Performance Based-Assessment Highlight on edTPA Greg Blalock, Columbus State University David Cihak, University of Tennessee, Knoxville Stacey Bock, Illinois State University June 25, :00 – 9:00

CEDAR Center Coordination, Collaboration, Technical Assistance & Training Figure A.1: CEEDAR Theory of Action Building Capacity for Reform by: Developing knowledge of evidence-based practices Developing leadership capacity across and within SEAs, IHEs, and LEAs Supporting changes in practice at all levels of the system Evaluating practice and supporting additional changes Outcomes Teacher and Leader Outcomes Qualified and Competent Teachers and Leaders Determined Effective or Highly Effective State or District Performance Evaluations Student Outcomes College and Career Ready Engaged in Postsecondary Education and/or Employment Productive and Engaged Technical Assistance Supports

Focus on Implementation  Training challenges: –Adapting programs? –Supporting candidates?  Implementing edTPA effectively in schools: –Effective placements? –Communication between IHEs, SEA, and LEA?

Today’s Panel

Questions for Panel  Describe the edTPA context in your state  How has the edTPA impacted the structure/delivery of your programs?  How has it positively impacted pre- service teacher performance?  What are the challenges you have dealt with and how have you addressed them