Tennessee edTPA Conference October 16, 2017 Kellie Crawford Kellie.crawford@pearson.com 304-549-4869

What is ? Nationally available, subject-specific performance assessment Focuses on student learning and principles from research and theory Designed to be educative for candidates, preparation programs and policy makers 1

edTPA Development Stanford University faculty and staff have been involved in the past 25-years in the development of performance-based assessments of teaching including the National Board for Professional Teaching Standards InTASC portfolio Performance Assessment for California Teachers Reflects substantive advice from teachers and teacher educators Input from design and review team members comprised of university faculty national subject matter organization representatives K-12 teachers 2

edTPA Field Testing 2009–2010: Initial design and small-scale tryout of assessment prototypes 2010–2011: Assessment revision with multi-state pilot test 2011–2012: First large-scale field test to inform revision of tasks, rubrics, scoring training, scoring, reporting systems 2012–2013: Revision followed by second large-scale field test to establish validity and reliability of scores and conduct standard setting process 2013–2014: Operational launch of edTPA 3

edTPA in TN January 2019 – required for initial teaching certificate Cut Score – 42 (15 rubric handbooks) Candidates may submit in lieu of PLT between now and then Cut Score – 37 (15 rubric handbooks) 4

Who is Involved?

A Capstone Assessment Campus designed formative assessments and coursework edTPA as Capstone Assessment Integration of: Planning Instruction Assessment Analysis of Teaching Academic Language Observation/Supervisory Evaluation & Feedback in Clinical Placements Basic Skills and Subject Matter Knowledge 7

27 Subject-Specific Areas Agriculture Business Classical Languages Early Childhood Educational Technology Specialist Tech and Engineering English as an Additional Language Family & Consumer Science Health Performing Arts Physical Education Library Specialist Literacy Specialist Special Education Visual Arts World Language Elementary Education Literacy & Mathematics Literacy Mathematics Middle Childhood English-Language Arts History/Social Studies Science Secondary

Summative Assessment of Teaching Practice Common Architecture across 27 fields Subject Specific “Learning Segment” of 3-5 days/hours of instruction Plans based on contextual knowledge of the learning environment: Academic, social emotional and language development Prior academic learning, lived experiences, personal, community and cultural assets Portfolio collection of artifacts and commentaries

edTPA Today 750+ participating education preparation programs around the country from 43 states 9,000+ members in the edTPA Online Community 33,000+ portfolios scored in 2016 100,000+ portfolios scored since September 2013 11

Evidence of Practice Task 1: Planning Task 2: Instruction Task 3: Assessment Context for Learning Lesson Plans Instructional Materials Student assignments Planning Commentary Unedited Video Clips Instruction Commentary Evaluation criteria used to analyze student learning Analysis of whole class assessment Analysis of learning and sample of feedback to three students Assessment Commentary

edTPA Rubric Blueprint Task name: Rubric Title Guiding Question Level 1 Level 2 Level 3 Level 4 Level 5 Represents the knowledge and skills of a seriously struggling candidate who is not ready to teach Represents the knowledge and skills of a candidate who is possibly ready to teach Represents the knowledge and skills of a candidate who is qualified to teach Represents a candidate with a solid foundation of knowledge and skills for a beginning teacher Represents the advanced skills and abilities of a candidate very well qualified and ready to teach For MOST fields, There are 15 subject-specific rubrics, five for each task. Each contains a focus, which can be found in the title, a guiding question, and five performance levels that illustrate a progression from “not ready to teach” to “stellar candidate.” Level 1- Represents the knowledge and skills of a seriously struggling candidate who is not ready to teach Level 2- Represents the knowledge and skills of a candidate who is possibly ready to teach. Level 3- Represents the knowledge and skills of a candidate who is qualified to teach. Level 4- is indicative of a candidate with a solid foundation of knowledge and skills for a beginning teacher Level 5- Represents the advanced skills and abilities of a candidate very well qualified and ready to teach.

Rubric Progression 1 5 Teacher Focus Student Focus Not Ready Early Novice Highly Accomplished Beginner 1 5 Teacher Focus Student Focus Whole Class Individuals/ Flexible Groups Intentional & Well Executed Fragmented or Indiscriminate

Rolling Submission Windows

Who Scores? 50% EPP faculty and 50% P-12 Educators who: Are subject matter experts Have experience mentoring or supervising beginning teachers Have taught in that subject in the past 5 years Taught methods or supervised student teachers in that field or Administer teacher preparation programs 16

Scores and Score Reporting Candidates Aggregate score across all rubrics Rubric-level descriptive feedback Preparation Programs Candidate-level scores Aggregate data by field

Score Profile Score Summary Rubric Score Total edTPA Score Average Rubric Score

Score Profile Performance Description Score Reporting

Additional Sources of Information edTPA.com edTPA.aacte.org