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2013 National edTPA Implementation Conference

This national conference was held November 1-2 at the University of San Diego. Over 400 representatives from higher education participated in this event. View and share some videos and PowerPoint presentations from the conference.
View conference resources

Candidate to Candidate: Reflections on Taking edTPA

This resource is a group of video interviews with teacher candidates in New York state designed to help candidates and their institutions understand and prepare for edTPA. The interviews are facilitated by Nicole Barrick Renner of SCALE and cover topics form major takeaways to biggest challenges, decision points to advice for other candidates.
View candidate relfection resources

Handouts to Share with Stakeholders

edTPA is now operational and faculty, deans and other educational leaders will be asked to describe edTPA to various partners and stakeholders. Please use the following documents to explain edTPA’s purpose, structure and conceptual framing.
edTPA Fact Sheet edTPA Features Using edTPA


The Stanford Center for Assessment, Learning and Equity and the American Association of Colleges for Teacher Education are pleased to announce the public release of the edTPA Summary Report for the 2012-13 field test. The report below describes edTPA design, development efforts by the profession for the profession, data informing validity and reliability studies, and field test and standard-setting results.


Linda Darling-Hammond, Stephen P. Newton, & Ruth Chung Wei, Stanford University

The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals. The research finds that teacher candidates’ PACT scores are significant predictors of their later teaching effectiveness as measured by their students’ achievement gains in both English language arts and mathematics. Several subscales of the PACT are also influential in predicting later effectiveness: These include planning, assessment, and academic language development in ELA, and assessment and reflection in mathematics. In addition, large majorities of PACT candidates report that they acquired additional knowledge and skills for teaching by virtue of completing the assessment. Candidates’ feelings that they learned from the assessment were strongest when they also felt well-supported by their program in learning to teach and in completing the assessment process.


Charles A. Peck & Chrysan Gallucci, University of Washington & Tine Sloan, University of California, Santa Barbara

Teacher education programs in the United States face a variety of new accountability policies at both the federal and the state level. Many of these policies carry high-stakes implications for students and programs and involve some of the same challenges for implementation as they have in the P-12 arena. Serious dilemmas for teacher educators arise in these contexts, as compliance with prescriptive state mandates is often interpreted by faculty to signify a demoralizing loss of program autonomy and integrity, whereas noncompliance may result in loss of program accreditation. The authors describe how one teacher education program negotiated these dilemmas in a fashion responsive to local values and concerns while also meeting state requirements. Results are discussed in terms of tensions between (a) policy goals seeking alignment and coherence across institutions of higher education and (b) motivational conditions likely to engage faculty in the difficult work of programmatic renewal and change in teacher education.


Linda Darling-Hammond, Stanford University

This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also leverage improvements in preparation, mentoring, and professional development. It outlines progress in the field of teacher assessment development and discusses policies that could create much greater leverage on the quality of teacher preparation and teaching than has previously existed in the United States.


Preservice Performance Assessment and Teacher Early Career Effectiveness: Preliminary Findings on the Performance Assessment for California Teachers

Stephen Newton, Stanford University

This study presents preliminary findings on the relationship between beginning teacher’s scores on the Performance Assessment for California Teachers (PACT), a preservice performance assessment of a wide range of teaching skills, and their subsequent teaching effectiveness measured by students’ value-added achievement gains in English Language Arts (ELA).


Performance-Based Assessments as High-Stakes Events and Tools for Learning

Ruth Chung Wei and Raymond L. Pecheone, Stanford University

This chapter will critique the strengths and pitfalls of performance‐based approaches to preservice teacher assessment, drawing on a review of research conducted to assess the technical quality and usefulness of these assessments for making highstakes decisions and for supporting teacher learning. As part of this review, we highlight in greater detail a particular performance‐based approach in preservice teacher assessment (the Performance Assessment for California Teachers ‐ PACT), a project that has provided an innovative set of instruments to measure teaching effectiveness in a standardized and more reliable and valid way, and yet may also be used for formative purposes. The chapter describes this assessment system in some detail, summarize the research documenting its validity and reliability, as well as research documenting its formative function.


Evidence in Teacher Education: The Performance Assessment for California Teachers (PACT)

Raymond L. Pecheone and Ruth R. Chung, Stanford University

The Performance Assessment for California Teachers (PACT) was developed in response to a California State mandate (SB 2042), requiring teacher preparation programs to use performance assessments as one measure in making credentialing decisions. In this article, results are examined from statewide implementation of the PACT assessments during the first 2 pilot years. Despite the limitation of only 2 years of data, 3 years of implementation experiences have informed participating programs about how they can better support candidate learning and identify areas for examination. In addition, this research suggests that the PACT performance assessment can be used in teacher education as a valid measure of individual teacher competence for the purpose of teacher licensure and as a powerful tool for teacher learning and program improvement.


Using Student Achievement Test Scores as Evidence of External Validity for Indicators of Teacher Quality: Connecticut’s Beginning Educator Support and Training Program

Mark Wilson & PJ Hallam, University of California, Berkeley; Ray Pecheone, Stanford University; Pamela Moss, University of Michigan

This study examines one aspect of the validity evidence for Connecticut State Department of Education’s (CSDE) performance-based teacher assessment system, the Beginning Educator Support and Training (BEST) program. Specifically, we investigate whether external validity evidence in the form of teachers’ average effects on their students’ achievement support the use of BEST portfolio scores as a measure of teacher quality.