1. edTPA Update NSAII Annual Conference November 2012 Richelle Patterson, National Education Association (NEA)

2. NEA’s Three Point Plan for Reform Entry to the Profession Every teacher candidate should have one full year of residency under the supervision of a Master Teacher before earning a full license. Every teacher candidate should pass a rigorous classroom-based performance assessment at the end of his or her candidacy. www.nea.org/leadingtheprofession 2

3. What is the edTPA?  A student centered, subject specific, multiple measure assessment of teaching for pre-service teachers  Offers an effectiveness measure of entry-level teaching skills and readiness for the classroom- regardless of the path candidates take to teaching  Designed to be educative and predictive of effective teaching and student learning  Built around three to five continuous days of subject specific classroom instruction delivered by the candidate  Centerpiece is a portfolio that addresses planning, instruction, assessment, analyzing teaching, and academic language 3

4. 4

5. edTPA Rubric Blueprint

6. At a Glance 6 States = 25 Campuses = 160+ Teacher Candidates = 7200 Scorers (IHE and K-12) = 500+ Subject Specific design/review team members (including national subject matter project representatives ) = 120+ Content Validation reviewers = 100+ Benchmarkers and Scoring Trainers = 120 Bias Review Members = 10

7. Who Scores 7

8. Subject Specific Handbooks 8  Early Childhood  Middle Childhood (Math, HSS, Science and English/Language Arts)  Physical Education  Performing Arts (music, dance, theater)  Visual Arts  World Language  Special Education

9. Handbooks Under Construction for 2013 9  Agriculture  Business  Classical Languages  English as an Additional Language  Family/Consumer Science  Health Education  Technology Education  Educational Technology Specialist  Library Specialist  Reading Specialist

10. edTPA Consortium Members of Teacher Performance Assessment Consortium that helped develop the edTPA California, Colorado, Connecticut, Delaware, District of Columbia, Georgia, Hawaii, Idaho, Illinois, Iowa, Indiana, Maryland, Massachusetts, Minnesota, Missouri, New York, North Carolina, Ohio, Oklahoma, Oregon, South Carolina, Tennessee, Virginia, Washington, Wisconsin, Wyoming, and Western Governors University 10

11. edTPA State Policy

12. and 12 Serves as Stanford’s operational partner Supports Stanford and AACTE with assessment development processes and technical review Enables scale up and sustainability Provides infrastructure for submitting, scoring and reporting edTPA results

13. edTPA Usage Plan A tiered-membership edTPA Usage Plan has been developed to assist preparation programs as they move forward to full implementation. Tiers include:

14. Student Washington Education Association (SWEA) Survey 14

15. Practitioner Questions How does the edTPA differ the current exams required to obtain state licensure? Are IHEs and/or state agencies providing edTPA training for cooperating teachers? What is the appropriate level of feedback for cooperating teachers to provide candidates? In states where the edTPA has implications for licensure, is the cooperating teacher liable if a student is not successful on the edTPA? If a candidate is unsuccessful on the edTPA, are they required to use the same classroom to complete their retake? The edTPA has a video component, who will explain the edTPA to the parents? 15

16. Candidates and Cooperating Teachers Need to Know ALIGNED. Aligned with and prepare pre-service teachers to meet entry/residency and continuing/professional standards? MEANINGFUL. Directly and positively affects students, pre-service teachers, cooperating teachers? RELEVANT: Seen as an integral, useful step in becoming a professional IMPACTFUL: Prepares future educators to be career- long reflective practitioners TRANSFORMATIONAL: Strengthens credibility of teacher preparation; elevates the profession 16

17. Policy Questions 17 How will the state accommodate candidates seeking multiple endorsements? How will the state accommodate online/ out-of-state programs operating in the state? How will the state weight edTPA data for program review/approval (and how will surrounding data on attrition be considered so that the edTPA data is placed within a larger context)? How will the state accommodate veteran teachers who seek add-on endorsements? Will they be required to pass an edTPA? How will the state address cost before the edTPA is consequential? Who will pay? How will the state address the "mechanics" of edTPA (e.g., process/timeline for submission, process/timeline for remediation)? How will states promote appropriate use (and prevent inappropriate use) of edTPA data? For example, how should edTPA data be used to inform recruitment/hiring, induction, professional development/growth? Which edTPA data should be shared and how will we help others make meaning of the data?

18. Potential Opportunities for K-12 18

19. K-12 and edTPA Opportunity for K-12 to be fully engaged in the preparation and assessment of pre-service candidates Opportunity for K-12 colleagues to increase their understandings about performance-based classroom assessments Opportunity for K-12 to work with the school district to determine if and how the edTPA will be used in hiring decisions Opportunity for K-12 to develop selection criteria for who is selected to serve as school-based preparation faculty, cooperating teachers, and mentors

20. Affiliates and edTPA Start the conversation Convene meetings with P-12 stakeholders so that everyone is aware about the status of edTPA Partner with IHE’s to host information sessions and trainings for P-12 teachers and student members Engage student members in organizing opportunities around the edTPA and other professional issues Meet with policymakers about the edTPA Ask the hard questions 20

21. 21