychomotor domain and at least one other learning domain (cognitive, affective)?
Level 1
Level 2
Level 3
Level 4
Level 5
The assessments do not
provide evidence for
students’ competencies
related to the psychomotor
domain.
The assessments provide
limited evidence to monitor
students’ competencies in the
psychomotor domain during
the learning segment.
The assessments provide
evidence to monitor students’
competencies in
• the psychomotor domain
AND
• the cognitive or affective
domain
The assessments include
multiple forms of evidence
to monitor students’
competencies in
• the psychomotor domain
AND
• the cognitive or affective
domain
Level 4 plus:
The assessments are
strategically designed to
allow individuals or groups
with specific needs to
demonstrate their learning.
OR
Candidate does not attend
to ANY ASSESSMENT
requirements in IEPs and
504 plans.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
during the learning segment.
throughout the learning
segment.
19 of 56
edTPA Physical Education Assessment Handbook
Instruction Task 2: Instructing and
Engaging Students in Learning
What Do I Need to Think About?
In Instruction Task 2, you will demonstrate how you support and engage students in
learning. Before you begin your instruction, you need to think about the following:
 What kind of learning environment do you want to develop in order to establish a
safe, respectful, and organized learning environment that supports students’
engagement in learning?
 What kinds of learning tasks actively engage students in the central focus of the
learning segment?
 How will you implement learning tasks while providing feedback in ways that develop
and deepen competencies in the psychomotor, cognitive, and/or affective domains?
 How will you use evidence from your instruction to examine and change your
teaching practices to more effectively meet a variety of student learning needs?
What Do I Need to Do?
 Obtain required permissions for videorecording. Before you record your video,
ensure that you have the appropriate permission from the parents/guardians of your
students and from adults who appear on the video. Adjust the camera angle to exclude
individuals for whom you do not have permission to film.
 Examine your lesson plans for the learning segment and identify challenging
learning tasks in which students are actively engaged. The video clip(s) you select for
submission should provide a sample of how you interact with students in a positive
learning environment to support their development of competencies in the psychomotor
domain and at least one other learning domain (cognitive and/or affective) through
instruction for the planned learning tasks.
 Identify lessons to videorecord.
 Provide 1–2 video clips (totaling no more than 20 minutes in length, but not less
than 3 minutes) that demonstrate how you engage students in developing their
competencies in the psychomotor domain and at least one other learning domain
(cognitive, affective) through planned learning tasks. The video clip(s) should
 include both your instruction and the students engaging in the learning task
 include active monitoring of student learning during the learning task
 show how you use rules, routines, and/or transitions to maximize engagement in the
lesson
 Select 3 focus students that represent the range of psychomotor competencies
within the class. At least one of the students must be a low-achieving student with
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
20 of 56
edTPA Physical Education Assessment Handbook
respect to psychomotor skills. Note: California candidates must also include one focus
student who is an English Language Learner. 7
 (Optional) Provide evidence of students’ language use. You may provide evidence
of language use with your video clip(s) from Instruction Task 2, an additional video clip of
one or more students using language within the learning segment (no more than 5
minutes in length), through the student work samples analyzed in Assessment Task 3,
AND/OR through other written evidence of academic language use from the learning
segment.
 Videorecord your classroom teaching, making sure to capture footage of the 3 focus
students. Video clip(s) of the 3 focus students in the context of regular instruction within
the whole class will be used in Assessment Task 3. Tips for videorecording your class
are available from your teacher preparation program.
 Select video clip(s) to submit and verify that the clip(s) meet the following
requirements:
 Check the video and sound quality to ensure that you and your students can be seen
and heard on the video clip(s) you submit. Because of the poor acoustics in
gymnasiums and outdoor settings, wear a microphone, if available, so that your
voice can be clearly heard on the clip(s). If most of the audio in a clip cannot be
understood by a scorer, submit another clip. If there are occasional audio portions
of a clip that cannot be understood that are relevant to your commentary responses,
do one of the following: 1) provide a transcript with time stamps of the inaudible
portion and refer to the transcript in your response; 2) embed quotes with time-stamp
references in the commentary response; or 3) insert captions in the video (captions
for this purpose will be considered permissible editing).
 A video clip must be continuous and unedited, with no interruption in the events.
 If you have inadvertently included individuals for whom you do not have permission
to film in the video clip(s) you plan to submit, you may use software to blur the faces
of these individuals. This is not considered editing. Other portions of the submitted
video clip(s), including the classroom, your face, and the faces of individuals for
whom you have obtained permission to film, should remain unblurred.
 Do not include the name of the state, school, or district in your video. Use first names
only for all individuals appearing in the video.
 Respond to the prompts listed in the Instruction Commentary section below after
viewing the video clip(s).
 Determine if additional information is needed to understand what you and the
students are doing in the video clip(s). For example, if there are graphics, texts, or
images that are not clearly visible in the video, or comments that are not clearly heard,
you may insert digital copies or transcriptions at the end of the Instruction Commentary
(no more than 2 pages in addition to the responses to commentary prompts).
7
California candidates—If you do not have any English language learners, select a student who is challenged by academic
English.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
21 of 56
edTPA Physical Education Assessment Handbook
See the Instruction Task 2: Artifacts and Commentary Specifications in the Physical
Education Evidence Chart for instructions on electronic submission of evidence. This
evidence chart identifies templates, supported file types, number of files, response
length, and other important evidence specifications. Your evidence cannot contain
hyperlinked content. Any web content you wish to include as part of your evidence
must be submitted as a document file, which must conform to the file format and
response length requirements.
What Do I Need to Write?
Instruction Commentary
In Instruction Task 2, you will write a commentary, responding to the prompts below. Your
commentary should be no more than 6 single-spaced pages, including the prompts. If
needed, insert no more than 2 additional pages of supporting documentation for the
videorecordings at the end of the commentary (e.g., digital copies of indiscernible materials
or transcriptions of inaudible comments). These additional pages do not count toward the
commentary page limit noted above.
1. Which lesson or lessons are shown in the video clip(s)? Identify the lesson(s) by
lesson plan number.
2. Promoting a Positive Learning Environment
Refer to scenes in the video clip(s) where you provided a safe, respectful, and
organized learning environment.
a. Describe how you provided a positive, low-risk emotionally and physically safe
environment.
b. Explain how rules, routines, and transitions maximized students’ engagement in
the lesson.
3. Engaging Students in Learning
Refer to examples from the video clip(s) in your response to the prompt.
a. Explain how you actively engaged students in learning tasks aligned with the
objectives of the lesson in the psychomotor domain and at least one other
learning domain (cognitive, affective).
4. Strengthening Student Competencies
Refer to examples from the video clip(s) in your explanations.
a. Explain how you actively monitored students’ actions during the learning task(s)
and asked questions or provided corrective feedback to improve student
competencies.
b. Explain how you used instructional cues/prompts, explorations/demonstrations,
and/or student analysis of their own and/or others’ psychomotor skills to develop
student competencies in the psychomotor and at least one other learning domain
(cognitive, affective).
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
22 of 56
edTPA Physical Education Assessment Handbook
5. Analyzing Teaching
Refer to examples from the video clip(s) in your responses to the prompts.
a. What changes would you make to your instruction—for the whole class and/or for
students who need greater support or challenge—to better support student
learning of the central focus (e.g., missed opportunities)?
Consider the variety of learners in your class who may require different
strategies/support (e.g., students with IEPs or 504 plans, English language
learners, students with higher/lower proficiency levels, underperforming students
or those with gaps in content knowledge, or students needing greater support or
challenge).
b. Why do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory and/or
research.
How Will the Evidence of My Teaching Practice Be
Assessed?
For Instruction Task 2, your evidence will be assessed using rubrics 6–10, which appear on
the following pages. When preparing your artifacts and commentaries, refer to the rubrics
frequently to guide your thinking, instruction, and writing.
Copyright © 2019 Board of Trustees of the Leland Stanford Junior University.
All rights reserved.
23 of 56
edTPA Physical Education Assessment Handbook
Instruction Rubrics
Rubric 6: Learning Environment
How does the candidate promote a safe, respectful, and organized learning environment that supports
students?
Level 1
Level 2
Level 3
Level 4
Level 5
Candidate allows disruptive
behavior to interfere with
student learning.
Candidate provides a
physically safe learning
environment with evidence
of rules, routines, and
transitions used primarily to
control student behavior,
and that minimally support
the learning goals.
Candidate provides a
positive, low-risk,
emotionally and physically
safe environment with
evidence of rules, routines,
and transitions used to
provide sufficient time on
task that supports the learning
goals.
Candidate provides a positive,
low-risk environment
• with well-established
rules, routines, and
transitions;
• that is emotionally and
physically safe; and
• that maximizes time on
task related to learning
goals.
Level 4 plus:
Tasks are challenging for all
students.
OR
There are safety problems
visible on the video, posing an
immediate danger to students.
OR
The clip(s) reveal evidence of
disrespectful interactions
between teacher and s…
Purchase answer to see full
attachment

Why Choose Us

• 100% non-plagiarized Papers
• 24/7 /365 Service Available
• Affordable Prices
• Any Paper, Urgency, and Subject
• Will complete your papers in 6 hours
• On-time Delivery
• Money-back and Privacy guarantees
• Unlimited Amendments upon request
• Satisfaction guarantee

How it Works

• Click on the “Place Order” tab at the top menu or “Order Now” icon at the bottom and a new page will appear with an order form to be filled.
• Fill in your paper’s requirements in the "PAPER DETAILS" section.
• Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
• Click “CREATE ACCOUNT & SIGN IN” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
• From there, the payment sections will show, follow the guided payment process and your order will be available for our writing team to work on it.