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Teacher Performance Assessment (edTPA)

What is the edTPA?

Prompted by Professional Educator Standards Board (PESB) recommendation and broad-based stakeholder support, the 2010 Legislature, in enacting SB 6696, put in place a new, performance-based assessment of teaching effectiveness all pre-service candidates must pass in order to receive their first (residency) teaching certificate. Washington State is now the lead in a consortium with over 20 states committed to implementation of the Teacher Performance Assessment (edTPA). The edTPA is a classroom-based assessment administered during the student teaching field experience. The readiness of a candidate to teach effectively is the focus of this assessment and it includes written documents, video clips, samples of P-12 student work and written teacher candidate reflections. This assessment is in addition to the existing candidate observations by university/college supervisors and P-12 mentor teachers. All PESB-approved teacher preparation programs in Washington State are currently piloting the edTPA with all their preservice candidates. By winter 2013, successful passage of the edTPA will be required for certification. At the national level, the consortium of states led by Stanford University, American Association of Colleges of Teacher Education, and the Council of Chief State School Officers, with Pearson as an operational partner, are all committed to a rigorous research and policy agenda aimed at ensuring the predictive validity of this assessment for use across all states.

The assessment is built around the proposition that successful teaching is based on knowledge of subject matter and subject-specific pedagogy, knowledge of one's students, involving students in monitoring their own learning process, reflecting and acting on candidate-based and student-based evidence of the effects of instruction on student learning, and considering research/theory about how students learn.

•·      Captures candidates thinking and performance in completing an instructional cycle.

•·         Reveals candidates' commitment to the learning of all students

•·         Reveals candidate's ability to formatively assess and make adjustments based upon students' needs

•·         Inquiry into best practices and reflection about one's successes and challenges

•·         Justifiable Pedagogy -- commentaries are both description of practice and justification based on theoretical,

            conceptual and practical knowledge base

•·         edTPA assesses the teaching of real kids in real classrooms

•·         edTPA produces a profile of candidate's teaching practice

•·         Inquiry into best practices and reflection about one's successes and challenges

•·         Justifiable Pedagogy -- commentaries are both description of practice and justification based on theoretical,

            conceptual and practical knowledge base

•·         A summative assessment of teaching practice

•·         Collection of artifacts and commentaries

•·         Learning Segment of 3-5 days

•·         Plans based on context and knowledge of student's academic, social emotional and language development,

            prior learning, lived experiences, family, community and cultural assets.

•·         3 tasks to complete

•·         Planning Instruction and Assessment

•·         Instructing and Engaging Students in Learning

•·         Assessing Student Learning

Identification and support of academic language demands and student voice  are measured across all 3 tasks

Contact information regarding the edTPA;

Dale Lamphere                                                                                                

(509) 359-6198                                                                                               

dlamphere@ewu.edu                                                                                   

 

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