1. Oregon Teacher Standards & Practices Commission July 24, 2013

2. Today’s Topics Overview of edTPA Overview of edTPA Support
Design and Development
Handbooks
Scoring and Scorer
Overview of edTPA Support
Overview of edTPA in Policy

3. What is edTPA?
Nationally available, subject-specific performance assessment
Focuses on student learning and principles from research and theory
Designed to be educative and predictive of effective teaching and student learning 2

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

5. Who is Involved?

6. edTPA Development
Developed by the
Profession
for the

7. Successful Teaching
Develop knowledge of subject matter, content standards and subject-specific pedagogy;
Develop and apply knowledge of varied students’ needs;
Consider research and theory about how students learn; and
Reflect and on and analyze evidence of the effects of instruction on student learning.

8. 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, the InTASC portfolio, and the 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 and K-12 teachers 7

9. Where Does edTPA Fit? A scalable assessment that:
Provides evidence of teaching quality – readiness to teach
Supports teacher preparation program renewal
Informs programs & policy makers about qualities of teaching associated with student learning 8

10. What a Candidate Can Expect
An Overview of Handbooks

11. 3 – 5 lessons referred to as the learning segment should be reflective of what we know of effective teaching practice. 10

12. Evidence of Practice Artifacts Commentaries
Authentic work completed by candidates and/or students
Lesson plans, instructional materials and assessments, video clips and student work samples
Commentaries
Description of artifacts and the rationale for using them
Analysis of student learning and candidate practice

13. Evaluation Criteria Planning Instruction Assessment Analyzing Teaching
Evidence is provided across all three tasks
Academic Language
Evidence is provided in planning as well the instructional and/or assessment task

14. Who Scores? 50% University Faculty and 50% K-12 Educators
Subject matter experts
Have taught in that subject in the past 3 years (or taught methods or supervised student teachers in that field)
Have experience mentoring or supervising beginning teachers

15. Scorer Training Online, asynchronous modules
Live practice portfolio discussion
Two-three qualifying portfolios
Additional validity portfolios
New training for trainers and supervisors
Additional back reading and quality control 14

16. IHE & State Support

17. Usage Plan Summary Basic Information
Introductory
Exploratory
Scaling Up
Implementation
Basic Information
Access to handbooks and support resources
Local evaluation by faculty and
P-12 partners
Usage credits for official scoring
Supports state field testing prior to full implementation
Consequential use based on state or campus policy
Candidates pay fee ($300)
Official scores and score reporting
See pages of board pdf 16

19. edTPA Participation Map

20. Looking Ahead August 8 & 9 – Standard Setting
Fall 2013 – Technical Report Released
September 2013 – edTPA is Operational

21. Nathan Estel nathan.estel@pearson.com 413.530.5933 NathanEstel1
Questions
Nathan Estel
NathanEstel1