One of the nation’s leading education publications has written an extensive story about edTPA’s development and rollout, noting that “proponents believe it could launch new ways of defining and measuring teaching practices in ways that professions like medicine and nursing have used for decades.”
The publication Education Week outlined the details of the new edTPA performance standard in the story, and cites interviews with new teachers who went through the edTPA process who said that though the assessment was challenging, it was useful. Added Alyssa Thompson, a first-year biology teacher and graduate of Illinois State University: “edTPA is hard, but becoming a professional should be hard.”
After more than four years of development and analysis, including two years of field testing with 12,000 teacher candidates, a new performance-based assessment to measure the classroom readiness of teachers now is fully operational and ready for use across the country. The assessment, edTPA™, was developed by hundreds of teachers and teacher educators in a process orchestrated by the Stanford Center for Assessment, Learning and Equity (SCALE), with support from AACTE. It promises to transform the preparation and certification of new teachers by complementing written tests of subject knowledge with a classroom-based process that requires teacher candidates to demonstrate they can plan, teach and assess student learning effectively within their content areas.