Professional Documents
Culture Documents
Procedures and Scoring: Whether it is used for self-assessment, formative assessment, or summative assessment, the E-TIPA starts in
the hands of the TC, who provides information about an activity or lesson s/he has designed and enacted, identifies the specific areas of
teaching and learning s/he has enhanced via technology integration, rates his/her level of achievement in each of these identified areas,
attaches one or more types of evidence to support the ratings given, and writes explanatory comments in the space provided for that
purpose. The TC may also give him/herself an overall rating for technology integration using the criteria listed in the “Overall Score”
section. When the E-ATIPA is used for formative assessment, the TC then gives the filled-in form to a professor, mentor teacher, or field
supervisor, who reviews the evidence the TC has provided, enters his/her ratings in each area next to the TC’s ratings, and writes narrative
feedback in the space provided for that purpose. When the E-ATIPA is used for summative assessment, the TC’s filled-in form is
additionally reviewed and scored by a second professor, mentor teacher, or field supervisor. Summative assessment scores are recorded
in the TC’s program dossier. (If Reviewers #1 and #2 assign different levels in a particular area, they are expected to confer to try to
resolve the discrepancy. If disagreement persists, points corresponding to levels are summed and then divided by two, yielding a score that
is not a whole number in that area.)
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[x] F2F in the classroom [x] F2F in the classroom [x] F2F in the classroom
[x] Beyond the classroom [] Beyond the classroom [] Beyond the classroom
[] Not yet addressed [] Not yet addressed [] Not yet addressed
4. Extending learning activities and 5. Enabling PK-12 students to show what 6. Making teacher and/or student thinking
supports for learning beyond the classroom they have learned in more than one way visible
[x] F2F in the classroom [x] F2F in the classroom [x] F2F in the classroom
[x] Beyond the classroom [x] Beyond the classroom x] Beyond the classroom
[] Not yet addressed [] Not yet addressed [] Not yet addressed
Type 3
Type 1 Type 2
[x] Documentation of enactment and reflection on
[x] Description and rationale [x] Prepared digital materials enactment
(e.g., video of classroom teaching with reflection
(e.g., lesson plan with detailed description of (e.g., links to functioning TC-designed or about what worked well and what didn’t)
technology-enhanced components) TC-tailored digital materials)
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4. Extending learning activities and supports for learning beyond the classroom
Exceeding Expectations (4 pts) Meeting Expectations (3 pts) Approaching Expectations (2 Not Meeting Expectations (1 pt)
● Extending and deepening of ● Extending and deepening of pts) ● No evidence of technology
learning and supports for learning and supports for ● Technology integration aims to integration in this area.
learning beyond the classroom learning beyond the classroom extend learning activities and AND
are significantly enhanced with are enhanced with technology supports for learning beyond the ● No explanation or insufficient
technology with regard to the with regard to the relevance and classroom but has not yet explanation provided for the
relevance and quality of the quality of the learning materials resulted in improvement over absence of technology
learning materials, the level of or the level of support provided what could be accomplished integration in this area.
support provided to students, to students, or the way students without technology.
and the way students are are engaged in active learning ● Integration of technology
engaged in active learning (as (as opposed to just passively exhibits one or more significant
opposed to just passively watching a video, for example). drawbacks for the teacher
watching a video, for example). ● Integration of technology has and/or students.
● Integrated technology is created no significant burdens OR
engaging and problem-free for or problems for the teacher or ● Detailed justification provided
both teacher and students. for students. for the absence of technology
● While generally effective, integration in this area
technology integration may not (demonstrating knowledge of
be completely problem-free in technology-integration options).
its implementation.
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5. Enabling PK-12 students to show what they have learned in more than one way
Exceeding Expectations (4 pts) Meeting Expectations (3 pts) Approaching Expectations (2 Not Meeting Expectations (1 pt)
● Students are enabled with ● Technology integration pts) ● No evidence of technology
technology to show what they enhances the options students ● Technology integration aims to integration in this area.
have learned in ways that are have to express themselves and enhance the options students AND
relevant to the content, likely to show what they have learned . have to express themselves and ● No explanation or insufficient
capture significantly more of ● Students are enabled with show what they have learned explanation provided for the
what they know and can do than technology to show what they but has not yet resulted in absence of technology
would be the case without have learned in more than one improvement over what could integration in this area.
technology, and well scaffolded way so that more of what they be accomplished without
and supported. know and can do is captured technology.
● Integrated technology is than would be the case without ● Integration of technology
engaging and problem-free for technology. exhibits one or more significant
both teacher and students. ● Integration of technology has drawbacks for the teacher
created no significant burdens and/or students.
or problems for the teacher or OR
for students. ● Detailed justification provided
● While generally effective, for the absence of technology
technology integration may not integration in this area
be completely problem-free in (demonstrating knowledge of
its implementation. technology-integration options).
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everyone gain insight into work well. be accomplished without integration in this area
thinking procedures and ● Integration of technology technology
routines that work well. exhibits no significant problems OR
● Integrated technology is ● While generally effective, ● The teacher’s and/or students’
engaging and problem-free for technology integration may not thinking is slightly more visible
both teacher and students be completely problem-free than before, but integration of
technology has created
significant burdens or problems
for the teacher and/or for
students
OR
● Detailed justification is provided
for the absence of technology
integration in this area
(demonstrating knowledge of
technology-integration options)
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**An overall rating at this level requires evidence of enactment with K-12 students
SECTION 6: Comments
This whole activity is on a smart board. It is a technology activity. That being said, it isn’t a do all be all. It is not differentiated for
different populations. There are different texts/media included, but there could be more scaffolding, i.e. moving parts, sounds and
animations. It isn’t built for special populations. It does visibly show student thinking in the fact that it requires discussion, physically
moving the pieces. I can see them, formatively assess their thinking and use my data for teaching later on in the day. I give them my
thinking as a first example so they know what to do and that they can see me doing it myself. Evidence on these portions and pieces
are visible in the videoant linked here https://ant.umn.edu/pbtfgubcnt
Smart Board Activity Here https://drive.google.com/file/d/17ciVOicb01ZRMxXfimr6LaGoF18JVlS6/view?usp=sharing
Write up for activity here https://docs.google.com/document/d/14K2ZmeKe69f3bkVIybc4m7N5B-v4A8NtEGic-FA9RVE/edit?
usp=sharing
Reviewer #1 Comments:
Reviewer #2 Comments: