What is the objective of edTPA?
Like other professional licensing examinations in fields such as medicine and nursing, edTPA’s goal is two-fold: 1) to ensure that candidates who pass have met the standards of knowledge and skill required of effective practitioners; and 2) to encourage preparation programs to emphasize these elements in their training.
How will faculty help students learn the knowledge and skills measured by edTPA?
Within each credential area, the standardized assessments measure five discrete but interrelated dimensions of teaching, which will be covered in teacher educator program coursework:
1. Planning Task, which is evaluated based on the candidate’s lesson plan and instructional materials, as well as the candidates own commentary;
2. Instruction Task, which is evaluated based on 15 minutes of video of the candidate’s actual instruction and the candidate’s own commentary;
3. Assessment Task, which is evaluated based on the candidate’s assessment of learning of the whole class and two focus students, as well as student work samples;
4. Analyzing Teaching, which is evaluated based on the candidate’s daily reflections and how they plan to adapt the lesson plans based on the observed student learning;
5. Academic Language, which is evaluated based on the candidate’s ability to expand students’ language repertoire for the content domain.
What are Embedded Signature Assessments?
The assessment system consists of two components: 1) Embedded Signature Assessments (ESAs) that vary across programs; and 2) a common summative portfolio of authentic teaching artifacts and commentaries (edTPA).
Teacher educators will include ESAs within their courses to provide candidates with artifacts to be measured by edTPA. They address one or more of the interrelated dimensions of teaching listed above and, for example, might include child case studies, planning instructional units, analyses of student work, and observations of student teaching.
Are there guidelines for faculty regarding edTPA?
Please review the policies for faculty participation in edTPA, including guidelines for confidentiality of materials and for assistance to candidates.
What are colleagues saying about edTPA?
Watch video clips of other Teacher Preparation program faculty members discussing their experiences using edTPA at this link.
How can teacher preparation programs utilize their candidates’ results from edTPA?
edTPA is designed to help teacher preparation programs increase their focus on practice by providing a set of standards – developed by teacher educators and teachers and based on the best practices – that support student learning. As a result, the edTPA process will challenge some institutions and alternative route programs to improve their teacher candidate and preparation programs.
It will also provide valid research-based performance data for on-going program revision. Candidate score profiles, artifacts, and commentaries provide a rich data source for programs to examine how they are preparing quality teachers to respond effectively to varied student learning needs.