- General Information
- Partner Roles in edTPA
- Teacher Education Curriculum
- Submitting and Scoring edTPA
- Leveraging edTPA Data into Programs
- Costs Associated with edTPA
- Security, Video, and edTPA
- State Policy
Question: What is edTPA?
edTPA is a preservice assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.
Question: Who created edTPA?
Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA, formerly the Teacher Performance Assessment. They received substantive advice and feedback from teachers and teacher educators and drew from experience gained from over 25 years of developing performance-based assessments of teaching (including the National Board for Professional Teaching Standards (NBPTS), the Interstate Teacher Assessment and Support Consortium (InTASC) Standards portfolio, and the Performance Assessment for California Teachers). The design and review team was comprised of more than 100 university faculty, national subject-matter organization representatives (e.g., NCTM, NCTE, NSTA, etc.), and K-12 teachers.
Question: What is edTPA designed to achieve?
edTPA is a performance assessment to help determine if new teachers are ready to enter the profession with the skills necessary to help all of their students learn. It is intended to be used for teacher licensure and to support state and national program accreditation, and to support program renewal.
edTPA doesn't ask candidates to do anything that most aren't already doing in their preparation programs, but it does ask for greater support for and demonstration of these skills that research and educators find are essential to student learning.
By focusing on the act of teaching, edTPA complements existing entry-level assessments that focus on basic skills or subject-matter knowledge. This is the first time teacher preparation programs have access to a multiple-measure assessment system aligned to state and national standards to guide the development of curriculum and practice around the common goal of making sure new teachers are able to teach each student effectively and improve student achievement.
edTPA is comparable to entry-level licensing exams that demand applications of skills in other professions, such as the medical licensing exams, the architecture exam, or the bar exam in law. As a nationally available teacher performance assessment, edTPA:
- Helps candidates develop the confidence and skills they need to be successful in urban, suburban, and rural schools.
- Provides a uniform and evidence-based process that can be used across states to confirm that aspiring teachers demonstrate their readiness for the classroom.
- Measures candidates' ability to differentiate instruction for diverse learners, including English language learners and special education students.
- Provides meaningful and consistent data that can be used to improve teacher education programs and renew program curriculum.
- Creates a body of evidence of teacher performance.
Question: How is edTPA constructed and used?
Evidence of a candidate's ability to teach is drawn from a subject-specific learning segment of 3-5 lessons from a unit of instruction taught to one class of students. Materials assessed as part of the edTPA process include video clips of instruction, lesson plans, student work samples, analysis of student learning, and reflective commentaries. Based on the submitted evidence, which is reviewed by trained scorers, faculty and candidates can discuss the impact of candidates' teaching performance on student learning and determine ways to improve teaching. Faculty can analyze evidence of candidate performance to guide decision-making about program revision. State education agencies may use edTPA scores for licensure and accreditation.
Question: What are the standards upon which edTPA is based?
edTPA is aligned with the Interstate Teacher Assessment and Support Consortium (InTASC) standards, and various professional standards, depending on the subject area, including Common Core State Standards and Specialized Professional Association (SPA) standards.
edTPA also aligns with the National Council for Accreditation of Teacher Education (NCATE) standards. This means that the goals and tasks of edTPA and the expectations in the NCATE standards are comparable. Institutions using edTPA to provide evidence of candidate performance can be assured that some aspects of the performance assessment provide the type of evidence that NCATE seeks in determining whether or not a unit's teacher candidates have the knowledge, skills, and dispositions that are outlined in its standards. Click here for a description of the "points of alignment" between edTPA and the NCATE standards authored by SCALE and NCATE
Note that NCATE and the Teacher Education Accreditation Council (TEAC) are in the process of merging their operations to form a unified accrediting body, the Council for the Accreditation of Educator Preparation (CAEP). The alignment of edTPA and the new CAEP standards and processes will be determined after the new standards are released in late 2013.
Question: Does edTPA take the place of faculty observation of candidates' clinical experience?
No. Teacher educators in states that use edTPA will continue to observe and assess their students, and design their program and coursework as they always have. edTPA was not designed to take the place of faculty observation. Indeed, faculty observation is critical to the success of the implementation of a multiple-measures assessment system. Faculty observations, along with assessments embedded across the preparation curriculum, ensure candidates gain the skills and knowledge to demonstrate their readiness for the classroom. Well-prepared candidates with the dispositions to teach are expected to perform well on their capstone assessment, edTPA.
Question: What subjects are available for edTPA?
The following subjects are available for assessment under edTPA:
- Agricultural Education
- Business Education
- Classical Languages
- Early Childhood
- Educational Technology Specialist
- Elementary Education*+
- Elementary Literacy
- Elementary Mathematics
- English as an Additional Language
- Family and Consumer Sciences
- Health Education
- K-12 Performing Arts
- K-12 Physical Education
- Library Specialist
- Literacy Specialist*
- Middle Childhood English-Language Arts*
- Middle Childhood History/Social Studies*
- Middle Childhood Mathematics*
- Middle Childhood Science*
- Secondary English-Language Arts
- Secondary History/Social Studies
- Secondary Mathematics
- Secondary Science
- Special Education
- Technology and Engineering Education
- Visual Arts
- World Language
* Not applicable to WA.
+ The Elementary Education handbook has Elementary Literacy and Elementary Mathematics components.
Question: Who is participating in edTPA?
Several states already have formally adopted or are considering edTPA for statewide use to license new teachers or approve teacher preparation programs. Today, institutions in 34 states and the District of Columbia are using edTPA at different levels. Some states have policies in place requiring a performance-based assessment - such as edTPA - for teacher candidates; others are exploring such policies, while other states are at an exploratory phase. Visit our state policy page to see a current list of states participating in edTPA.
Partner Roles in edTPA
Question: What is AACTE's role in edTPA?
As a national edTPA implementation partner, the American Association of Colleges for Teacher Education is strengthening an edTPA professional learning community by supporting communications, implementation, professional development and resources to help all programs graduate teachers who are ready to educate each and every child.
AACTE believes that edTPA will help give the public and educators confidence that teacher candidates are graduating ready to be effective teachers from their first day in the classroom.
Question: What is Stanford University's role in edTPA?
edTPA development was led by Stanford University and the Stanford Center for Assessment, Learning and Equity. Stanford University is the author and exclusive owner of edTPA and responsible for ongoing development of the assessment, and implementation support resources for participating states and institutions of higher education. Stanford University is also responsible for the design and development of the online scoring training, including selecting and coding subject-specific benchmarks and other training materials.
Question: What is the role of Evaluation Systems?
Evaluation Systems, a Group of Pearson, is the operational partner that makes edTPA available nationally. Evaluation Systems provides the technical platform to collect, score and deliver results to teacher candidates and preparation programs.
Question: Will the Pearson platform replace other electronic portfolio vendors for edTPA?
No. Electronic platform providers are working very closely with Pearson so that candidates can construct and submit their edTPA materials for scoring to the Pearson platform via the platform used at each campus. The following vendors are integrated edTPA platform providers:
- Chalk & Wire
For more information on any of these integrated platform providers contact information is available at http://www.edtpa.com/Contacts.aspx Candidates at campuses without a commercially available electronic platform will be able to submit their materials through the Pearson platform.
Question: Who actually owns edTPA?
Stanford University is the exclusive author and owner of edTPA.
Teacher Education Curriculum
Question: Will edTPA replace our current assessments?
This is a program specific decision. Parts of the edTPA resemble current commonly used assessments in programs such as grading lesson plans, making observations of teacher candidates, assignments about assessing student learning in a course about assessment practices, and reflective writing prompts used throughout a program. We recommend that programs look at their current assessments and identify which ones best align to the edTPA. Then map out the sequence that would allow candidates to practice their teaching skills (planning, instruction, assessment, academic language support) using the program's embedded assessments as scaffolds toward the edTPA as the culminating assessment closer to the end of the program. Assessments that currently do not align to the edTPA will then need to be examined to determine if they are assessing something highly valued in the program that edTPA misses and should be kept, or if they are redundant to the scaffolded sequence for assessing teaching skills. Some programs around the nation have reported that this curriculum review process has helped them to identify stronger links within their existing programs through performance assessment, that ideas taught in different parts of the program (foundations and methods courses) have been reinforced by aligning their assessments, and that they have been able to reduce candidate workload by eliminating or revising redundant assignments across their multiple courses.
Question: Will the adoption of edTPA detract from other important parts of our program?
There is no question that the edTPA takes time . . . time to introduce it to candidates, time for them to prepare for the assessment through formative practices of viewing and analyzing their own video, learning how to analyze the work of their students on an assessment, time for them to write and reflect on the effectiveness of their own teaching. The strategic decisions that need to be made within a program will be how to embed the edTPA by linking it to existing course and clinical assignments. For example, when teaching candidates about constructing a lesson plan, the context for learning description and Planning Commentary prompts can be embedded in courses on multi-cultural education in order to highlight how classroom diversity matters for instructional planning. When teaching candidates about assessment, they can practice whole class analysis of an assessment in order to learn how to disaggregate whole class data and see their student performance through various lenses of analysis. When demonstrating to candidates how they will be observed during their student teaching placements, the program can use candidate (when appropriate parent/guardian permissions are granted) or publicly available video to illustrate the expectations of teaching performance on the programs observation protocols. A final example might be to use the rubrics for overall reflection on teaching for other reflection assignments in the program so that there is a focus on student learning and instructional effectiveness.
Question: Will we have to redirect resources from other curriculum to be able to support edTPA?
Questions about resources are very program-specific and decisions must be made locally. We anticipate that resources will be needed for video. Nationally, the majority of teacher education programs are already using video in their programs and there is a solid research base that points to productive professional earning opportunities through the use of video analysis. Therefore, we see the implementation of video analysis in programs that are not currently using video to be a positive step in program development. If programs cannot afford video equipment, we encourage stronger partnerships with P-12 to use the video equipment that is typically available in schools. We also anticipate administrative costs for ensuring faculty and candidates oriented to what edTPA is and for ensuring candidate completion of the edTPA. We are seeing nationally that these responsibilities are falling within the clinical preparation portion of programs and clinical coordinators are producing handouts for candidates and schools, convening candidates and cooperating teachers. Many resources of this type are available on the edTPA.aacte.org web site. We are also seeing that programs using on-line portfolio or assessment systems are drawing on their assessment or data coordinators for technical support and assistance with the submission of edTPAs.
Question: How do we avoid the dreaded idea of "teaching to the test"?
So many times when assessments for P-12 students are introduced they are multiple choice exams that randomly select questions about a narrow subset of a subject matter domain. Doing review questions and practice problems feels mechanistic and what the students are learning feels so reduced. It is understandable to have a reaction to an assessment that is against teaching to the test - especially in the United States at this time.
We encourage programs (faculty and candidates) to look at edTPA tasks in small groups. Ask the group to go through each task and ask the question: "Is this task worth teaching to"?
Hundreds of teacher educators and teachers have done this exercise throughout the development process and the resulting assessment represents the consensus from these members of the teaching field about what knowledge and skills matter for a beginning teacher's performance. We also examined in-service teacher observation instruments and assessments (e.g., the Charlotte Danielson Framework, the InTASC Standards, and the National Board for Professional Teaching Standards) and it appears that the field accepts these activities as fundamental aspects of teaching.
No one on the edTPA development team at Stanford or nationally supports the idea of reducing a teaching assessment to items that do not fundamentally reflect the complexity of teaching itself. This is why the edTPA is built on core aspects of teaching - planning for instruction, engaging students in learning, assessing learning, and supporting academic language development - and requires them to be linked together to show the full cycle of teaching. This is also why the assessment requires real artifacts from teaching - lesson plans, video and student work samples - in order to show the complexity of the local teaching context and the way the candidate responds to real students when trying to teach them in a real setting. Fundamentally, our argument as assessment developers is that alignment between what you want students to learn and the design of the assessment is critical in order to ensure that teaching to the test is a worthwhile activity. In other words, if the assessment is measuring practices that teacher candidates should be expected to know how to do, then teaching to the assessment is not necessarily a bad thing.
Question: Won't edTPA lead teacher education toward a standardized curriculum to which all institutions will have to conform?
Teacher education program alignment with professional standards is a common practice across the nation for purposes of state approval and national accreditation. Within this standards-based framework, variation across programs is very high, with programs designed using a variety of course structures, program-specific assessments, instructor-driven assignments, and innovative clinical models. This phenomenon is a good example of having national standards without standardizing the program curriculum.
edTPA is a performance assessment based on fundamental knowledge and skills of teaching that have consensus in our field - planning for instruction, engaging students in learning, assessing learning, and supporting academic language development. The edTPA has been carefully aligned with the InTASC standards from which most states then derive their professional teaching standards for program review. Across the nation, programs currently support the development of these skills in program-specific ways. Programs continue to support candidates for edTPA through varied experiences already embedded within the programs. edTPA does not prescribe a curriculum for teacher education, but rather maintains a focus on the candidate's performance of pedagogical skills necessary to support student learning. The design and architecture of edTPA allows preparation programs to support candidates toward the common expectation of performance via multiple approaches to support candidates' development of teaching knowledge and skills.
Question: What is the underlying conception of teaching of edTPA? What is the assessment aiming to measure about teaching?
The edTPA is built within a conceptual framing of teaching as a professional endeavor not only for the individual teacher candidate, but for the field of teacher education. The assessment is built on the premise that teaching is a process in which the teacher is responsible for selecting worthwhile learning goals for his or her students and then orchestrating learning activities for the group of students in an effort to support them toward achieving those learning goals. The approach to teaching and the selection of the activities by the teacher candidate are guided predominantly by a conception of constructivist learning.
Lee Shulman (2008) argued that "the idea of a "profession" describes a special set of circumstances for deep understanding, complex practice, ethical conduct, higher-order learning, circumstances that define the complexity of the enterprise and explain the difficulties of prescribing both policies and curriculum in this area" (p. 515). His work helps us understand the structure of teaching as an activity taken up by a group of people. This conception of teaching moves us farther away from the classroom activities and closer to an argument for why edTPA can even attempt to overlay a standardized assessment on a complex practice such as teaching.
Shulman, L. S. (1998). Theory, practice, and the education of professionals. The Elementary School Journal, 98(5), 511-26.
Question: How does edTPA represent "authentic teaching practices"?
The edTPA is designed to align with the authentic teaching practice of the teacher candidate. First, the tasks are integrated (that is, the learning goals, the instruction, and the student assessment are linked together) as they would be in the authentic work of a teacher. Second, each edTPA task requires the candidates to collect and submit direct evidence from the actual work of teaching, for example student work samples or video recording of the candidates engaged in instruction and interacting with students around the content learning goals. Third, the tasks represent not only the behaviors of the teacher, but also include the impact of the instruction on student learning as demonstrated through an analysis of student learning. And fourth, the instructional tasks are considered within the context of the subject matter content and learning goals. Given that the structure of teacher licensing in each state uses subject matter discipline or content specific categories, teacher candidates are seeking a license in a particular content field. Thus, this criterion aligns with the authentic work of teaching within a specific content-area.
Submitting and Scoring edTPA
Question: Who scores portfolios?
edTPA scorers include teacher educators from the programs participating in edTPA, as well as other qualified teacher education faculty, clinical supervisors of student teachers, K-12 teachers, administrators, and National Board Certified Teachers.
All scorers are recruited and selected because of their documented experience both with beginning teachers and subject-matter content. Their efforts help to support the assessment and an evidence-based process that can make objective, comparable, and valid evaluation of teaching skills and readiness for the classroom. The criteria for selecting and training scorers are rigorous. Details can be found in the edTPA Scorer Requirements. These educators are also carefully monitored during scoring activities to maintain high quality.
edTPA scorers are compensated for their effort to improve the performance and preparation of incoming teachers. They are paid for training as well as for each assessment scored.
Question: Is feedback given to candidates? If so, how?
Institutions of Higher Education are encouraged to to provide formative feedback prior to a candidate's official submission of edTPA materials. The Faculty Feedback feature in the Pearson submission platform (and other vendor platforms) permits a faculty member to view a candidate's commentaries and video clips, and respond with feedback in accordance with acceptable support guidelines. Such feedback is not a requirement of edTPA.
Question: What are the expected pass rates for edTPA?
Based on the national field test data for teacher candidates taking edTPA for the first time and without high stakes, the percentage of candidates who would have "passed" edTPA along this recommended cut-score band ranged from 78 percent (score of 37) to 58 percent (score of 42). Pass rates are generally higher when assessments are fully operational.
Question: 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 ongoing 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.
Leveraging edTPA Data into Programs
Question: What is the benefit of a national assessment like edTPA?
edTPA provides a a nationally accessible teacher performance assessment to states, school districts, and teacher preparation programs so that for the first time they can share a common framework for defining and measuring teaching performance that forms a valid and robust vision of teaching quality. As states reference data generated from this tool to inform teacher licensure and recruitment, they will establish a national standard for relevant and rigorous practice that advances student learning.
edTPA also promises to transform the preparation and certification of new teachers by complementing multiple-choice/constructed-response assessments of subject knowledge with a classroom-based process that requires a teacher candidate to demonstrate he/she can plan, teach and assess student learning effectively within his or her content area.
The lengthy edTPA development process first determined the kind and level of knowledge and skills required of a new teacher to be effective in the classroom with diverse learners. Once that determination was made, field test results were used to evaluate the reliability and validity of the instrument and to calculate a recommended passing score. edTPA provides a standard for entry into teaching. It is rigorous and difficult, but so is teaching.
Question: Is there validity research demonstrating the relationship between edTPA and student learning?
Research has been completed to indicate the strength of assessments similar to edTPA (more available on the resource tab of this web site). Several of these studies can be read at the links below:
- Preservice Performance Assessment and Teacher Early Career Effectiveness: Preliminary Findings on the Performance Assessment for California Teachers
- Using Student Achievement Test Scores as Evidence of External Validity for Indicators of Teacher Quality: Connecticut's Beginning Educator Support and Training Program
- Developing and Assessing Beginning Teacher Effectiveness: The Potential of Performance Assessments
- Evidence in Teacher Education: The Performance Assessment for California Teachers (PACT)
- Performance-Based Assessments as High-Stakes Events and Tools for Learning
Several studies have also validated the impact that National Board Certification has on student achievement and teacher effectiveness, including:
Question: Why are educator preparation programs supporting edTPA?
edTPA is designed to help educator 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 ongoing program revision as well as support to educator preparation programs as they go through this process. 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.
More than 500 educator preparation programs work with edTPA at different levels of involvement, often because they want to overcome the impression that the path to teaching is easy. These programs aspire to change that impression by transforming teacher preparation. edTPA is helping to make that possible by providing the first standards-based, nationally available, subject-specific assessment to measure the performance of a teacher candidate and the support they need along the way to guide change.
Educator preparation programs are using the data from edTPA to better coordinate courses across grades and majors, strengthen clinical experiences and identify areas of need. Educator preparation programs believe in better teaching for better futures. Today, more than ever, they have the power through edTPA to make that a reality.
Question: Is edTPA valid and reliable?
Validity and reliability are essential elements of any assessment program. Evaluating the validity and reliability of edTPA as an instrument to measure teacher candidates' readiness to teach has been a continuous part of its rigorous, multi-year development process. edTPA has been rigorously field tested and was declared operational in the fall of 2013 after two years of field testing with more than 12,000 teacher candidates submitting portfolios for scoring. The candidates came from 250 institutions.
The assessments were developed within a technical framework of psychometric practice and principles guided by The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999). The edTPA development process yielded important evidence to provide the foundation of the assessments' validity, reliability, and usability for the purposes of teacher licensure, accreditation of teacher preparation programs, and candidate completion of preparation programs. This work has proceeded under the guidance of experts in psychometric practices and procedures. In addition, participating states have subjected the analyses to further review by their own technical advisors. Advisors have held the process to a high standard.
The complete edTPA Field Test Summary Report describing the research to establish validity and reliability can be found here.
Costs Associated with edTPA
Question: What are the costs associated with edTPA?
The cost of the edTPA is $300 for the full assessment or a full retake. The cost of a single task retake is $100. The fee paid by candidates for edTPA covers operational assessment services associated with the implementation, delivery, scoring and reporting of edTPA. Assessment services include the use of the technology platform which registers the candidate, receives the portfolio, coordinates the logistics of scoring the portfolio, analyzes the results and reports the results to the candidate. Assessment services also include the recruiting and management of qualified educators who serve as scorers, scoring supervisors, or trainers. Scorers are trained specifically to edTPA rubrics, they use standardized scoring procedures and are calibrated and monitored during scoring.
Question: What are some recommendations for dealing with the costs associated with edTPA?
"Tuition" plan - In some states, costs are integrated into candidates' course tuition, analogous to a lab fee in science or visual arts. The fee is automatically assessed when a student enrolls in the seminar, and is covered by any financial aid the student receives for tuition. The institution of higher education then pays Pearson the registration fees and Pearson gives it registration vouchers to distribute to student teachers.
"Layaway" plan - Costs are known to teacher candidates, who may then put money towards those costs during preparation.
Security, Video, and edTPA
Question: What policies are in place to ensure the confidentiality and security of edTPA candidate materials and assessment data, including access to and use of video recordings?
Pearson and Stanford University have prepared the document, Confidentiality and Security of edTPA Field Test Materials and Assessment Data to outline comprehensive security and confidentiality policies for candidates, faculty, and Pearson employees.
Question: What if a candidate's classroom contains students who may not be filmed (witness protection program, religious objections, etc.)?
The classroom and filming angle may be set up to exclude these students from the video without excluding them from instruction.
Question: How may the video clips submitted with a candidate's portfolio be structured?
Candidates may submit video clips recorded while teaching the Learning Segment for edTPA. Each clip must represent a continuous recording of instructional time. In other words, the clips may not be edited.
Candidates choose the video clip(s) that represent subject specific teaching and learning as designated in their edTPA handbook. Candidates should review their handbook video clip guidelines carefully to determine the portion of recorded classroom teaching that is most appropriate for edTPA submission.
Question: How are states using edTPA for program approval and/or licensure?
After transitioning to operational status in the fall of 2013, the results of edTPA now are available for state licensure or certification, for program completion decisions by institutions or as part of institutional accreditation. As of early 2014, 12 states have either adopted statewide policies requiring a performance assessment for aspiring teachers or are actively considering such a step.
The 12 states either with policies in place or considering such policies are Washington, Minnesota, Wisconsin, Tennessee, Georgia, New York, Hawaii, Massachusetts, Ohio, Oregon, Illinois and California. Ultimately, however, the long-term expectation is that institutions of higher education, state education boards and professional standards boards throughout the United States will adopt edTPA as a mandatory requirement for the award of an education degree and/or for teacher licensure.
Today, edTPA is being used by more than 500 educator preparation programs in 34 states and the District of Columbia.
Question: What value does edTPA add to the current set of assessments (state assessments of basic skills, subject-matter competence, course assignments, student teaching evaluations) that teacher candidates need to pass for an initial license?
edTPA is transformative for prospective teachers because the process requires candidates to actually demonstrate the knowledge and skills required to help all students learn in real classrooms. By focusing on the act of teaching, edTPA complements existing entry-level assessments that focus on basic skills or subject-matter knowledge.
edTPA is subject-specific with versions in 27 different teaching fields covering Early Childhood, Elementary, Middle Childhood and Secondary licensure.
Like student teaching evaluations, edTPA assesses the teaching of real students in actual classrooms. However, and unlike student teaching evaluations, edTPA scorer training and moderation procedures ensure a high degree of comparability of judgments across faculty, supervisors, and institutions. The scores across the different dimensions of teaching produce a profile of teaching practice to help novices identify relative strengths and weaknesses to guide ongoing professional growth and improvement.
edTPA provides a rich data source for studying program effectiveness. Faculty across the country use results from the edTPA and similar assessment data to inform continuous program improvement, going beyond raw scores, to identify any prerequisite knowledge and skills missing from or under-emphasized in the program, as well as any skills that need stronger reinforcement across the program. It provides valid and reliable information that states can use, along with other measures, to inform teacher-quality initiatives, issue initial teacher licenses, make accreditation decisions about programs, and plan teacher induction and in-service professional development.
Question: How do edTPA policies for implementation, support, consequences and timelines vary by state?
States are determining their own pathways for implementing edTPA. The following table provides detailed descriptions of how edTPA is being implemented and supported in 15 states, as well as the timelines for phasing in edTPA and the consequences each state is attaching to the assessment.
Download the Descriptions of State Policies.