Welcome to the official edTPA website

Thank you for visiting our site to learn more about edTPA, a new and authentic assessment of prospective teachers developed by educators, for educators. Under the leadership of Stanford University, more than 1,000 educators from 29 states and the District of Columbia and more than 450 institutions of higher learning have helped develop, pilot, refine and field test edTPA since 2009.

Western Governors University is also a participating member in edTPA and offers accredited educator preparation programs across the United States. edTPA is the culmination of many years of work by members of the teaching profession who have designed and refined assessments that capture the act of teaching. These efforts began with the National Board Certification portfolio for recognizing accomplished teaching in the early 1990s, the INTASC assessments of beginning teachers implemented in Connecticut and elsewhere, and the Oregon Teacher Work Sampling System and the Performance Assessment for California Teachers, designed for pre-service teachers.

edTPA was launched as a result of the growing determination by educators to create a nationally available assessment for new entrants to teaching – designed by teachers and teacher educators to reflect the real work of teaching, to support the learning of candidates, and to give useful feedback to programs that prepare teachers.

Beginning with 30 higher education institutions in 2009, the Teacher Performance Assessment Consortium, led by the American Association of Colleges for Teacher Education (AACTE) and Stanford University’s Center for Assessment, Learning, and Equity (SCALE), set out to develop a process to capture programs’ success at producing new teachers who are prepared to be effective in the classroom from Day 1. We wanted a valid, reliable measure that would respect the complexity of teaching, reflect the academic knowledge and intellectual abilities required to advance student learning, and be supported by a strong and well-trained national community of scorers who are, themselves, school and university-based teacher educators: program faculty, supervisors, cooperating teachers, mentor teachers, and principals who lead professional development school sites.

edTPA passed a major milestone in the fall of 2013 when it was declared fully operational and ready for use across the country. That followed two years of field testing with 12,000 teacher candidates.  edTPA is the first subject specific standards-based assessment to become nationally available in the United States.

The result of that work is edTPA, a pre-service assessment process designed by educators. As with teaching, edTPA is not easy. It requires teacher candidates to demonstrate the skills necessary to meet the daily challenges of classroom teaching: planning around student learning standards, adapting plans for students based on their specific needs, implementing and assessing instruction, developing academic language, evaluating student learning, and reflecting on how to improve student outcomes by continuing to refine teaching plans and strategies. By focusing on the act of teaching, edTPA complements existing entry-level assessments that focus on basic skills or subject-matter knowledge.

A number of states have already adopted or are considering edTPA for statewide use to license new teachers or for review of educator preparation programs. Overall, institutions of higher education in 34 states and the District of Columbia are using edTPA.

None of this progress would have been possible without the support and participation we have received from the higher education community. On behalf of all of us who are involved with edTPA, we thank those who have made so many contributions to this initiative. We look forward to taking the next steps with you and with those who are new to edTPA.

Sharon P. Robinson
President & CEO
American Association of
Colleges for Teacher
Education (AACTE)

Raymond L. Pecheone
Executive Director
Stanford Center for
Assessment, Learning, and
Equity (SCALE)

Linda Darling-Hammond
Charles E. Ducommun
Professor of Teaching and
Teacher Education
Stanford University