The edTPA is a subject-specific teacher performance assessment completed during student teaching. The assessment focuses on a learning segment of 3-5 lessons in one class. Candidates submit artifacts (lesson plans, instructional materials, teaching videos, assessments, and sample student work) and written commentaries as evidence of teaching proficiency. Professional scorers rate candidate performance in planning, instruction, and assessment using rubrics in the edTPA handbook for that subject area. Tony Evers, State Superintendent explains EdTPA Video
The edTPA was developed by the Stanford Center for Assessment, Learning, and Equity (SCALE) in partnership with the American Association of Colleges of Teacher Education (AACTE). It is modeled after the National Board for Professional Teaching Standards’ assessments of accomplished veteran teachers and was developed with input from teacher and teacher educators across the country. Pearson Corporation scores the teacher candidate portfolios.
Teacher Candidates are required to videotape a learning segment and submit it with the EdTPA. Video and other supporting materials will only be uploaded to a secure university network submission system. This system is accessible only by faculty, teacher candidates and Pearson Corporation. More information can be found on the Pearson edTPA site.
Candidates must have the ability to complete the edTPA. It is therefore essential that the placement give the candidate the opportunity to satisfy the requirements in the relevant edTPA handbook. The candidate must be able to: take sole responsibility for planning, instruction, and assessment of a particular class during the edTPA learning segment; make video recordings as needed; and complete the edTPA within an acceptable timeframe.
Many educator preparation programs are shifting to a co-teaching model of student teaching, where the cooperating teacher and student teacher plan collaboratively and share teaching responsibilities. Co-teaching can take a variety of forms: one teaching while the other observes or assists students; one teaching while the other works with a small group needing extra support or challenge; both teaching as a team or in parallel at different stations; both taking turns with the teaching of particular classes, units, lessons, or activities; and so on. Co-teaching provides extensive modeling and feedback for the student teacher while boosting student learning and sustaining a high quality of instruction in the cooperating teacher’s classes. Student teachers are still responsible for writing their own plans for instruction and may often teach on their own while the cooperating teacher attends to other duties. Student teachers will also need to take responsibility for planning, instructing, and assessing the class during the edTPA learning segment.
In the weeks leading up to the edTPA, the cooperating teacher can help the candidate get to know the students, build confidence as a teacher, and choose a class, topic, and focus students for the edTPA learning segment. During the learning segment (3-5 class days), the cooperating teacher should give the candidate full responsibility for planning, teaching, and assessing the class. In the week or two after the learning segment, the cooperating teacher should be aware that the candidate will need time to select videoclips, write commentaries, and submit the edTPA for scoring, in addition to normal teaching duties.
Appropriate supports are outlined in the document “Guidelines for Supporting Candidates”.
The Pearson edTPA site is the official source of information for candidates and faculty. The AACTE edTPA site provides additional resources and an online community for edTPA Coordinators. Contact your institution’s edTPA Coordinator for more information.