The PPAT Assessment Candidate And Educator Handbook
The PPAT AssessmentCandidate and EducatorHandbookLast Updated November 2021
Table of ContentsGeneral Overview . 6What is the purpose of the PPAT assessment? . 6Something for teacher candidates to consider. 6Are there permission forms that must be signed during the PPAT assessment? . 6Overview of the Tasks . 7What is the general design of the PPAT assessment? . 7What are the specific tasks of this assessment? . 7Task 1: Knowledge of Students and the Learning Environment . 7Task 1 Overview . 7Standards and Indicators Measured in This Task. 7What Do I Have to Do for This Task? . 8How to Submit Your Evidence (Refer to the Submission System User Guide for details.) . 8How to Compose Your Written Commentary . 8Evaluation of Task 1 . 9Task 2: Assessment and Data Collection to Measure and Inform Student Learning . 10Task 2 Overview . 10Standards and Indicators Measured in This Task. 10What Do I Have to Do for This Task? . 10How to Submit Your Evidence (Refer to the Submission System User Guide for details) . 11How to Compose Your Written Commentary . 11Task 3: Designing Instruction for Student Learning . 12Task 3 Overview . 12Standards and Indicators Measured in This Task. 12What Do I Have to Do for This Task? . 12How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) . 13How to Compose Your Written Commentary . 13Task 4: Implementing and Analyzing Instruction to Promote Student Learning . 14Task 4 Overview . 14Standards and Indicators Measured in This Task. 14What Do I Have to Do for This Task? . 14How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) . 15How to Compose Your Written Commentary . 15InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0 . 16Summary of Required Submission Information by Task . 19TaskTaskTaskTask1:2:3:4:Knowledge of Students and the Learning Environment . 20Assessment and Data Collection to Measure and Inform Student Learning . 21Designing Instruction for Student Learning . 22Implementing and Analyzing Instruction to Promote Student Learning . 23Copyright 2021 by Educational Testing Service. All rights reserved.ETS, the ETS logo, and PPAT are registered trademarks of Educational Testing Service (ETS).All other trademarks are property of their respective owners.
Support and Ethical Considerations . 24General Guidelines . 24Support from Instructors and Mentors . 24Reflection of Actual Tasks in Assignments . 25Plagiarism . 26Essay Similarity Detection . 26Getting Started . 26What do I need to do to begin the PPAT assessment process? . 27What are the key steps in task development? . 28Writing and Formatting Guidelines . 28What are the guidelines for writing responses? . 28A Summary of Key Points Regarding Your Writing . 31How should I use the textboxes? . 31Thinking About Evidence . 32What is evidence, and where can I find it? . 32Is any one type of evidence more valuable than another? . 32What else do I need to know about evidence? . 32How do I select evidence for my tasks? . 33How do I use student work as evidence? . 33How do I use other artifacts as evidence? . 33How do I upload artifacts into my Library of Artifacts and link them to my responses? . 35Library of Examples . 35Video Recording. 35Why is the video for Task 4 so important? . 35What should I do before I get started? . 36Permission Forms .376Video Equipment .376How should I video record my class? . 37How should I practice my video recording? . 38How should I analyze my video recordings? . 39What are some video-recording tips? . 39Improving video quality . 39Improving audio quality. 40Whole-class video recording . 40Small-group video recording . 40How do I combine unedited video segments? . 40What guidelines are there for video editing?. 40What guidelines are there for audio enhancement? . 41Scoring . 41What is the scoring process? . 41What qualifications do raters need? . 42PPAT Assessment Candidate and Educator Handbook3
How is fairness ensured? . 42Receiving Your Scores . 42How will I receive my scores? . 42Will my scores be delivered to anyone other than myself? . 43Understanding Your Scores . 43What score report feedback will I receive? . 43How do I evaluate my scores when considering resubmission? . 43Resubmission . 44What about resubmissions? . 44Scores for Resubmitted Tasks . 44Ownership . 44Who owns the PPAT assessment responses? . 44Terms of Submission . 44Technical Issues . 44What if I need technical support or have questions about how the Online Submission Systemworks? . 45Anciliary Materials . 44Glossary . 46Lesson Plan Format . 46Daily Reflection Form . 46Professional Growth Plan . 46How will my EPP instructor, my cooperating teacher, and I each use the ancillary materials?. 47Permission Forms. 47What permission forms must I complete? . 47Do I submit the signed permission forms to ETS? . 47PPAT Assessment Candidate and Educator Handbook4
This Candidate and Educator Handbook will help you understand the history and backgroundof the PPAT assessment and will provide you with a general overview as well as the specificdetails needed to submit the contents of your performance assessment.The PPAT assessment has been developed by a team of exemplary national educators.Appreciation is extended to the following members of the Content Development Team.NameValentina AbordonadoEllen BakerKaren BanksWilma BonnerPeggy BrooksSylvia BrooksVera Lang BrownRonald CanosPatricia CasariValerie CooperJulius DavisAmanda EnsorJames FoltzCyndi GiorgisSteven KingLisa KrugerCarmelita LambJulie MoellerScott MosherDiann MusialStephanie NervisDeborah PostonDianne StahlGreg StinnettLynda VenhuizenOrganizationHawaii Pacific University, Honolulu, HIUniversity of Vermont, Burlington, VTDelran Schools, Delran, NJHoward University, Washington, DCUniversity of Louisville, Louisville, KYWilmington University, New Castle, DEUniversity of Arkansas at Pine Bluff, Pine Bluff, ARUniversity of Guam, Dededo, GuamThatcher Brook Primary School, Waterbury, VTNew Canaan Public Schools, New Canaan, CTBowie State University, Bowie, MDChurch Hill Elementary School, Washington College, Church Hill, MDMiddletown High School, Middletown, DEUniversity of Nevada – Las Vegas, Las Vegas, NVDistrict of Columbia Public Schools, Washington, DCRutgers, the State University of New Jersey, New Brunswick, NJTurtle Mountain Community College, Belcourt, NDEdith Bowen Laboratory School, Logan, UTTeacher Apprenticeship Program, Essex Junction, VTGreat Basin College, Elko, NVEastside Elementary, Clinton, MSNewberry College, Newberry, SCUrsinus College, Collegeville, PABeebe Middle School, Beebe, ARSouth Dakota State University, Brookings, SDAppreciation is also extended to the Educational Testing Service consultants who facilitatedthe development process: Project Owners, Seth Weiner and Ethan Taylor, and AssessmentDevelopers, Steve Schreiner, Annette DeLuca, Joe Ciofalo, and Kim Hagen.PPAT Assessment Candidate and Educator Handbook5
General OverviewWhat is the purpose of the PPAT assessment?The PPAT assessment is an evidence-based performance assessment designed to assess theinstructional capability of pre-service teachers prior to receiving their teaching license. Thisassessment evaluates teacher candidates on their ability to have an impact on student learningas stated in the InTASC Model Core Teaching Standards and the four PPAT assessment tasks.The assessment consists of four tasks: one formative and three summative. The tasks aredescribed in detail later in this handbook.Before beginning the assessment, review this entire handbook for information about the tasks,the rubrics, the writing guidelines, the Online Submission System, the video, and more. Thereare also other useful documents that will help support you through this process. Consult thePPAT assessment informational website.Something for teacher candidates to considerBegin practicing with the video camera as soon as you can, but the final video submitted as partof Task 4 should be recorded after Tasks 2 and 3 have been completed.Are there permission forms that must be signed during thePPAT assessment?Yes. Responding to the task prompts includes the submission of instructional and assessmentartifacts, samples of student work, and for Task 4, a fifteen-minute video recording of theteacher candidate teaching a lesson. Teacher candidates are required to obtain and retain, intheir possession, a signed permission form for every student and adult whose work is submittedand/or who appears in the video recording or photographs. For adults, this includes, but is notlimited to, classroom teachers, teaching assistants, parents, colleagues, and volunteers.Educator preparation program instructors are required to obtain participation approval from thesuperintendent in the school districts where the teacher candidates will be student teaching andfrom the school principals. The superintendent and principal also need to approve the use of thePPAT assessment permission forms.The PPAT assessment Student Permission Form and Adult Permission Form can be found directlyon the PPAT assessment informational website.You must use the PPAT assessment permission forms provided; districtor school permission forms will not be accepted.PPAT Assessment Candidate and Educator Handbook6
Overview of the TasksWhat is the general design of the PPAT assessment?The PPAT assessment consists of four tasks. Each of the four tasks will take place during theteacher candidate’s clinical experience and will focus on differentiation of instruction and thedecision-making process. During the clinical experience, the teacher candidate’s tasksubmissions will provide a variety of artifacts, including student work and observationalfeedback.Task 1 will occur early in the clinical experience, and Tasks 2 4 will occur approximately twothirds of the way through the clinical experience.What are the specific tasks of this assessment?Task 1: Knowledge of Students and the Learning EnvironmentIn this task, you will demonstrate the knowledge and skills that pertain to your understanding ofyour classroom regarding your students, the school, and the community, and you will identifythe implications of these factors on instruction and student learning.Task 1 OverviewStandards and Indicators Measured in This TaskThe following InTASC Model Core Teaching Standards represent the focus of this task. Theevidence you submit must address and will be scored according to the following.Standard 1, Indicators b and cStandard 2, Indicators a, c, d, and fStandard 3, Indicators a, c, d, e, and fStandard 4, Indicators d and gStandard 6, Indicator gStandard 7, Indicators a, b, d, and eStandard 8, Indicators a and cStandard 9, Indicator dStandard 10, Indicators b, d and ePPAT Assessment Candidate and Educator Handbook7
What Do I Have to Do for This Task?For this task, you must submit the following evidence.1. Written Commentary of a maximum of 21,000 characters (approximately seven typedpages) that responds to all parts of the guiding prompts; references your artifacts to support your written evidence; and describes, analyzes, and reflects on the evidence.2. Four different types of artifacts (maximum of nine pages) including the Contextual Factors Chart (maximum of three pages); the Instructional and Support Resources Chart (maximum of three pages); one completed Getting to Know Your Students document (maximum of tworepresentative pages); and a document that demonstrates a method of communication with students’ families(maximum of one page)How to Submit Your Evidence (Refer to the Submission System User Guide fordetails.) Upload your artifacts into your Library of Artifacts. Refer to the artifacts in your Written Commentary. Link the artifacts to your Written Commentary within the appropriate textbox.How to Compose Your Written CommentaryThis task has two steps, each with guiding prompts to help you provide evidence that supportsthe rubric. Your response must address all parts of each of the guiding prompts. Step 1: Factors, Resources, and Protocols Step 2: Knowledge of StudentsPPAT Assessment Candidate and Educator Handbook8
Please read the entire task before responding to any guiding prompts. Use the textboxeslocated under the guiding prompts to compose your responses and link your artifacts.Task 1 is a formative task in which the educator preparation program (EPP) instructor and thecooperating teacher are able to work together with the teacher candidate to develop a responseto the activities, guiding prompts, and artifact requirements of the PPAT assessment. Task 1allows the teacher candidate to become familiar with the students with whom he or she will beworking, to understand the PPAT assessment process, and to become acclimated to the OnlineSubmission System. Please see the PPAT Assessment Task 1 Handbook for additionalinformation.Developing responses to Task 1 sets the tone for the rest of the PPAT assessment; what theteacher candidate learns while completing this task will affect the approach he or she takes inthe completion of the other three tasks. This formative task also affords the EPP instructor andthe cooperating teacher an opportunity to become familiar with the entire assessment process.Evaluation of Task 1You will receive feedback from your EPP instructor and cooperating teacher during the process ofcreating your response and after you complete your Task 1 submission.Since Task 1 is formative, it will not be evaluated by external raters as part of your overall PPATassessment score. But your EPP instructor may choose to evaluate your response to Task 1,either with feedback, a grade, or feedback and a grade.However, completing and submitting Task 1 into the Online Submission System isrequired for you to move on to Tasks 2, 3, and 4.For more information, please see the PPAT Assessment Task 1 Handbook.PPAT Assessment Candidate and Educator Handbook9
Task 2: Assessment and Data Collection to Measure and InformStudent LearningIn this task, you will demonstrate your understanding, analysis, and application of assessmentand data collection to measure and inform student learning.Task 2 OverviewStandards and Indicators Measured in This TaskThe following InTASC Model Core Teaching Standards represent the focus of this task. Theevidence you submit must address and will be scored according to the following.Standard 1, Indicator aStandard 2, Indicators b and fStandard 6, Indicators b, c, d, g and hStandard 7, Indicator dStandard 8, Indicator bStandard 9, Indicator cWhat Do I Have to Do for This Task?For this task, you must submit the following evidence.1. Written Commentary of a maximum of 22,500 characters (approximately seven typedpages) that responds to all parts of the guiding prompts; references your artifacts to support your written evidence; and describes, analyzes, and reflects on the evidence2. Identification of two Focus Students who reflect different learning needs3. Eight different artifacts (a maximum of eleven pages) including representative pages of the selected assessment (maximum of two pages); representative pages of the baseline data for the whole class (maximum of twopages); a representative page of the rubric or scoring guide (maximum of one page); a representative page of the baseline data for Focus Student 1 (maximum of onepage); a representative page of the baseline data for Focus Student 2 (maximum of onepage);PPAT Assessment Candidate and Educator Handbook10
representative pages of a graphic representation (e.g., spreadsheet, pie chart, table)of the collected data (maximum of two pages); a completed assessment from Focus Student 1 (maximum of one page); and a completed assessment from Focus Student 2 (maximum of one page)How to Submit Your Evidence (Refer to the Submission System User Guide fordetails) Upload your artifacts into your Library of Artifacts. Refer to the artifacts in your Written Commentary. Link to the artifacts within your Written Commentary.How to Compose Your Written CommentaryThis task has three steps, each with guiding prompts to help you provide evidence that supportsthe rubric. Your response needs to address all parts of each of the guiding prompts. Step 1: Planning the Assessment Step 2: Administering the Assessment and Analyzing the Data Step 3: ReflectingPlease read the entire task before responding to any guiding prompts. Use the textboxeslocated under the guiding prompts to compose your responses and link your artifacts.PPAT Assessment Candidate and Educator Handbook11
Task 3: Designing Instruction for Student LearningIn this task, you will demonstrate your ability to develop instruction, including the use oftechnology, to facilitate student learning.Task 3 OverviewStandards and Indicators Measured in This TaskThe following InTASC Model Core Teaching Standards represent the focus of this task. Theevidence you submit must address and will be scored according to the following.Standard 1, Indicators a and bStandard 2, Indicators a, b, c, and fStandard 3, Indicator eStandard 4, Indicators e, f, and gStandard 6, Indicators a, c, d, and gStandard 7, Indicators a, b, c, d, and fStandard 8, Indicators a and bStandard 9, Indicator cWhat Do I Have to Do for This Task?For this task, you must submit the following evidence.1. Written Commentary of a maximum of 25,500 characters (approximately eight typedpages) that responds to all parts of the guiding prompts; references your artifacts to support your written evidence; and describes, analyzes, and reflects on the evidence2. Identification of two Focus Students who reflect different learning needs3. Six different artifacts (a maximum of seven pages) including representative pages of a lesson plan for the whole class that includes the use oftechnology. A sample template is provided, but teacher candidates may submit a formof their own (maximum of two pages); a representative page of a differentiated lesson plan for Focus Student 1 (maximum ofone page); a representative page of a differentiated lesson plan for Focus Student 2 (maximum ofone page);PPAT Assessment Candidate and Educator Handbook12
a work sample from any class member other than the two Focus Students (maximumof one page); a work sample from Focus Student 1 (maximum of one page); and a work sample from Focus Student 2 (maximum of one page)Note that for the lesson plan for the whole class, a sample template is provided, but you maysubmit a form of your own.How to Submit Your Evidence (Refer to the Submission System Users Guidefor details.) Upload your artifacts into your Library of Artifacts. Refer to the artifacts in your Written Commentary. Link to the artifacts within your Written Commentary.How to Compose Your Written CommentaryThis task has four steps, each with guiding prompts to help you provide evidence that supportsthe rubric. Your response must address all parts of each of the guiding prompts. Step 1: Planning the Lesson Step 2: The Focus Students Step 3: Analyzing the Instruction Step 4: ReflectingPlease read the entire task before responding to any guiding prompts. Use the textboxeslocated under the guiding prompts to compose your responses and link your artifacts.PPAT Assessment Candidate and Educator Handbook13
Task 4: Implementing and Analyzing Instruction to PromoteStudent LearningIn this task you will demonstrate your ability to plan and implement a lesson using standardsbased instruction. You will also show how you are able to adjust instruction for the whole classas well as for individual students within the class. Finally, you will demonstrate an understandingof reflective practice.Task 4 OverviewStandards and Indicators Measured in This TaskThe following InTASC Model Core Teaching Standards represent the focus of this task. Theevidence you submit must address and will be scored according to the following.Standard 1, Indicators a and bStandard 2, Indicators a, b, c, and fStandard 3, Indicators d, e, and fStandard 4, Indicators c, d, e, f, g, and hStandard 5, Indicator hStandard 6, Indicators a, b, c, d, g, and hStandard 7, Indicators a, b, c, d, and fStandard 8, Indicators a, b, f, h, and iStandard 9, Indicator cWhat Do I Have to Do for This Task?For this task, you must submit the following evidence.1. Written Commentary of a maximum of 28,500 characters (approximately nine typedpages) that responds to all parts of the guiding prompts; references your artifacts to support your written evidence; and describes, analyzes, and reflects on the evidence2. Identification of two Focus Students who reflect different learning needs3. Seven different artifacts (maximum of ten pages), including representative pages of a standards-based lesson plan (maximum of two pages); baseline data (e.g., graphic representation, table, list) for the whole class (maximumof two pages);PPAT Assessment Candidate and Educator Handbook14
baseline data (e.g., graphic representation, table, list) specific to Focus Student 1(maximum of one page); baseline data (e.g., graphic representation, table, list) specific to Focus Student 2(maximum of one page); a work sample from Focus Student 1 (maximum of two pages); a work sample from Focus Student 2 (maximum of two pages); and one fifteen-minute video (mandatory), which may contain one fifteen-minute segment(unedited) or three five-minute segments (each unedited) combined into one fileHow to Submit Your Evidence (Refer to the Submission System Users Guidefor details.) Upload your artifacts into your Library of Artifacts (See Step 5 for how to upload thevideo file.) Refer to the artifacts in your Written Commentary. Link to the artifacts within your Written Commentary.How to Compose Your Written CommentaryThis task has five steps, four of which have guiding prompts to help you provide evidence thatsupports the rubric. Your response must address all parts of each of the guiding prompts. Step 1: Planning Step 2: Implementing the Plan Step 3: Understanding the Two Focus Students Step 4: Reflecting Step 5: Uploading the VideoPlease read the entire task before responding to any guiding prompts. Use the textboxeslocated under the guiding prompts to compose your responses and link your artifacts.The chart on the following page shows the specific InTASC Model Core Teaching Standards thatare measured by each of the four tasks on the PPAT assessment.PPAT Assessment Candidate and Educator Handbook15
InTASC Model Core Teaching Standards and Learning Progressionsfor Teachers 1.0Task 1Task 2Task 3Task 4Knowledge ofStudents and theLearningEnvironmentAssessment andData Collectionto Measure andInform StudentLearningDesigningInstruction forStudent LearningImplementingand AnalyzingInstruction toPromote ttenCommentary:a maximum of21,000charactersWrittenCommentary:a maximum of22,500charactersWrittenComme
PPAT Assessment Candidate and Educator Handbook 5 This Candidate and Educator Handbook will help you understand the history and background of the PPAT assessment and will provide you with a general overview as well as the specific details needed to submit the contents of your performance assessment. The PPAT assessment has been developed by a team of exemplary national educators.
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Knowledge of Students and the Learning Environment – Task 1 1. PPAT Assessment . Task Requirements . Task 1 Knowledge of Students and the Learning Environment . In this task, you will demonstrate the knowledge and skills that pertain to your understanding of yo
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