1. Overview to the edTPA Performance Assessment
Seton Hall University

2. Background Information
edTPA is
A performance assessment to provide feedback on a teacher candidate’s preparedness to enter the classroom post graduation.
subject-specific with a focus on three core areas of effective teaching: planning, instruction and assessment.
It was created by SCALE (Stanford- University-Center for Assessment, Learning and Equity)
Pearson serves as the digital platform for submission, evaluation, and report generation to candidates and institutions.
As of fall 2017, all teacher candidates must complete the edTPA (no specific passing score required in 17-18) in order to earn licensure in New Jersey.

3. Resources about the edTPA
The state DOE website provides information to districts regarding edTPA.
For School Leaders
For Cooperating Teachers
FAQ, Timeline 17-18
Confidentially and Security of edTPA materials
Seton Hall has created an FAQ to address process questions that might be of help to school leaders, cooperating teachers, candidates, and clinical supervisors.
SHU edTPA FAQ

4. Essential Components of the edTPA
Task #1: Plan a learning segment (3-5 lessons), based on a central theory/focus directly related to the content area of instruction, such as English, mathematics, biology, elementary education (literacy).
Task #2: Teach the learning segment.
Video evidence of instruction is required.
Task #3: Assess student learning, analyze the data for trends and specific points of misunder- standing, reflect on next steps in planning and instruction.

5. Video Requirement-Purpose and Process
The focus of the video is on the teacher candidate to reflect his/her ability to engage students and build bridges from theory to real world application.
Candidate Information Re: Confidentiality
Faculty Information Re: Confidentiality
The university has created a template video release form based on examples from SCALE and Pearson.
However, districts may elect to use their own general release form or a specific edTPA video release form.
Copies of the signed forms are maintained at the K-12 setting.
Parents who do not agree to let their child be videoed are part of the instruction, but placed outside of the visual span of the recording device.
First names, only, are allowed on the video and no student or school identifiers are placed on the work samples.
If part of district policy, even when a parent has given video permission, blurring software can be applied.

6. The Focus of Each Task is Student Learning~
TASK 1: Planning
Knowing your students, the curriculum, and the standards informs the development of your small unit (called a learning segment in edTPA vocabulary).
Your 3-5 lesson plans within Task 1 reflect knowledge of your students.
The commentary (what we have called reflection) focuses on decision making associated with knowledge of your students and curriculum.

7. The Specifics of Task #1: Planning
Elementary: You’ll need to plan (and teach) a 3-5 lesson literacy learning segment.
You must choose EITHER a comprehension or composition learning segment.
Comprehension ex: predicting; compare and contrast; analyze character development, setting, etc.; summarize; questioning; monitoring
Composition ex.: writing process; reading/writing connections; brainstorming; note taking; outlining; annotating
Secondary: You’ll need to plan (and teach) a 3- 5 lesson learning segment.
There should be a central focus to the learning segment. (The subject-specific understanding(s) you want students to acquire through the lessons.)
Think theme, essential question, or topic.
Beyond facts, how will the learning segment expand conceptual understandings and higher order thinking?

8. The Steps Involved with Task#1
When you and your teacher agree on a learning segment…
Thoroughly READ TASK 1 in the edTPA Handbook
Complete the Context for Learning (overview to your classroom and learners)
Write the 3-5 lesson plans (SHU lesson plan-no more than 4 pages per plan)
Gather/create the instructional materials and assessment
Use the items above to help you write the Task 1 Commentary

9. Task #1- What About Academic Language?
Academic Language refers to the “means by which students develop and express content understandings.”
Specifically, Task #1 requires
Selection of ONE language demand all students need to develop to learn the content in your learning segment.
The language demand must include function, vocabulary, and discourse (syntax may be added).
How do I decide what to select?
Look at your lesson plans, select ONE language demand in ONE lesson and the associated vocabulary and discourse.
Function=verb in the objective (e.g. write)
Vocabulary=terms, phrases
Discourse=the product produced in association with the objective (e.g. compare/contrast essay)

10. Task #2 Instruction-Putting Your Plans Into Action
Two video clips (no less than 3 minutes and no more than 10 minutes each) are required to-
Demonstrate how the teacher candidate engages students in learning and creates a positive environment
Demonstrate how the teacher candidates supports student practice of content to real world applications.
Recording equipment: SHU laptop/tablet or personal computer
Microphones available from SHU to enhance audio quality
Recording is primarily focused on the teacher candidate (following the stipulations of the district).

11. Task #3 Assessing Student Learning
Select ONE assessment, completed by the whole class, from the learning segment (3-5 lessons).
Analyze trends in learning across the class.
Select THREE focus students and examine their assessment result in greater depth.
Reflect on next steps in future instruction based on your analysis.

12. Task 4: Elementary-Math Re-engagement (ELEMENTARY Candidates ONLY)
Complete the Context for Learning
Complete the Math Segment Table
Analyze the ENTIRE class learning from the 3-5 lesson segment (may be taught by your teacher)
Based on the analysis, select 3 students (look at the Context for Learning) and re-teach what they struggled with in a small group
Analyze the results of the small group re- engagement.
You DO NOT have to write a formal lesson plan for the re-engagement. You write out your plan within the Task 4 Commentary.
You DO NOT have to video anything in Task 4.