Educator success through edTPA:

The Georgia experience

Georgia's educator community is engaged in an educative process to enhance the profession. From practicing P-12 school teachers and educational leaders to educator preparation programs (EPPs) and the Georgia Professional Standards Commission (GaPSC), the shared mission is clear: to better prepare teachers to improve student learning starting on a teacher's first days in the classroom. To advance its vision for success, Georgia implemented edTPA, an authentic performance-based support and assessment system developed by the profession, for the profession.

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Kelly Henson

Executive Secretary, GaPSC


 

Anne Marie Fenton

Director of Educator Assessment, GaPSC


 
LaToya Holmes HeadShot
Dr. LaToya Doby-Holmes
Director of Professional Learning, Richmond County Schools
 

As a P-12 partner, edTPA has helped my induction teachers map out their strengths and weaknesses. They have used their edTPA professional growth plans as a road map to enhance their

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professional practices, collaborate with colleagues, and work in professional learning communities to analyze data to impact teaching and learning. The edTPA process afforded them the opportunity as induction teachers to create SMART (specific, measurable, attainable, relevant, time-bound) goals to heighten their professional growth to impact student achievement."

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Dr. J. Fidel Turner, Jr.
Dean, School of Education, Clark Atlanta University
 

With respect to edTPA, we have found it useful to have our former scholar-students share their "edTPA story" with our current scholar-students. This type of collaborative mentoring provides

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a powerful mechanism for closing the teacher-quality gap and helps to ensure that all students, regardless of their backgrounds, have a real opportunity to succeed....I must say that edTPA has set the professors in a new direction with its focus on academic language. When academic language is taught as a skill (more than just vocabulary) to our teacher candidates, the natural progression is that it needs to be modeled by the professors, as well."

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Natasha Harris
1st Grade Teacher, A. Dorothy Hains STEM Magnet Elementary School, Richmond County Schools
 

edTPA has prepared me in planning differentiated lessons for all my students. It does that by allowing me to plan lessons in individual steps. These steps are designed to help me consider all learners in my class and prepare for challenges that may arise. It has also allowed me to reflect on and improve my pedagogy. The edTPA videotaping section allows me to view how and what I teach. It allows me to reflect and create different interventions for students and shows me how I can teach the lesson better."

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Taylor Thompson
Augusta University, Alum Spring 2017, Mathematics Teacher, Evans High School, Columbia County Schools
 

As a result of ongoing practice for and completion of edTPA during my teacher preparation program, implementing thoughtful, research-based strategies and instructional design became second nature. The connected nature of edTPA's three tasks also solidified backward design–first crafting standards-based assessments to then inform instruction—as one of my go-to practices in the classroom. In addition to equipping me to address students' weaknesses prior to summative assessment, this strategy has helped me to establish clear expectations for learning, thereby facilitating effective monitoring and documentation. Further, edTPA's required justification of possible next steps toward remediation prepared me well to answer the ever-pressing question, 'What else could you be doing for him/her?'"

To learn more about edTPA® and become a member of the edTPA® community, visit http://edtpa.aacte.org.

The edTPA® trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA® trademarks is permitted only pursuant to the terms of a written license agreement.

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