Ppat Candidate Educator Handbook

The Praxis Performance
Assessment for Teachers
Candidate and Educator Handbook
Updated July 2023

Table of Contents
Table of Contents ................................................................................................ 2
General Overview ................................................................................................ 8
What is the purpose of the PPAT® assessment? .............................................................. 8
Something for teacher candidates to consider ................................................................ 8
Are there permission forms that must be signed during the PPAT assessment? .................. 8
Overview of the Tasks .......................................................................................... 9
What is the general design of the PPAT assessment? ....................................................... 9
What are the specific tasks of this assessment? .............................................................. 9
Task 1: Knowledge of Students and the Learning Environment ......................................... 9
Task 1 Overview ........................................................................................................ 9
Standards and Indicators Measured in This Task ......................................................................... 9
What Do I Have to Do for This Task? ....................................................................................... 10
How to Submit Your Evidence (Refer to the Submission System User Guide for details.) ................. 10
How to Compose Your Written Commentary ............................................................................. 10
Evaluation of Task 1 ................................................................................................. 11
Task 2: Assessment and Data Collection to Measure and Inform Student Learning............. 12
Task 2 Overview ...................................................................................................... 12
Standards and Indicators Measured in This Task ....................................................................... 12
How to Submit Your Evidence (Refer to the Submission System User Guide for details) .................. 13
Task 3: Designing Instruction for Student Learning ....................................................... 14
Task 3 Overview ...................................................................................................... 14
How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) ................ 15
Task 4: Implementing and Analyzing Instruction to Promote Student Learning .................. 16
Task 4 Overview ...................................................................................................... 16
How to Submit Your Evidence (Refer to the Submission System Users Guide for details.) ................ 17
Significance of Baseline Data for Task 2 and Task 4................................................ 17

A Common Omission ................................................................................................ 18
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ETS, the ETS logo, and PPAT are registered trademarks of Educational Testing Service (ETS).
All other trademarks are property of their respective owners.
Baseline Data Artifact Requirements ........................................................................... 18
What is considered acceptable? .................................................................................. 18
What are some unacceptable examples of baseline data? ............................................... 19
InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0.......... 20
Summary of Required Submission Information by Task ................................................. 23
Task 1: Knowledge of Students and the Learning Environment.................................................... 24
Task 2: Assessment and Data Collection to Measure and Inform Student Learning ......................... 25
Task 3: Designing Instruction for Student Learning ................................................................... 27
Task 4: Implementing and Analyzing Instruction to Promote Student Learning .............................. 28
Support and Ethical Considerations ...................................................................... 29

General Guidelines ................................................................................................... 29
Support from Instructors and Mentors ......................................................................... 29
Reflection of Actual Tasks in Assignments .................................................................... 30
Plagiarism ............................................................................................................... 31
Essay Similarity Detection ......................................................................................... 31
Getting Started ................................................................................................. 32
What do I need to do to begin the PPAT assessment process? ........................................ 32
What are the key steps in task development? ............................................................... 33
Number of Classroom Students Needed to Complete the Assessment .............................. 33
Special Education Classrooms ................................................................................................ 34
Video Recording in Special Education Classrooms ...................................................................... 34
Writing and Formatting Guidelines .............................................................................. 35
What are the guidelines for writing responses? ......................................................................... 35
A Summary of Key Points Regarding Your Writing ..................................................................... 37
How should I use the textboxes in the submission system? ........................................................ 38
Thinking About Evidence ........................................................................................... 38
What is evidence, and where can I find it? ............................................................................... 38
Is any single type of evidence more valuable than another? ....................................................... 38
What else do I need to know about evidence? .......................................................................... 38
How do I select evidence for my tasks? ................................................................................... 39
How do I use student work as evidence?.................................................................................. 40
How do I use other artifacts as evidence? ................................................................................ 40
How do I upload artifacts into my Library of Artifacts and link them to my responses? .................... 42
Library of Examples .................................................................................................. 42
Video Recording-Requirements and Guidelines ............................................................. 42
Why is the video for Task 4 so important? ................................................................................ 43
What should I do before I get started? .................................................................................... 43
PPAT Assessment Candidate and Educator Handbook
3
How should I video record my class? ....................................................................................... 45
How should I practice my video recording?............................................................................... 46
How should I analyze my video recordings? ............................................................................. 47
What are some video-recording tips? ...................................................................................... 47
How do I combine unedited video segments? ........................................................................... 49
What guidelines are there for audio enhancement?.................................................................... 49
What guidelines are there for recording a video in a virtual learning environment?......................... 49
How do I upload my video file to include with my response? ....................................................... 49
What happens to my video after I receive my scores?................................................................ 50
Scoring ............................................................................................................ 50
What is the scoring process? .................................................................................................. 50
What qualifications do raters need?......................................................................................... 51
How is fairness ensured? ....................................................................................................... 51
Receiving Your Scores............................................................................................... 52
How will I receive my scores?................................................................................................. 52
Will my scores be delivered to anyone other than myself? .......................................................... 52
Understanding Your Scores ........................................................................................ 53
What score report feedback will I receive? ............................................................................... 53
How do I evaluate my scores when considering resubmission? .................................................... 53
Why would a score of zero be applied to a Step? ....................................................................... 53
Resubmission ................................................................................................... 54
What should I know about resubmission, if I didn’t pass? ........................................................... 54
What if my scores are lower? ................................................................................................. 54
Ownership ........................................................................................................ 55
Terms of Submission ................................................................................................ 55
Who owns the PPAT assessment responses? ............................................................................. 55
Technical Issues ................................................................................................ 56

What if I need technical support or have questions about how the Online Submission System works?56
Ancillary Materials ............................................................................................. 56

Purpose of the Ancillary Materials ............................................................................... 56
Glossary ............................................................................................................................. 57
Lesson Plan Format .............................................................................................................. 58
Daily Reflection Form ............................................................................................................ 59
Professional Growth Plan ....................................................................................................... 60
Permission Forms .............................................................................................. 61
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What permission forms must I complete? ................................................................................ 61
Do I submit the signed permission forms to ETS? ...................................................................... 61
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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.
Appreciation is extended to the following members of the Content Development Team.
Name Organization
Valentina Abordonado Hawaii Pacific University, Honolulu, HI
Ellen Baker University of Vermont, Burlington, VT
Karen Banks Delran Schools, Delran, NJ
Wilma Bonner Howard University, Washington, DC
Peggy Brooks University of Louisville, Louisville, KY
Sylvia Brooks Wilmington University, New Castle, DE
Vera Lang Brown University of Arkansas at Pine Bluff, Pine Bluff, AR
Ronald Canos University of Guam, Dededo, Guam
Patricia Casari Thatcher Brook Primary School, Waterbury, VT
Valerie Cooper New Canaan Public Schools, New Canaan, CT
Julius Davis Bowie State University, Bowie, MD
Amanda Ensor Church Hill Elementary School, Washington College, Church Hill, MD
James Foltz Middletown High School, Middletown, DE
Cyndi Giorgis University of Nevada – Las Vegas, Las Vegas, NV
Steven King District of Columbia Public Schools, Washington, DC
Lisa Kruger Rutgers, the State University of New Jersey, New Brunswick, NJ
Carmelita Lamb Turtle Mountain Community College, Belcourt, ND
Julie Moeller Edith Bowen Laboratory School, Logan, UT
Scott Mosher Teacher Apprenticeship Program, Essex Junction, VT
Diann Musial Great Basin College, Elko, NV
Stephanie Nervis Eastside Elementary, Clinton, MS
Deborah Poston Newberry College, Newberry, SC
Dianne Stahl Ursinus College, Collegeville, PA
Greg Stinnett Beebe Middle School, Beebe, AR
Lynda Venhuizen South Dakota State University, Brookings, SD
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Appreciation is also extended to the Educational Testing Service® consultants who facilitated
the development process: Project Owners, Seth Weiner and Ethan Taylor, and Assessment
Developers, Steve Schreiner, Annette DeLuca, Joe Ciofalo, and Kim Hagen.
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General Overview
What is the purpose of the PPAT® assessment?
The PPAT® assessment is an evidence-based performance assessment designed to assess the
instructional capability of pre-service teachers prior to receiving their teaching license. This
assessment evaluates teacher candidates on their ability to have an impact on student learning
as 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 are
described 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. There
are also other useful documents that will help support you through this process. Consult the
PPAT assessment informational website.
Something for teacher candidates to consider

The purpose of the submitted video recording is to provide a view of your teaching that is as
complete and authentic as possible. Because raters are not able to visit your classes, a video
recording is the only illustration of your practice. Begin recording with your video camera as
soon as you can. even though the final video submitted as part of Task 4 should be recorded
after Tasks 2 and 3 have been completed.
Are there permission forms that must be signed during the

PPAT assessment?
Yes. Responding to the task prompts includes the submission of instructional and assessment
artifacts, samples of student work, and for Task 4, a fifteen-minute video recording of the
teacher candidate teaching a lesson. Teacher candidates are required to obtain and retain, in
their possession, a signed permission form for every student and adult whose work is submitted
and/or who appears in the video recording or photographs. For adults, this includes, but is not
limited to, classroom teachers, teaching assistants, parents, colleagues, and volunteers.
Educator preparation program instructors are required to obtain participation approval from the
superintendent in the school districts where the teacher candidates edit and from the school
principals. The superintendent and principal also need to approve the use of the PPAT
assessment permission forms.
The PPAT assessment Student Permission Form and Adult Permission Form can be found directly
on the PPAT assessment informational website.
You must use the PPAT assessment permission forms provided; district
or school permission forms will not be accepted.
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Overview of the Tasks
What is the general design of the PPAT assessment?
The PPAT assessment consists of four tasks. Each of the four tasks will take place during the
teacher candidate’s clinical experience and will focus on differentiation of instruction and the
decision-making process. During the clinical experience, the teacher candidate’s task
submissions will provide a variety of artifacts, including student work and observational
feedback.
Task 1 will occur early in the clinical experience, and Tasks 2─4 will occur approximately two-
thirds of the way through the clinical experience.
What are the specific tasks of this assessment?

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
your classroom regarding your students, the school, and the community, and you will identify
the implications of these factors on instruction and student learning.
Task 1 Overview
Standards and Indicators Measured in This Task
The following InTASC Model Core Teaching Standards represent the focus of this task. The
evidence you submit must address and will be scored according to the following.
Standard 1, Indicators b and c
Standard 2, Indicators a, c, d, and f
Standard 3, Indicators a, c, d, e, and f
Standard 4, Indicators d and g
Standard 6, Indicator g
Standard 7, Indicators a, b, d, and e
Standard 8, Indicators a and c
Standard 9, Indicator d
Standard 10, Indicators b, d and e
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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 typed
pages) 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 two representative
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 for details.)
• 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 Commentary
This task has two steps, each with guiding prompts to help you provide evidence that supports
the rubric. Your response must address all parts of each of the guiding prompts.
• Step 1: Factors, Resources, and Protocols
• Step 2: Knowledge of Students
Please read the entire task before responding to any guiding prompts. Use the textboxes located
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 the
cooperating teacher are able to work together with the teacher candidate to develop a response
to the activities, guiding prompts, and artifact requirements of the PPAT assessment. Task 1
allows the teacher candidate to become familiar with the students with whom he or she will be
working, to understand the PPAT assessment process, and to become acclimated to the Online
Submission System. Please see the PPAT Assessment Task 1 Handbook for additional
information.
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Developing responses to Task 1 sets the tone for the rest of the PPAT assessment; what the
teacher candidate learns while completing this task will affect the approach he or she takes in
the completion of the other three tasks. This formative task also affords the EPP instructor and
the cooperating teacher an opportunity to become familiar with the entire assessment process.
Evaluation of Task 1
You will receive feedback from your EPP instructor and cooperating teacher during the process of
creating 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 PPAT
assessment 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 is
required for you to move on to Tasks 2, 3, and 4.
For more information, please see the PPAT Assessment Task 1 Handbook.
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Task 2: Assessment and Data Collection to Measure and Inform
Student Learning
In this task, you will demonstrate your understanding, analysis, and application of assessment
and data collection to measure and inform student learning.
Task 2 Overview
Standard 1, Indicator a
Standard 2, Indicators b and f
Standard 6, Indicators b, c, d, g and h
Standard 7, Indicator d
Standard 8, Indicator b
Standard 9, Indicator c

1. Written Commentary of a maximum of 22,500 characters (approximately seven typed
pages) that
• describes, analyzes, and reflects on the evidence
2. Identification of two Focus Students who reflect different learning needs
3. 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 two pages);
• 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 one page);
• a representative page of the baseline data for Focus Student 2 (maximum of one page);
• 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
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• a completed assessment from Focus Student 2 (maximum of one page)
How to Submit Your Evidence (Refer to the Submission System User Guide for details)

• Link to the artifacts within your Written Commentary.
This task has three steps, each with guiding prompts to help you provide evidence that supports
the 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: Reflecting
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Task 3: Designing Instruction for Student Learning
In this task, you will demonstrate your ability to develop instruction, including the use of
technology, to facilitate student learning.
Task 3 Overview
Standard 1, Indicators a and b
Standard 2, Indicators a, b, c, and f
Standard 3, Indicator e
Standard 4, Indicators e, f, and g
Standard 6, Indicators a, c, d, and g
Standard 7, Indicators a, b, c, d, and f

1. Written Commentary of a maximum of 25,500 characters (approximately eight typed
pages) that
3. Six different artifacts (a maximum of seven pages) including
• representative pages of a lesson plan for the whole class that includes the use of
technology. A sample template is provided, but teacher candidates may submit a form of
their own (maximum of two pages);
• a representative page of a differentiated lesson plan for Focus Student 1 (maximum of
one page);
• a representative page of a differentiated lesson plan for Focus Student 2 (maximum of
one page);
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• a work sample from any class member other than the two Focus Students (maximum of
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 may
submit a form of your own.
How to Submit Your Evidence (Refer to the Submission System Users Guide
for details.)

This task has four steps, each with guiding prompts to help you provide evidence that supports
the 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
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Task 4: Implementing and Analyzing Instruction to Promote
Student Learning
In this task you will demonstrate your ability to plan and implement a lesson using standards-
based instruction. You will also show how you are able to adjust instruction for the whole class
as well as for individual students within the class. Finally, you will demonstrate an understanding
of reflective practice.
Task 4 Overview
Standard 2, Indicators a, b, c, and f
Standard 3, Indicators d, e, and f
Standard 4, Indicators c, d, e, f, g, and h
Standard 5, Indicator h
Standard 6, Indicators a, b, c, d, g, and h
Standard 7, Indicators a, b, c, d, and f
Standard 8, Indicators a, b, f, h, and i

1. Written Commentary of a maximum of 28,500 characters (approximately nine typed
pages) that
3. 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 (maximum of
two pages);
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• 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 file
How to Submit Your Evidence (Refer to the Submission System Users Guide
for details.)
• Upload your artifacts into your Library of Artifacts (See Step 5 for how to upload the video
file.)
This task has five steps, four of which have guiding prompts to help you provide evidence that
supports 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 5: Uploading the Video
The chart on the following page shows the specific InTASC Model Core Teaching Standards that
are measured by each of the four tasks on the PPAT assessment.
Significance of Baseline Data for Task 2 and Task 4

In PPAT Tasks 2 and 4, you must establish a baseline for growth related to the lesson’s learning
goal(s) for the whole class and two Focus students. In PPAT Task 2, you demonstrate your
understanding, analysis, and application of assessment and data collection to measure and
inform student learning. In PPAT Task 4, you demonstrate your ability to plan and implement a
lesson using standards-based instruction. A significant component of Task 4 is to establish a
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baseline to measure the students’ growth to show how you are able to adjust instruction for the
whole class and the focus students.
A Common Omission
Candidates often fail to include the baseline data they extracted and only attach examples of
what they used to collect the data (e.g., pre-test, previous assignment, writing sample). This is
an issue because candidates cannot be assessed on their ability to collect, extract and display
baseline data when there is no data depicted in the artifacts
Baseline Data Artifact Requirements

In PPAT Task 2—Step 1: Planning the Assessment,
• Textbox 2.1.1 (Selecting a Single Assessment) requires you to attach up to two
representative pages of baseline data for the whole class.
• Textbox 2.1.3 (The Two Focus Students) requires you to attach a representative page of
the baseline data for each Focus Student.
In PPAT Task 4—Step 1: Planning,
• Textbox 4.1.1 (Goals and Student Background) requires you to attach up to two
representative pages of baseline data for the whole class.
In PPAT Task 4—Step 3: Understanding the Two Focus Students,
• Textbox 4.3.1 (Understanding the Two Focus Students) requires you to attach a
representative page of the baseline data for each Focus Student.
What is considered acceptable?

Baseline data artifacts must show a collection of measurement (e.g., facts and statistics). This
data can be expressed through various measures:
• percent accuracy
• rate and intervals
• frequency, and
• duration.
Candidates must clearly present the data collected for the whole class and each focus student in
their artifacts for raters to assess their connection to the candidate’s written commentary.
The baseline data artifact is expected to serve as a starting point for instruction development,
and the data presented can be collected from a variety of assessment methods. These methods
may include:
• pre-tests
• surveys
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• oral fluency assessments
• student writing samples or student work
• previous assignments and,
• informal assessments or observations.
What are some unacceptable examples of baseline data?

• Student work with no quantitative measurement such as a numerical score, percentage,
or ratio
• Student writing or work samples with no quantitative measurement, such as a numerical
score, percentage, or ratio
• A graph or chart that is missing contextual details such as axis labels, a scale, or
identifiable data points
• Results from a formal or informal assessment that are missing a recognizable scale or
qualitative descriptors such as “meets expectations” and “proficient”
Essentially, baseline data contain a score representing information extracted from an assignment
or assessment. These can look like a regular percentage score, the number of points earned, the
number of rubric points achieved, the frequency of errors (e.g., three fluency errors per minute),
etc. The rater or scoring leaders should be able to look at a baseline data artifact and
understand what the data are trying to show in relation to the learning goal.
Attaching an assessment or a worksheet without any baseline data

present is not acceptable.
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InTASC Model Core Teaching Standards and Learning Progressions
for Teachers 1.0
Task 1 Task 2 Task 3 Task 4
Assessment and Implementing
Knowledge of Data Collection and Analyzing
Students and the to Measure and Designing Instruction to
Learning Inform Student Instruction for Promote Student
Environment Learning Student Learning Learning
Evidence Evidence Evidence Evidence

Written Written Written Written
Commentary: Commentary: Commentary: Commentary:
a maximum of a maximum of a maximum of a maximum of
21,000 22,500 25,500 28,500
characters characters characters characters
Instructional Instructional Instructional Instructional
artifacts: artifacts: artifacts: artifacts:
4 artifacts, a 8 artifacts, a 6 artifacts, a 7 artifacts, a
maximum of maximum of maximum of maximum of
9 pages 11 pages 7 pages 10 pages
Video: a maximum
of 15 minutes
Standard Task 1 Task 2 Task 3 Task 4

Standard 1 PI a X X X
Standard 1 PI b X X X
Standard 1 PI c X
Standard 2 PI c X X X
Standard 2 PI d X
Standard 2 PI e
Standard 2 PI f X X X X
Standard 3 PI a X
Standard 3 PI b
Standard 3 PI c X
Standard 3 PI d X X
Standard 3 PI e X X X
Standard 3 PI f X X
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Standard 3 PI g
Standard 3 PI h
Standard 4 PI a
Standard 4 PI b
Standard 4 PI c X
Standard 4 PI d X X
Standard 4 PI e X X
Standard 4 PI f X X
Standard 4 PI g X X X
Standard 4 PI h X
Standard 4 PI i
Standard 5 PI a
Standard 5 PI b
Standard 5 PI c
Standard 5 PI d
Standard 5 PI e
Standard 5 PI f
Standard 5 PI g
Standard 5 PI h X
Standard 6 PI a X X
Standard 6 PI b X X
Standard 6 PI d X X X
Standard 6 PI e
Standard 6 PI f
Standard 6 PI g X X X X
Standard 6 PI h X X
Standard 6 PI i
Standard 7 PI c X X
Standard 7 PI d X X X X
Standard 7 PI e X
Standard 7 PI f X X
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Standard 8 PI c X
Standard 8 PI d
Standard 8 PI e
Standard 8 PI f X
Standard 8 PI g
Standard 8 PI h X
Standard 8 PI i X
Standard 9 PI a
Standard 9 PI b
Standard 9 PI d X
Standard 9 PI e
Standard 9 PI f
Standard 10 PI a
Standard 10 PI b X
Standard 10 PI c
Standard 10 PI d X
Standard 10 PI e X
Standard 10 PI f
Standard 10 PI g
Standard 10 PI h
Standard 10 PI i
Standard 10 PI j
Standard 10 PI k
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Summary of Required Submission Information by Task
The required submission information for each task is summarized below. You will see the steps
included in each task as well as the evidence that you will be required to submit. The entire
tasks and their rubrics are provided on the PPAT assessment informational website. Notice
that the tasks and their corresponding materials have been color-coded to make it easier for you
to organize your task materials.
The color codes are as follows.
Task 1 Knowledge of Students and the Learning Environment
Task 2 Assessment and Data Collection to Measure and Inform Student Learning
Task 3 Designing Instruction for Student Learning
Task 4 Implementing and Analyzing Instruction to Promote Student Learning
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Task 1: Knowledge of Students and the Learning Environment
Steps Evidence
Step 1: Factors, Resources, and Protocols Your ability to identify and reflect on a variety of factors and resources that
can influence, support, and enhance student learning.
Step 2: Knowledge of Students Your ability to identify how you are cultivating relationships with your
students and acquiring increasing depth of knowledge about each student’s
academic and nonacademic strengths, skills, competencies, and interests.
Submission:
Written Commentary of no more than 21,000 characters (approximately 7 typed pages) that responds to the two steps and that
is submitted using the provided textboxes.
4 instructional artifacts of no more than 9 pages that demonstrate how you obtained knowledge of students and their learning
environment and that support your responses to the guiding prompts.
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Task 2: Assessment and Data Collection to Measure and Inform Student Learning
Steps Evidence
Step 1: Planning the Assessment Your ability to plan an assessment that uses appropriate assessment tools
to meet student needs and the learning goal(s)
NOTE: For textbox 2.1.2
The response for this textbox should reflect the activities, groupings,
materials, resources, and technology that you are planning to use to
assess the students. These are not preassessment activities but the
actual activities, groupings, materials, etc. for the actual
assessment.
For example:
Learning activities could include assessment through such things as games,
in-class presentations, or student demonstrations.
Materials or resources are those tools that aid in the assessment of students
based on the activities the teacher candidate mentions as being part of
his/her assessment, such as manipulatives or a computer-generated exam.
Step 2: Administering the Assessment and Your ability to administer your assessment and to collect, record, and
Analyzing the Data analyze the data
Step 3: Reflecting Your ability to reflect on your assessment by providing evidence of student
learning that resulted from the administered assessment plan
Your ability to reflect on the data-based decisions that occurred through
data analysis
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Submission:
Written Commentary of no more than 22,500 characters (approximately 7 typed pages) that responds to the three steps,
focuses on two students, and is submitted using the provided textboxes.
8 instructional artifacts of no more than 11 pages that support your responses to the guiding prompts and that provide evidence
of assessment planning and data analysis.
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Task 3: Designing Instruction for Student Learning
Steps Evidence
Step 1: Planning the Lesson Your ability to plan an effective lesson that facilitates student learning
Step 2: The Focus Students Your ability to differentiate instruction for individual students
Step 3: Analyzing Instruction Your ability to analyze a lesson and evidence of student learning
Step 4: Reflecting Your ability to reflect on the strengths of your lesson plan as well as on the
components of your lesson that need improvement
Submission:
Written Commentary of no more than 25,500 characters (approximately 8 typed pages) that responds to the four steps, focuses
on two students, and is submitted using the provided textboxes.
of lesson planning and analysis.
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Task 4: Implementing and Analyzing Instruction to Promote Student Learning
Steps Evidence
Step 1: Planning Your ability to plan an effective lesson that facilitates student learning
Step 2: Implementing the Plan Your ability to implement the lesson plan, interact with your students, and
analyze your practice
Step 3: Understanding the Two Focus Students Your ability to provide evidence of learning of the two Focus Students
Step 4: Reflecting Your ability to reflect on the effectiveness of your lesson for the entire class
and the two Focus Students
Step 5: Uploading the Video Your ability to create and upload one video file
Submission:
Written Commentary of no more than 28,500 characters (approximately 9 typed pages) that responds to the four steps, focuses
on two students, and is submitted using the provided textboxes.
of lesson planning and implementation.
One 15-minute video (unedited) or a combined file of three 5-minute segments (each unedited).
NOTE: The video recording of your single continuous lesson event, whether in one 15-minute segment or in a combination of
three 5-minute segments, must be unedited. If the segments within your recording appear to have been edited, the entire task
will not be scored resulting in a score of zero for Task 4.
NOTE: The video recording of your single continuous lesson event. If the segments within your recording appear to have been
edited, the entire task will not be scored resulting in a score of zero for Task 4.
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Support and Ethical Considerations
General Guidelines
As part of the required coursework, you may engage in professional discussions and activities
related to the PPAT assessment Tasks, Standards, and Indicators with other candidates and
educators. However, the work that you submit in response to each performance assessment
task, e.g., written commentaries, student work, and other artifacts, must be yours and yours
alone.
All materials and information necessary for you to complete the PPAT assessment are available
and public. You will have ample opportunity to review the tasks and rubrics before you begin the
assessment process.
Support from Instructors and Mentors

Instructors and mentors should:
• review the assessment and the assessment process
• check for understanding of the task requirements, rubrics, and handbook
• only share information that is public for all candidates
• provide direction on how candidates prepare, plan, and manage deadlines
• understand the difference between personal opinions and policies
• know, understand, and uphold the assessment’s policies and guidelines
• acknowledge and respect that responsibility for developing and submitting the
performance assessment rests solely and completely with the candidate
• ensure that candidates understand that breaches of trust and confidentiality may destroy
the validity of the assessment and may negatively affect the reputations of the candidates
• immediately report violations of confidentiality, incidents of falsified information or
materials, and breaches of security
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Instructors and mentors should never engage in the following conduct:
• make choices for the candidate
• correct a task response
• assign a score to a task or in any way evaluate responses
• give an assignment that asks candidates to respond to a task’s guiding prompts
• use the task rubrics to score an assignment
Reflection of Actual Tasks in Assignments

Your Educator Preparation Program (EPP) should provide instructional activities that support you
in obtaining the knowledge and skills needed to successfully complete the assessment’s tasks.
EPP guidelines include the following:
• EPP instructors can assess and provide feedback using the instructor’s or university’s
expectations and rubrics on assignments that students MAY select to use as part of their
submission for a task.
• Assignments should not include the actual assessment’s guiding prompts and should not
be graded using the assessment’s rubrics. Instead, assignments should be graded using
criteria determined by the EPP program.
• Assignments can include artifacts that candidates may use as a part of their tasks.
• Instructional assignments can be similar to parts of the tasks and can even ask candidates
to select topics, include written responses, and request one or more artifacts that could be
used or adapted by candidates when submitting their task responses.
• Instructional activities and assignments should allow candidates to have multiple
experiences to draw from when creating their task submissions. Various shorter
instructional assignments can provide multiple opportunities for candidates to grow as
educators in the assessed areas.
• Some universities require performance-based assignments and candidate portfolios as a
part of their program. The process of creating these collections of graded assignments can
provide valuable experiences and artifacts that candidates may choose to draw from when
submitting their tasks. EPP instructors should refrain from coaching candidates when
selecting assignments to use and adapt for their PPAT assessment submissions.
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Plagiarism
ETS reserves the right to cancel your scores at any time when, in its judgment, there is evidence
that the submitted response includes:
• text submitted is substantially similar to that found in other performance assessment
responses and/or training materials, such as, but not limited to, the Library of Examples
• quoting or paraphrasing, without attribution, language that appears in any published or
unpublished sources, including sources from the Internet and/or sources provided by any
third party
Essay Similarity Detection

Each task response in the assessment, whether submitted during the original submission window
or during the resubmission window, must be entirely your work. While we encourage you to
seek support from your EPP supervising instructor and mentor, each task must be distinctly and
solely your own work. Software is utilized to scan all responses for overlap with previous
candidate’s submissions, with another candidate’s submissions and with the Library of Examples.
Paragraphs or even sections of paragraphs that are substantially similar will be construed as
overlap. If such overlap is detected, an investigation with the ETS Office of Testing Integrity
(OTI) may be initiated and scores could be voided at any time. If a task response is the subject
of a review, the following steps will occur.
• Your overall assessment scores will be placed on hold before scores are released.
• You will be informed that your scores are on administrative hold.
• You will be informed that your response is under review, and you will be provided the
opportunity to submit additional materials to ETS’s OTI to support your case. You will
have the ability to request that ETS supply the portions of the responses that are in
question.
• All materials will be independently reviewed, and an assessment of the case will be
provided to ETS’s OTI.
• You will receive a letter from ETS’s OTI notifying you of the decision after the review has
been completed.
• If it is concluded that your scores should be released, the hold on scores will be removed
and you will be able to view your score report online.
• If it is concluded there is substantial evidence to support cancellation of your scores, the
scores will be voided and the appropriate state agency or institution requiring the
assessment will be informed of the cancellation of scores.
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Getting Started
What do I need to do to begin the PPAT assessment process?
The following tips are designed to help you prioritize your activities and organize your
thinking as you build your PPAT assessment submission.
• Create an account in the online registration system and purchase the assessment. Using
this private, secure Online Submission System, you will build and submit your
assessment. See the Submission System User Guide for assistance.
• Review the directions for each task and each corresponding rubric.
• Review the ancillary materials for the PPAT assessment, found on the PPAT assessment
informational website.
• Get a calendar and work backward from your submission deadlines to set a schedule for
task completion.
• Start with Task 1. The material you include in Task 1 will influence your work on Tasks 2,
3, and 4.
• Develop a simple task analysis that lists what you are going to do, the evidence you need,
and by when you will complete each task (see suggested sample below).
What do I need to do? What evidence do I need? Completion Date

(List the activity) (List the evidence) (Date)
(List the activity) (List the evidence) (Date)
• Build each task in the Online Submission System.

• Review your responses to ensure that you have demonstrated the knowledge and skills
required by the InTASC Standards.
• Score your responses against the rubrics.
• Submit each task no later than the task submission deadline.
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What are the key steps in task development?
Below is a checklist of steps to follow for developing a task. Use this checklist to organize your
thinking, plan your time, and carry out the work needed to complete each task.
 Read entirely each task and its corresponding rubric.
 Locate and become familiar with all the ancillary materials referenced in the tasks, on
the PPAT assessment informational website, the PPAT Assessment Task 1 Candidate
Handbook, and this PPAT Assessment Candidate and Educator Handbook (i.e., the
Glossary, Lesson Plan Format, Daily Reflection Form, and Professional Growth Plan).
 Develop a timeline for completing each of the four tasks.
 Develop an outline with due dates for each task and for related student
work/instructional materials that need to be submitted (realizing that some parts of
each task can occur simultaneously). Plan to do several trial video recordings to ensure
a viable submission selection.
 Before submitting each task of the performance assessment, you should check your
responses to see if all prompts and questions have been addressed and all required
artifacts have been linked to your response, compare your responses to the required
evidence listed in the rubrics, and make sure that all items in the checklist are
completed.
 Make sure that you make and keep a copy of all your final documents before you
submit each task.
Number of Classroom Students Needed to Complete the Assessment

Your class size should permit you to address all of the guiding prompts for each task and provide
the evidence required. To determine whether you have enough students in your classroom to
complete the assessment, consider these points:
• Candidates need to be able to demonstrate how they instruct to a group of students and
how they instruct two individual students (Focus Students).
• The class size should enable the candidate to demonstrate differentiated instruction with
two Focus Students.
• For Task 3, the class size should enable the candidate to submit a student work sample
from another student in the class that is not one of the two Focus Students.
• If the directed teaching assignment includes multiple students in individual settings,
candidates could consider them as an entire class when responding to the prompts even if
the students are at different grade levels.
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Special Education Classrooms
While the number of students in a special education classroom can vary significantly compared
to a traditional classroom, special education candidates must still respond to all guiding prompts
and submit all the required artifacts. Scores may be negatively impacted when all guiding
prompts are not addressed and required artifacts are not included with your response.
To be successful in completing the assessment in its entirety, please take into consideration the
following points:
• Discuss your directed teaching assignment with your program advisor to ensure you have
a classroom setting that supports completing each task. The class size should enable you
to demonstrate differentiated instruction with two Focus Students.
• Be as specific as possible when completing the Contextual Information Textbox. This is
important because it allows the rater to understand the environment (i.e., inclusion
setting, self-contained classroom, specialty school) in which you are teaching, the number
of students in the classroom, the amount of support you have, and the students’
developmental, social/emotional, behavioral, and academic needs.
• If you are placed in a classroom with multiple students who require 1:1 instruction, you
need to consider all the students as the whole class when responding to the guiding
prompts for all the tasks.
Video Recording in Special Education Classrooms
The submitted video recording should provide an authentic view of your teaching practice.
Because raters cannot visit your classes, a video recording is the only illustration of these key
aspects of your practice,
• your interactions with the students and the interactions the students have with one
another;
• the type of climate that you create in the classroom;
• examples of how you engage the students; and
• examples of how you adjust instruction for the students.
For Task 4, the class size should enable you to submit a video recording with examples of you
instructing, interacting, and managing multiple students.
Special education teacher candidates have the option of recording a 1-on-1 lesson with a
student. If you choose this option, your recording device needs to be set up to capture how you
instruct, interact, and manage the entire class, which may work independently or with support
personnel while you instruct the 1-on-1 lesson.
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Writing and Formatting Guidelines
What are the guidelines for writing responses?
Each task requires some form of written response. It is imperative that you understand what
kind of writing is required by each guiding prompt. Make sure your responses:
• accurately answer everything that is asked in the guiding prompts
• clearly demonstrate to the raters that you have a thorough understanding of each guiding
prompt
• clearly explain key thoughts and ideas
• have been reviewed for both completeness and the quality of the response
Please read the suggestions below for crafting strong written responses for your performance
assessment.
1. Writing about teaching
The four tasks required in the PPAT assessment encourage the use of three kinds of writing:
descriptive, analytic, and reflective. The evidence that you select as representative of your
practice for the purposes of this assessment should provide raters with a view not only of what is
happening in your classroom but also of your rationale for choosing specific events and
processes and for your view regarding the results of your teaching. For example, primary
teachers might describe, analyze, and reflect on the developmental capabilities and academic
achievements of their students as part of the circumstances for their teaching reading-
comprehension strategies. Secondary teachers might describe, analyze, and reflect on providing
one form of instruction to a range of students while differentiating instruction for specific other
students in a heterogeneously grouped class.
2. Descriptive, analytic, and reflective writing
There are essential differences among descriptive, analytic, and reflective writing. As you
compose your Written Commentary, you need to keep these differences in mind. Basic
definitions of these terms appear below and are followed by more detailed explanations.
Descriptive Writing: Description in this context is a retelling of what happened in a classroom
situation or event. This kind of writing is meant to set the scene for your raters. Your description
should be logically ordered and provide enough detail that raters will have a basic sense of your
classroom situation so that they can understand what you are conveying in your analysis.
Checklist for Descriptive Writing
 Accurate, precise enumeration or explanation of the critical features or elements of the

event, person, concept, or strategy being described
 Clear, logical ordering of the elements being described
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 Inclusion of ALL features or elements that would allow an outsider to see as you see
whatever is being described
Description is called for when you are asked to state, list, or describe. You want to be sure that
your descriptions are clear and detailed enough to allow someone reading about your practice to
understand what you are describing.
Analytic Writing: Analysis in this context deals with your reasons, motives, and interpretations
and is supported by the concrete evidence found in the materials you submit. Analytic writing
shows raters the thought processes you used to arrive at the conclusions you made about a
teaching situation or event. Analysis demonstrates the significance of the evidence you submit.
In some cases, it will include the achievement results of the lesson you taught. Or it could be
discussion of the results of a survey that solicited feedback from others.
Reflective Writing: Reflection in this context is the thought process that occurs after a
teaching situation. Reflection allows you to think deeply about what occurred — and what did not
occur — during a teaching event and to make decisions about how you would approach similar
situations in the future. You could decide to do something the same way, differently, or not at
all. Although reflective thought may occur in many places throughout your submissions, the
guiding prompts that ask for reflection are where you must show how you will use what you
learned from your teaching experiences to inform and improve your practice in the future.
3. The overlap between analysis and reflection
Analysis and reflection do overlap, though they are not identical. Analysis involves the
interpretation and examination of elements or events supported by evidence. Reflection, a
particular kind of analysis, always suggests self-analysis or retrospective consideration of one’s
practice. When you are asked to analyze or reflect, be certain that your response meets
these criteria.
For example, if you are asked to analyze the success of a particular lesson or of a specific
instructional strategy, do not use the analysis or reflection sections to explain what happened.
An explanation of what happened is description. Moreover, simply stating a conclusion (e.g.,
“The lesson was a success!”) or saying that you observed the fulfillment of your learning goals
without giving evidence or examples to support such a statement is not analysis. Raters need to
be informed of why you interpreted the results of a lesson the way you did. You need to
interpret the evidence (analysis) as well as demonstrate your understanding of what should
come next (reflection).
Analysis deals with reasons, motives, and interpretation. All of these are grounded in the
concrete evidence provided by the artifacts that you include in your performance assessment.
But you must explain the significance of your evidence and not expect the rater to draw
conclusions. Your examples cannot tell the rater what you inferred about your practice — only
your analysis and reflection can do that.
Tell the rater how your teaching affected student performance — that is, analyze and interpret
the results of your teaching in terms of student performance. Use your evidence of student work
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to explain and illustrate your practice and also to provide a context for the student work. Ask
yourself the following questions when preparing your analyses and reflections.
• What did my students know before this teaching experience?
• What did my students learn because of this teaching experience?
• What did I know about my students and their knowledge before this teaching experience?
• What did I learn about my students and my practice because of this teaching experience?
• What would I do differently? (reflection)
4. Revising and editing your written responses
An important step in writing, regardless of the skill or experience of the writer, is taking the time
to review the writing with an objective eye. Even professional writers can become so involved in
their writing that they sometimes forget to include information that the readers need to know.
For some, reviewing with objectivity requires distance or some time away from the document.
Pace your writing so that you can set a draft aside for a day or so before coming back to it with
fresh eyes. The next time you read it, you should have an easier time seeing the important
information and locating where additional description, analysis, or reflection is needed or where
something is unclear or a transition preferable. In addition, it is important that you read your
responses a third time to edit the language, spelling, and other mechanics of writing.
A Summary of Key Points Regarding Your Writing
Address the questions: For each task, there is a series of questions or prompts that should
guide your written response. Make sure that you have carefully read each guiding prompt and its
related rubric criteria. Understand what you are being asked to address and how your response
will be measured.
Organize your information: It is very important that you provide your evidence as clearly and
concisely as possible. Raters will be reading your responses supportively. This means that they
are reading your responses with the expectation that you will earn a good score. They are
looking for information within your responses that provides evidence of your meeting the rubric
criteria. Presenting your evidence in a way that is clear and easy for raters to find will help them
do their job more effectively.
Check your response against the rubric: This point has been reiterated several times
because it is a critical step in making sure that your responses in the performance assessment
address the standards being assessed and the questions being asked. Once you believe that you
have completed a task, read your task response against the rubric. Also, look at the task’s
guiding prompts to verify that you have addressed each question within the task.
Do not use any identifying names or titles. This includes but is not limited to names of the
following.
• Teachers
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• Colleagues
• Administrators
• Students
• Schools
• Districts
In order for your responses to be scored fairly and to protect the identity of students, it is
extremely important that you do not identify yourself, your students, your school, or the
city/town in which your school is located. Instead, refer to students as ‘Student 1,’ ‘Student 2,’
and so on. Refer to places as ‘my school’ or ‘my district.’ Please remove identifiers from student
work samples — you can do this simply by crossing them out with a marker or correction
tape/fluid.
How should I use the textboxes in the submission system?
Each of the four tasks includes numbered textboxes for your use. Examples of these textboxes
are located within the task directions and are provided to help illustrate the text. Once in the
submission system, type your responses and link text to artifacts, as instructed, in the textboxes
at the bottom of each guiding prompt. Your written response to the guiding prompts cannot be
linked to a textbox as a standalone document. See the Submission System User Guide for
assistance.
Thinking About Evidence

What is evidence, and where can I find it?
Evidence is the information that a teacher candidate provides within the Written Commentary,
along with relevant artifacts and quotations from students and colleagues.
Is any single type of evidence more valuable than another?
No, the quality of the evidence submitted is the most important measure of its value. Evidence is
found in the responses to the prompts and in both teacher and student artifacts. Evidence is
collected from wherever it appears within a task.
What else do I need to know about evidence?
You should ask yourself the following questions regarding evidence.

• Am I providing sufficient evidence?
• Is the evidence appropriate?
• Do I fully understand the evidence required by each prompt within a task?
• What are the best artifacts I can provide to address the prompts they are associated with?
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You can also obtain a better understanding of evidence by
• describing to your EPP advisor your understanding of what the prompts within a textbox
require;
• finding a method or visual in which to outline a response to a prompt (e.g., bullet points
or graphics);
• selecting and listing the artifacts that are most appropriate and that will provide the
greatest amount of evidence;
• finding an effective way to explain the value of each artifact;
• working with a peer to understand the prompts and identify the evidence; and
• comparing the evidence you have outlined, graphed, and/or written for each of the points
assessed within the rubric.
A few caveats to observe: When using the rubric, focus on the

completeness and quality of the evidence. Look for connections
between the textbox numbers and the bulleted sections of the rubric.
Once you have an idea of the direction each prompt response will take and a list of artifacts, try
to distinguish among descriptive, analytic, and reflective writing. Reread the “Writing and
Formatting Guidelines” section in this handbook. Recall that solid analysis requires examination
and interpretation of the evidence. Then, focus on the following.
• Are the points you are making clear?
• How does the evidence support your points?
• What specific details are referenced within your evidence?
• How are the details connected to your points?
How do I select evidence for my tasks?
You will be required to submit different types of evidence for each of the tasks. Each task
requires some form of a written response — this is part of your evidence. In addition, tasks
require other types of evidence or artifacts, such as a lesson plan, rubrics (or scoring guides),
assessment data, and student work samples.
For each task, make sure that you clearly understand what type of evidence is required. If
student work is required, make sure that you include student work that does not exceed the
required page limit, that addresses the indicators being measured, that gives you a good
opportunity to discuss what you did with students to generate the work, that provides the raters
with a picture of your practice, and that clearly provides good information on which to score
your performance.
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How do I use student work as evidence?
For Tasks 2–4, you are asked to select specific students to focus on and to highlight in your
response. Make sure that you understand the purpose of talking about these particular students
and what evidence you are asked to provide for each student’s performance.
You must select two Focus Students for each task with different learning needs and for
whom you will need to modify an assessment or differentiate
specific parts of your instruction.
Again, read the prompts and the task directions and make sure that you have a solid
understanding of why you are providing evidence of student work and to ensure that you
have addressed all parts of the prompts when writing about the student work. These same
suggestions apply to other types of evidence.
How do I use other artifacts as evidence?
Quality artifacts should be carefully selected, because they must connect, support, and
enhance the Written Commentary. They also help to demonstrate the knowledge, skills, and
understanding of the teacher candidate when paired with relevant and insightful analysis.
When determining the best artifacts to use as evidence, you should start by identifying a
number of artifacts that can be used to support a specific point in the Written Commentary.
Then you can choose the strongest artifact and explain why you think it supports the specific
point. Remember that only one-page artifacts are allowed unless it is specifically stated
otherwise; therefore, you should choose an artifact that best illustrates and connects with what
has been written.
You should ask yourself the following questions.
• What point from the Written Commentary is the artifact reinforcing?
• Can the artifact provide data (e.g., survey results, test scores, communication records, or
anecdotes) that reinforce the Written Commentary?
• What pertinent details does the artifact provide?
• How does the Written Commentary identify details in the artifact that prove an assertion?
• Is the connection between the artifact and the written commentary obvious and strong?
• What wording is used to reference the artifact within the Written Commentary?
To provide the maximum amount of evidence for the required video artifact, you must cite
details of actions seen in your video within your written commentary. Your citations can be in
the form of a reference to a specific moment in the video, a direct quote or a description of an
occurrence. We also recommend using time stamps (e.g., “at 2:12 minutes …) to highlight the
examples in your written commentary.
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The artifacts to use in Task 1 include the Contextual Factors Chart, the Instructional and Support
Resources Chart, one completed Getting to Know Your Students document, and a document that
demonstrates a method of communication with students’ families.
The types of artifacts to use in Task 2 include a selected assessment, baseline data for the class
and the Focus Students, a representative page of a rubric (or scoring guide), a graphic
representation of the collected data, and Focus Student assessment samples.
The types of artifacts to use in Task 3 include a lesson plan for the whole class, a differentiated
lesson plan for each Focus Student, and three student work samples (one for any student in
class; one for each Focus Student).
The types of artifacts to use in Task 4 include a fifteen-minute video, a lesson plan for the whole
class, baseline data for the whole class and for both Focus Students, and two Focus Students’
work samples.
Artifacts to avoid include blank handouts and worksheets, artifacts

that do not connect directly to the points being made in the Written Commentary,
and artifacts that are difficult to read or decipher.
When linking your artifacts to your written commentary, make sure the artifacts that you
link are:
• only those that are required by the task directions and are linked once within your
response. (Repeated attachment of the required artifacts and extra artifacts are not
acceptable.)
• linked in the designated textbox
• not links to third-party sites (Raters will not go to a third-party site to retrieve your
artifact.)
• not exceeding the required number of pages
• addressing the indicators being measured
• best illustrating and connecting with what has been written
• providing the raters scoring your response with a picture of your practice and with good
information on which to score your performance
• not blurry, illegible or contain an image that is too small to read
The rater scoring your response is trained to look at and value only that which is required by the
task. Refer to each of the task’s directions for a list of the required artifacts and the maximum
number of pages allowed for each.
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Raters must be able to read the contents of the artifacts that you
include with your response. Blurry or illegible artifacts could result in a
step score of zero if the rater is unable to view the evidence in the
artifact.
How do I upload artifacts into my Library of Artifacts and link them to my responses?
Artifacts are uploaded to your Library of Artifacts in the online submission system then linked to
the written response in your textbox. Prior to uploading your artifacts, verify that the file type,
size and file name meet the online submission system requirements. After uploading the
artifacts, link them to the appropriate textbox. Artifacts that are not properly linked to your
textboxes will not be submitted with your task response. See the Submission System User
Guide (PDF).
Library of Examples
The Library of Examples is a collection of actual written responses submitted by PPAT
assessment candidates. Organized by task, by content area, and by each textbox within a task,
each example includes a stronger and weaker written response that you can use to compare
against the rubric and your own work in order to evaluate the quality of evidence you have
presented.
Corrections were not made to what teacher candidates submitted, and artifacts are not included.
Because these excerpts were taken from a variety of candidates , they reflect a variety of writing
styles and modes of presentation. No matter the style of writing, however, most important is
how well the evidence addresses the guiding prompts and the rubric specific to each textbox
within a task.
The purpose of the examples is to help you notice the completeness and quality of a candidate’s
response—they should be used only for comparison purposes. The textbox number for each
example is referenced at the top of the page and can be easily matched to the corresponding
textbox number located on each task rubric. Compare your responses to the published pairs to
determine whether or not your work contains sufficient evidence to fully address each guiding
prompt. By examining each response and comparing the evidence within that response to the
various levels of the rubric, you can determine where on the rubric your response might fall.
The Library of Examples can be found directly on the PPAT assessment informational website.
Video Recording-Requirements and Guidelines

The purpose of the submitted video recording is to provide a view of your teaching that is as
authentic as possible. Your video recording should show the raters how you practice your
profession, how you make decisions, and how you relate to the students. The raters are not
expecting flawless footage.
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The assessment requires one 15-minute video recording taken from a
continuous lesson on a single day during your clinical experience. Only
one video file can be submitted. You have two submission options:
1. one 15-minute video file (unedited)
2. three 5-minute video segments (each unedited) that are combined

into one video file.
While you are allowed to identify 3 five-minute segments from a single continuous lesson event
and combine them, each of those segments must be unedited. There cannot be any disruption in
the video footage for the duration of each segment.
There are established guidelines for submitting your video file. You may not submit edited
videos. Editing in this context is defined as postproduction processing of the video itself or the
use of cuts in an otherwise continuous segment. There cannot be any disruption in the video
footage for the duration of each segment. Video segments from different days or classes cannot
be combined. The footage must all come from a single lesson event. Examples of editing include
the elimination of unwanted sections within segments, the addition of footage, the use of fade-
ins and fade-outs, and the addition of audio-recorded material from a device other than the
video recorder. In addition, video segments may not be created with two or more cameras,
which would give the video recording a studio effect. If the segments within your recording
appear to have been edited, the entire task will not be scored resulting in a score of
zero for Task 4. Any break in the continuity of the lesson event within a segment is considered
impermissible editing. Video segments from different days or classes cannot be combined. The
footage must all come from a single lesson event.
Why is the video for Task 4 so important?
In Task 4 you are required to submit a video recording of your teaching. Your submitted video
recording should provide an authentic view of your teaching practice. Because raters cannot visit
your classes, a video recording is the only illustration of these key aspects of your practice,
• your interactions with the students and the interactions the students have with one
another;
• the type of climate that you create in the classroom;
• examples of how you engage the students; and
• examples of how you adjust instruction for the students.
What should I do before I get started?
You must complete two key steps before you start video recording your class: (1) obtain and
complete permission forms to video record others and (2) make sure your video equipment is
adequate for the task.
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Permission Forms
The PPAT assessment Student Permission Form and Adult Permission Form can be found directly
on the PPAT assessment informational website
You must use the PPAT assessment permission forms provided; district
or school permission forms will not be accepted.
Your Educator Preparation Program (EPP) will work with superintendents/school districts to
inform them about the assessment, the video component of the assessment and the
requirement to use and obtain approval for the PPAT® permission forms.
When working in a virtual environment, it may be difficult to obtain signatures for the permission
forms. Candidates may use electronic signature programs, such as DocuSign®, to obtain
permission form approvals from parents/guardians or other adults if unable to obtain physical
signatures.
These forms are used to document that signed permission has been granted from all of the
individuals who appear in your submitted photographs or who are seen or heard in video
recordings or who create work that is submitted with your assessments or assignments. You
must secure permission from the parents or legal guardians of all students in your videos. It is
recommended that you secure permission for all other students in your class in the event that
you need additional releases. You should collect these forms even before you begin making
video recordings for practice, since you might make a video while practicing that is suitable
for submission.
Ensure that the parents understand that the video recordings are not about the students but are
intended for use during professional discussions with other teachers about the best ways to
teach, and the students will never be identified by their full names. If, for some reason, a
student’s parents refuse to grant permission, you will have to ensure that the student is seated
out of the video camera’s range. You must have a signed Student Permission Form for each
student who appears or is heard on a submitted video recording or who is seen in a photograph
or whose work samples you submit. You must also have a signed Adult Permission Form for any
adult who is included in your submitted video recordings or in a photograph or whose
observations, letters or other materials you submit.
Keep these signed permission forms in your possession. Do not submit them to ETS.
You will be required to obtain permission forms again when resubmitting your task(s)
if you do not have permission forms for the resubmission artifacts.
Video Equipment
Consider obtaining the following equipment, at minimum, to make video recordings of
your class.
• A video camera, smart phone, free editing software, etc.
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• Video editing software (for reducing the video file size to meet system upload
requirements or for combining video segments into one file if choosing to submit three
unedited five-minute video segments)
• An external, omnidirectional boundary microphone that can be placed near students and
connected to the camera at some distance from the group
• A tripod
• An extension cord
If the above equipment is not available with your video-recording equipment, consult a local
audio retailer or search the Internet for more information.
Use the best video-recording equipment available to you when making your recordings. Your
school may have good equipment that you are allowed to borrow to create higher-quality
recordings.
Because it is often difficult to hear students speaking, make sure that the equipment you use
has a sensitive microphone. Some handheld cameras have audio reception that is sensitive;
others require a separate microphone. If you are recording small student groups, you should
circulate among groups and carry a handheld microphone to record your voice and the voices of
the students.
How should I video record my class?
We strongly encourage you to record multiple lessons throughout your clinical experience, so
you have several options when choosing the best video footage to submit for original submission
or, if necessary, for resubmission.
You should record as many videos as you can and store them in an external file. Your Library of
Artifacts will not be able to store any video. Only one video can be uploaded to Step 5 of Task 4.
In addition to providing some tips about the mechanics of recording, the strategies presented in
this section describe methods that can give you important practice in observing your teaching.
This practice helps you reflect on the work samples you have decided to pursue as well as those
you have not chosen. Observing your teaching lets you practice analyzing teaching in a way that
you would not be able to do without a video recording. With a video recording, you are able to
watch what you do and when you do it as a lesson unfolds.
Until both you and your students get used to the experience, video recording may present an
inauthentic view of your teaching. The first time you bring a video camera into the classroom
many students may not behave as they usually would. Some may become quiet and slide down
in their seats, and others will play to the camera. Many teachers may find themselves inhibited
(perhaps acting more formally). For these reasons, it is a good idea to make several practice
video recordings to allow both you and your students to become familiar with the mechanics of
video recording and with maintaining a natural demeanor in front of the camera. You should
experiment to find the most effective use of video recording for your situation. To get the
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maximum benefit from practicing your video recordings, you should record at least three
different classroom sessions (although we encourage you to arrange to record as many different
classroom sessions as possible to gain even greater familiarity with the process). You should
also record varied teaching formats, including whole-class instruction, cooperative group work,
and small-group instruction. These recordings are to be made during the rostered class to show
your regular teaching environment and should not be created during an off period or
after school.
Place the camera on a tripod or at a good vantage point from which the camera view takes in
the entire classroom (for example, on top of a filing cabinet). Record several classes, and watch
the recordings alone so that you can become accustomed to how you look and sound. You will
also begin to notice what your students are doing and how their learning could be improved.
How should I practice my video recording?
The purpose of practice sessions is to make you comfortable with video recording as a medium
for conveying your practice. Since you may decide to use a practice session for your final
submission, note the time limits and remember that each segment must be continuous and
unedited. The following guidelines apply to the video recording you submit.
1. Decide on the sessions you plan to video record. Your practice exercises will be most
beneficial if you record multiple sessions with as wide a variety of lessons and/or students
as your teaching assignment permits. The classes you choose need not be the most
advanced, but the topics of the lessons you record should be ones that are important for
the students at their level of learning and should engage them.
2. Arrange for another teacher or a student to operate the video equipment at
several practice sessions. Review video-recording procedures with that individual,
including the need to avoid stopping the camera or using the fade-in/fade-out functions of
the camera so that no content is lost and so that your recording does not give the
appearance of having been edited.
The video recording of your single continuous lesson event, whether in

one 15-minute segment or in a combination of three 5-minute
segments, must be unedited.
If the segments within your recording appear to have been edited, the
entire task will not be scored resulting in a score of zero for Task 4.
3. Consider finding other people who have the time and expertise to assist in video
recording your classes. If your college or university offers courses in video
communication, there may be students there who would welcome the opportunity to help
with camerawork. Alternatively, such courses within a high school may have enrolled
students who are looking for experience. Consider seeking advice from the library media
specialist or audiovisual specialist who works at your school or within your school district.
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4. When reviewing a recording, you should make notes that will help you recall the
particular session later when you are working on your analysis. At a minimum,
note the following.
• Any particular instructional challenges offered by the students
• The learning goals (lesson objectives) of the lesson
• Your opinion about the overall success of the lesson (i.e., whether you believe that the
learning goals were achieved) and the evidence you used to form your opinion
• A description of any instructional materials used in the lesson
• Label the recordings and your notes in a way that will allow you to quickly and
correctly match them.
How should I analyze my video recordings?
To select which video recording(s) you wish to submit, you should review all of your video
recordings while keeping the video-analysis questions listed above in mind, and remember that
to be eligible for submission, your video-recording segment(s) must be continuous and unedited
and from one single continuous lesson. To improve your analysis, you may want to watch your
videos several times. In fact, you may wish to additionally watch each recording with the sound
turned off to gain greater awareness of you and your students’ nonverbal behaviors (e.g., facial
expressions and body language).
What are some video-recording tips?
After you and your students become accustomed to the presence of video equipment, you will
want to produce video recordings that best reflect your classroom work with students.
Professional quality is not expected. The following technical tips are provided to help you provide
the best quality for your Task 4 submission.
How can I improve the quality of the video?

Review the following suggestions for improving the quality of your video recordings.
• If possible, use a tripod. Having the camera in a fixed position eliminates the wobbly
effect of an unsteady hand.
• If writing on a chalkboard or an interactive white board is important for the lesson, be
sure that the writing is captured on the video recording and that the writing is legible. This
may require that you refocus the lens on the board. In addition, writing is sometimes
legible to the eye but illegible when viewed through a camera’s lens, so you might have to
move the camera to reduce the amount of glare on the board or use dark markers on
chart paper that is taped to the chalkboard or whiteboard.
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• In general, the camera should be pointed at the speaker. That is, when the teacher is
speaking, the camera should be aimed at the teacher. When students are speaking, the
camera should be aimed at them. However, this general principle is difficult to achieve if
the camera is positioned at the back of the room. A side position is more effective.
• To improve sound quality, you may need to have a cameraperson follow you as you move
from group to group. If you have to move the camera while you are recording, set the
zoom lens to its widest setting to cut down on the shakiness of the recorded image.
• Increase the amount of light in the classroom to improve the video recording. Be sure to
turn on all of the lights, and if possible, open any curtains or blinds.
• Try not to record into bright light. If there are windows on one side of the classroom, try
to record with the cameraperson’s back to the light source.
• If you are using an older camera, you may have to make adjustments each time you
record based on the type of light source in the room. Newer cameras may have a setting
for recording in incandescent or fluorescent lighting or in daylight, or these settings may
be completely automatic.
How can I improve the quality of the audio?

Audio quality is important and can be the most troublesome aspect of classroom video
recording. If you or your students cannot be heard, it is difficult for raters to recognize and score
your performance. Clarity of conversation is extremely important for raters because they need to
interpret the content of the dialogue. There are environmental and technical challenges when
trying to get the best audio quality. Flat, echoing walls and multiple students talking at the same
time make it difficult to understand what is being said in a recording. Even with professional
recording equipment, it can be difficult to hear everything that students say. After you have
successfully uploaded your video file to the submission system, review the video to ensure
proper sound and play quality. If the rater is unable to view or hear your video, your
score may be impacted.
What should be included in a whole-class video recording?

A whole-class video recording should show that you are effectively engaging the entire class as a
group, and that the entire class is involved in a discussion as a group. The video recording
should show some interaction with specific students, but it is not necessary to zoom in on every
student nor must every student in the group be shown in the video-recorded lesson.
What should be included in a small-group video recording?

A small-group video recording should show student interaction in a collaborative learning
situation and focus on your facilitation of such learning as you move around the classroom. It is
meant to capture a particular kind of classroom structure: one in which you interact with many
small groups as they pursue independent work.
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How do I combine unedited video segments?
Only one video file may be uploaded to the submission system. If you will be submitting three 5-
minute video segments instead of one 15-minute segment, remember that each 5-minute
segment must be a continuous unedited piece of your recorded video. You should obtain video
editing software that allows you to combine multiple video segments into one file. See the
Submission System User Guide (PDF) for assistance.
What guidelines are there for audio enhancement?

Amplifying the sound to enhance the audio on a video is acceptable as long as the amplification
of the audio does not conflict with the postproduction editing guidelines described above.
What guidelines are there for recording a video in a virtual learning

environment?
ETS will accept videos created in a virtual learning environment for candidates who are unable to
record face-to-face videos as a result of COVID-19 restrictions. Review the Guidance for
Completing the PPAT Assessment in a Virtual or Hybrid Environment (PDF).
To protect the identity of participants in the virtual recording, most video conferencing platforms
have a step-by-step process on how to change one's name or remove one's name from the
account. In some instances, a user can remove their name while a meeting is being recorded.
How do I upload my video file to include with my response?

The video is uploaded in Task 4, Step 5. See the Submission System User Guide (PDF) for
assistance.
Do not upload your video file to your Library of Artifacts.
Do not include a link to a third-party site for your video.
Before submission, become familiar with your recording equipment and the size and type of the
video file you will create to allow time to adjust your video file to meet the system requirements
for uploading.
If you plan to record your video from your cell phone or tablet, make sure you are able to
transfer the video file from your cell phone or tablet to a PC or Mac® in order to upload it to the
submission system.
Even though your video recording may be within the 15-minute requirement, the file itself may
be too large for uploading into the submission system. If the file is too large, use video editing
software to reduce the file to an acceptable size.
After uploading your video file, review the video to ensure proper sound and play quality. If the
rater is unable to view or hear your video, your score may be impacted.
We recommend that you allow at least one hour to complete the video upload and review
process in the submission system.
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What happens to my video after I receive my scores?
The assessment video will be deleted from ETS systems approximately 12 months after the final
scores are reported for the submission window, with the exception of videos that will be used for
training purposes. A video that ETS selects to be used for training ETS raters will remain in the
ETS systems. ETS will honor requests to exclude a candidate's video from being used for training
purposes. Requests to exclude a video from being used for training purposes should be sent via
email to [email protected].
Scoring
Tasks 2 through 4 of the PPAT assessment are summative tasks and are scored on an ongoing
basis during the semester the teacher candidate is involved in the clinical experience. Responses
to each task’s guiding prompts are submitted through the Online Submission System. You will
receive your scores on Tasks 2 and 3 before the Task 4 submission deadline. You will receive
your scores on all three summative tasks after the submission deadline date for Task 4. This
method of submission and score reporting allows you to have a realistic perspective on strengths
and weaknesses of your task responses. Find score report dates on the Getting Your Scores
section PPAT Informational Website.
What is the scoring process?

Each PPAT assessment task consists of three or four steps. These steps generally address the
following areas: planning, implementation, working with the focus students, analysis, and
reflection. Each of these steps receives a score that contributes to the overall score of the task.
Task 4, which requires the submission of a video, is double weighted. When multiple raters score
a task, the step scores are averaged. The final score of the three summative tasks is a
compilation of all the step scores.
The PPAT assessment is scored using a four-point rubric. When scoring each task, raters review
your written commentary and the artifacts that you linked to your written commentary. At least
three raters contribute to scoring your assessment. See chart below for more information.
Task 2 Task 3 Task 4 (double weighted) Cumulative

Step 1 1–4 points 1–4 points 1–4 points
Step 4 1–4 points 1–4 points
Total 12 possible 16 possible 32 possible points 60 possible

points points (double weighted) points
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The PPAT assessment tasks are scored through a content-specific approach. That is, raters will
score the responses of teacher candidates who are within their own field of teaching (e.g., a
teacher of English language arts will score the responses of teacher candidates who have been
assigned to an English language arts classroom). In addition, scores are carefully analyzed by
ETS psychometricians before being approved for release.
Each task is initially scored by one rater. If the total task score falls within a defined range of the
overall passing requirement, an additional rater will independently score the task. The step
scores assigned by the two raters will be averaged. If the total task score between the two
raters is different by more than 3 points for Tasks 2 and 3 or 4 points for Task 4, an additional
rater will independently score the task. The step scores assigned by the three raters will be
averaged. The step scores are summed for a total task score. Then the scores from tasks 2, 3
and 4 are summed into a total composite score.
Scoring leaders are assigned to supervise all scoring activity. As part of this work, scoring
leaders also conduct random back readings of tasks that were scored. If an error in scoring is
detected, the error will be corrected.
Find additional information on the How Tasks are Scored section of the PPAT Assessment
What qualifications do raters need?

The PPAT assessment tasks are scored by educators across the country who meet the
qualifications established by ETS. Raters include members from the following groups of national
educators.
• Faculty from schools of education in institutions of higher education
• School-district cooperating teachers and mentors
• P–12 teachers who hold a professional certificate and who have been teaching for three
years or more
• P–12 teachers who hold National Board Certification
• Teachers who have been retired for four years or less
How is fairness ensured?

There are numerous checks in place to ensure fair and valid scores. Raters are required to
participate in a rigorous training program that includes demonstrating an understanding of the
standards, task directions, rubrics, and more. Raters must demonstrate mastery of the scoring
process through multiple practice sessions conducted by experts who are trained in qualifying
raters. Raters must take and pass a certification test verifying their mastery of accurate scoring
processes before they can score actual candidate assessments.
Controls exist in the scoring process to manage the quality of the scores produced. Test validity,
reliability, and fairness are of foremost importance. Scoring adheres to the highest industry
51
standards for evidence-based assessments. Throughout the scoring process, steps are taken to
control any inherent biases that may impact scoring, either negatively or positively. Raters are
trained to recognize when a personal, societal, or professional bias might interfere with their
ability to fairly score a response. Through adherence to industry standards, you can be confident
that portfolio scoring is conducted to achieve the highest levels of fairness and reliability.
All identifying information provided by the candidate at registration is removed from responses
so that raters are prevented from knowing a candidate’s identity. For resubmitted tasks, raters
are not aware of any previous scores.
Receiving Your Scores

How will I receive my scores?
Your official score report will be available via your online account, where you will be able to view
and print the report as often as you wish. Score reports will be available online only, and all
teacher candidates working within the same submission window will receive their scores at the
same time.
Find additional information on the Getting Your Scores section of the PPAT assessment
Will my scores be delivered to anyone other than myself?

All scores will automatically be provided to the educator preparation program you identified at
the time of registration and up to four other entities identified by you at the time of registration.
If the state identified on your account profile for where you are seeking certification is an
automatic score recipient for the assessment, your scores will automatically be provided to that
state agency. Please note that your score report will not indicate or disclose any nonstandard
testing accommodations.
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Understanding Your Scores
You will receive two score reports for the assessment.
• The score report for Task 2 and Task 3 identifies the score you received for each step and
each task.
• The score report for Task 2, Task 3 and Task 4, identifies the score you received for each
step and each task as well as the cumulative score.
For each step you will also receive feedback that can be used to improve your response in the
event that you decide to resubmit a task. This feedback is directly related to the guiding prompts
and the rubric.
See the Understanding Your Scores section of the PPAT assessment informational website.
What score report feedback will I receive?

Your score report includes general feedback for each step score within a task. Score-report
feedback addresses the qualitative and quantitative levels of the evidence provided in teacher
candidate responses at the level of the task step. The feedback statements are directly
connected to the guiding prompts within the textboxes of the tasks and focus on score points 1
through 4. See the Understanding Your Scores section of the PPAT assessment informational
website to view the score-report feedback for all steps and score levels. The feedback is
designed to provide perspective on the evidence that teacher candidates scoring at the 1-, 2-,
3-, or 4-point level tend to submit. For those not successful on their first submission attempt,
the feedback provides a look at the kinds of evidence that accompanies tasks that receive higher
scores and guides you to improve the quality of your evidence in your step responses.
How do I evaluate my scores when considering resubmission?

In the event that you do not receive a passing score on the assessment, identify those steps on
which you scored lowest. Prepare to resubmit your entire task or tasks, carefully addressing
those with lower-scored steps. In order to resubmit a task, you must register for resubmission
through your online account and pay a resubmission fee. See the Submission System User Guide
for registration information.
Why would a score of zero be applied to a Step?

A step score of zero will be applied to a Step for any of the following:
• The written commentary for an entire step is missing.
• The written commentary in all textboxes for a Step does not address the guiding prompts
(e.g., “I will complete this step when I resubmit.”) or consists of random keystrokes (e.g.,
“glkhef”).
• The required artifacts for an entire step are missing or illegible. A step that requires
multiple artifacts needs to have at least one artifact attached to the step to be scoreable.
53
• The artifacts for an entire step fail to provide the required evidence or are unrelated (e.g.,
picture of a cow, a note that says “I didn’t have time to complete this”).
• Links to artifacts on a third-party site aren’t acceptable.
• The required video is missing or does not provide evidence of whole class instruction.
• The video did not meet the Video Requirements found in the Candidate and Educator
Handbook.
Resubmission
What should I know about resubmission, if I didn’t pass?
In the event your cumulative score does not meet the passing score, you may be eligible to
resubmit any task or tasks 2, 3 or 4 you choose for a fee. The resubmission task(s) are
completely separate responses from what was originally submitted.
Resubmission must occur in the two resubmission windows established for your registration.
Tasks may be resubmitted in the resubmission window immediately following the reporting of
your original submission scores or in the second resubmission window. See the resubmission
window dates and deadlines.
During resubmission, you will begin with blank textboxes. Be sure to enter and submit the entire
task response as if you are submitting the task for the first time. You should enter the written
commentary in all textboxes; link the artifacts to the written commentary where required; and,
if resubmitting Task 4, upload the video. You must respond to the prompts and activities for all
steps, not just the steps where you scored low.
See the Resubmitting Your Tasks section of the PPAT assessment informational website.
What if my scores are lower?

All steps within a resubmitted task will be scored. The task with the highest total task score —
regardless of whether it was earned on the original submission or on the resubmission task,
becomes part of your final score for the assessment. This gives you the best chance to pass your
assessment and earn your professional certificate.
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Ownership
Terms of Submission
Prior to submitting tasks, participants will be prompted to agree to the following terms:
• I agree to comply with the terms of the PPAT Assessment Candidate and Educator
Handbook;
• I understand that I am submitting my own responses and artifacts associated with this
task, and I agree not to share any of my responses and artifacts with current or future
candidates;
• I understand the role of professional ethics and that my ability to complete my
institution’s educator preparation program and my ability to earn a Teacher’s Certificate
from my state certification body/agency/department will be jeopardized if I violate the
privacy of my students and/or coworkers by posting any responses, artifacts, or videos
without appropriate permission from students, parents, and coworkers;
• I certify that my submission represents the work that I completed and that I have
retained all signed Student and Adult Release Forms required by the assessment.
• I understand that the responses and artifacts that I submit for each task and video that I
submit for Task 4 will be evaluated by educators, raters, or other appropriate individuals,
and I understand that I will not be able to make any modifications once I click Submit;
• I certify that I am the student teacher depicted in the video for Task 4;
• I further give permission for all parts of my submission (including the task 4 video and
audio recording of my image and teaching) to be used by ETS to train raters who will
score my assessment and to train future raters on how to score the assessment. ETS may
also use my written commentary to develop a library of examples for future teacher
candidates. My educator preparation program may use my responses and accompanying
materials to work with me on improving my teaching performance;
• I understand and agree that I will not obtain any ownership or other intellectual property
rights in any information or materials posted on or linked from this website, including the
assessment tasks, the rubrics, and all support materials which are owned by ETS.
Who owns the PPAT assessment responses?

You will maintain ownership of all responses and accompanying materials, but you will be limited
in what you can do with the responses and the accompanying materials to two uses. First, by
submitting your performance assessment responses with the accompanying materials, you are
agreeing that ETS will have permission to use your responses with the accompanying materials,
without any identifying information, to support the scoring of the PPAT assessment. In
particular, ETS may use your responses to train raters who will score your assessment, to train
55
future raters on how to score the assessment, and to use your written commentary to develop a
library of examples for future teacher candidates.
Technical Issues
What if I need technical support or have questions about how the Online
Submission System works?
The goal in designing the PPAT assessment online submission system was to make it as intuitive
as possible for you to author and submit your tasks. Technical help and information are available
via e-mail and phone through the online Submission System User Guide (PDF) and the PPAT
assessment customer service. Contact us for assistance before the submission deadline to allow
time to the resolve issues you encounter.
Customer service is available Monday–Friday, 8 a.m.–6 p.m. Eastern

Time (except for U.S. holidays)
1-609-359-5634
1-855-628-5088
[email protected]
Ancillary Materials
Purpose of the Ancillary Materials
The ancillary materials described below were created with the teacher candidate, EPP instructor,
and cooperating teacher in mind. These materials are optional. The ancillary materials can be
used throughout the pre-service teaching experience. These documents are additional resources
that are intended to be helpful as a teacher candidate, an EPP instructor, and a cooperating
teacher work together to fulfill the requirements of the PPAT assessment.
56
Glossary
This resource identifies the terms that are essential for a teacher candidate to know and
understand to successfully complete the performance assessment. The Glossary provides specific
definitions, along with some examples, that reflect the meaning of each term in the context of
the PPAT assessment.
How It Will Be Used by the How It Will Be Used by the How It Will Be Used by the
Teacher Candidate EPP Instructor Cooperating Teacher
The teacher candidate will The EPP instructor will use the The cooperating teacher will
reference the Glossary when he Glossary to gain understanding use the Glossary to gain
or she is unclear of what a term of the terms and language understanding of the terms and
means, specifically according to present throughout the PPAT. language present throughout
the PPAT. Some of the terms The Glossary helps ensure that the PPAT. The Glossary helps
may have several definitions, language and terms are used in ensure that language and
but the Glossary makes the a clear and consistent way by terms are used in a clear and
language clear and consistent all teacher candidates. The consistent way by all those
across the tasks to avoid Glossary can also be used as involved with the PPAT.
confusion. an instructional tool to assist a
teacher candidate in
discussions relating to his or
her course work and clinical
teaching assignment.
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Lesson Plan Format
This organizational tool helps promote and facilitate a teacher candidate's development of lesson
plans. Its purpose is to provide a teacher candidate with an outlined structure of all that should
be included in a well-planned lesson. The Lesson Plan Format helps the teacher candidate better
understand and design meaningful daily lessons that will positively enhance instructional practice
and students’ learning and that will best address student learning needs. This tool is intended for
use in conjunction with Tasks 3 and 4.
The teacher candidate will use The EPP instructor will use the The cooperating teacher will
the Lesson Plan Format to gain Lesson Plan Format to suggest use the Lesson Plan Format as
understanding of and organize a consistent format for a an organizational format and
the components of an effective teacher candidate to embrace will make any additions or
lesson. This format will allow and use. The Lesson Plan changes necessary to meet the
the teacher candidate to Format can be used to conduct district, school, and/or class
consistently practice and constructive feedback sessions. needs. The Lesson Plan Format
improve daily planning of In general, the Lesson Plan can be used to conduct
instruction, which will then Format can also be used in constructive feedback sessions.
enhance students’ learning. relation to course work.
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Daily Reflection Form
This tool helps promote a teacher candidate's daily self-reflection through purposeful and reliable
examinations of his or her teaching practice in an effort to meet student needs and positively
improve instructional practices and student learning.
the Daily Reflection Form to Daily Reflection Form for use the Daily Reflection Form
reflect daily on his or her review and to provide for review and to provide
practice and student learning. formative feedback to a formative feedback to a
This will help the teacher teacher candidate. The Daily teacher candidate. The Daily
candidate focus on student Reflection Form will provide the Reflection Form will allow for
learning and identify personal EPP instructor with insight into continuous communication and
strengths and areas for a teacher candidate’s collaboration between the
improvement. The teacher experiences, daily teacher candidate and his or
candidate can then strive to achievements, and frustrations her cooperating teacher.
improve in those areas within in the classroom.
the classroom, through
mentoring or professional
development.
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Professional Growth Plan
NOTE: This plan may be required as part of your activities of the assessment. Check with your
educator preparation program for requirements.
This tool helps a teacher candidate identify specific learning goals and provides a structure for
continuing professional growth. The Professional Growth Plan provides the necessary guidance to
assist a teacher candidate through a continuous learning process. This process is based on
numerous components, such as the teacher candidate’s needs, the needs of the district, and the
alignment of the two in a way that ultimately improves student achievement. Please see the
PPAT Assessment Reflective Practice Handbook for explicit direction and suggestions.
the Professional Growth Plan to Professional Growth Plan to use the Professional Growth
identify and reflect on specific guide a teacher candidate Plan to guide a teacher
personal learning goals that through a continuous learning candidate through a continuous
promote continuing professional process. The EPP instructor will learning process. The
growth. The teacher candidate work with a teacher candidate cooperating teacher will
will self-reflect daily on to identify his or her individual consider the teacher
instructional practices and will needs and the district’s needs candidate’s individual needs
work with the EPP instructor and determine how both sets and the district’s needs and
and/or cooperating teacher to of needs can align in a way determine how both sets of
identify areas of personal need that ultimately improves needs can align in a way that
and areas of need for the student achievement and ultimately improves student
district and determine how both promotes continuing achievement and promotes
sets of needs can align in a way professional growth. professional growth.
that ultimately improves
student achievement.
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Permission Forms
What permission forms must I complete?
Your response will be based, in part, on actual students with whom you are working. You will
complete the following forms that apply to your context.
• Student Permission Form — required for every student whose work is submitted and/or
who appears in the video or photographs
• Adult Permission Form — required for every adult whose work is submitted and/or who
appears in the video or photographs
It is necessary for you as a teacher candidate to get permission from parents/guardians for
any student whose work you submit or who appears in your video for Task 4 or in photographs.
You must also get permission from any colleague or other adult whose work (e.g., written
observations or letters) you use as artifacts or who appears in your video for Task 4 or in
photographs.
You must use the PPAT assessment permission forms provided; district or school
permission forms will not be accepted.
These permission forms can be found directly on the PPAT assessment informational website.
Do I submit the signed permission forms to ETS?

No. Keep the signed permission forms in your possession. Do not submit to ETS
You will be required to obtain permission forms again when resubmitting your task(s) if you do
not have permission forms for the resubmission artifacts.
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Ppat Candidate Educator Handbook

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The Praxis Performance

Assessment for Teachers

Candidate and Educator Handbook

Updated July 2023

Significance of Baseline Data for Task 2 and Task 4................................................ 17

Support and Ethical Considerations ...................................................................... 29

PPAT Assessment Candidate and Educator Handbook

Technical Issues ................................................................................................ 56

Ancillary Materials ............................................................................................. 56

Permission Forms .............................................................................................. 61

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

Something for teacher candidates to consider

Are there permission forms that must be signed during the

PPAT Assessment Candidate and Educator Handbook

What are the specific tasks of this assessment?

PPAT Assessment Candidate and Educator Handbook

For this task, you must submit the following evidence.

• Upload your artifacts into your Library of Artifacts.

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

For this task, you must submit the following evidence.

• Upload your artifacts into your Library of Artifacts.

PPAT Assessment Candidate and Educator Handbook

For this task, you must submit the following evidence.

PPAT Assessment Candidate and Educator Handbook

• Upload your artifacts into your Library of Artifacts.

PPAT Assessment Candidate and Educator Handbook

For this task, you must submit the following evidence.

PPAT Assessment Candidate and Educator Handbook

Significance of Baseline Data for Task 2 and Task 4

PPAT Assessment Candidate and Educator Handbook

Baseline Data Artifact Requirements

What is considered acceptable?

What are some unacceptable examples of baseline data?

Attaching an assessment or a worksheet without any baseline data

PPAT Assessment Candidate and Educator Handbook

Evidence Evidence Evidence Evidence

Standard Task 1 Task 2 Task 3 Task 4

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

Task 3 Designing Instruction for Student Learning

Task 4 Implementing and Analyzing Instruction to Promote Student Learning

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

PPAT Assessment Candidate and Educator Handbook

Support from Instructors and Mentors

PPAT Assessment Candidate and Educator Handbook

Reflection of Actual Tasks in Assignments

PPAT Assessment Candidate and Educator Handbook

Essay Similarity Detection

PPAT Assessment Candidate and Educator Handbook

What do I need to do? What evidence do I need? Completion Date

• Build each task in the Online Submission System.

PPAT Assessment Candidate and Educator Handbook