2016 National edTPA Implementation Conference (Past Event)
The 2016 edTPA National Implementation Conference was held in Savannah, GA from March 31-April 2nd, 2016, with over 500 attendees from across the country. Dr. Pedro Noguera provided a keynote address, and other featured panelists included Peggy Brookins, Dan Brown, Dave Conley, Charlotte Danielson, Rhonda Dubin, Kenji Hakuta, Etta Hollins, Richard Ingersoll, Marvin Lynn, Bill McDiarmid, & Richelle Patterson.
2014 National edTPA Implementation Conference (Past Event)
The 2014 National edTPA Implementation Conference was be held October 24-25th at the University of California Los Angeles.
2013 National edTPA Implementation Conference (Past Event)
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.
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.
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.
SCALE is excited to share the edTPA Review of Research on Teacher Education, developed by SCALE, with input from educators and researchers, to identify foundational research literature that informs the development of edTPA. The literature cited provides a research foundation for the role of assessment in teacher education, for the common edTPA architecture, and for each of the fifteen shared rubric constructs. We encourage educators, policy makers, programs, and teacher candidates to use the review to examine the underlying constructs of edTPA as a measure of effective teaching.
In a recent article in the Journal of Curriculum and Instruction, Peck, Sloan, Singer-Gabella and Lin argue that standardized teaching performance assessments (TPAs) offer a uniquely valuable resource for learning and improvement of practice in teacher education. The affordances of TPAs as opportunities for learning are identified at four levels, including those for teacher candidates, individual faculty, organizational learning at the program level, and organizational networks that span program boundaries. We conclude that TPAs can provide motivation and direction for continuous program improvement efforts, contribute to the development of a common and concrete language of practice, and accelerate the professionalization of teaching.
A new article in the Journal of Teacher Education takes a step back from the arguments in support of or in opposition to edTPA to explore the fundamental concepts of teaching upon which the performance-based assessment of teacher candidates was structured and built. The article is authored by Misty Sato, PhD, Associate Professor and Campbell Chair for Innovation in Teacher Development at the University of Minnesota-Twin Cities.
A study by researchers at the University of Maryland, College Park, finds that edTPA “can be used by teacher preparation programs to help meet their goal to translate culturally relevant pedagogy (CRP) into classroom practice.” The study compared a 2011 edTPA handbook against five CRP domains and concluded that 70.3 percent of handbook text units give candidates an opportunity to present CRP elements or prompt them to do so.
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.
The Spring 2013 issue of Rethinking Schools magazine featured this article on “The Role of Performance Assessment in Developing Teaching as a Profession” by Linda Darling-Hammond and Maria E. Hyler. The authors write that the piece is based on “our conviction that performance assessments in teaching are a critical strategy for developing teachers’ expertise and for improving the quality of teacher preparation.”
Darling-Hammond is the Charles E. Ducommun Professor of Teaching and Teacher Education at Stanford University. Maria E. Hyler is an assistant professor in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park.
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.
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).
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.
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.
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.