1. Developed by the Profession for the Profession
edTPA 101 The Basics
Developed by the Profession for the Profession
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2. National leadership AACTE
overall project management, communication with programs
Stanford University
assessment development and technical support

3. The TPA in Minnesota-Looking back to the early years

4. TPA in
Full participation in TPA by all teacher preparation programs. All candidates in programs with a TPA handbook, including fields that will use the generic handbook, should complete a full TPA during student teaching in
Report participation data only for PERCA. Each teacher preparation program should report how many candidates completed a TPA as part of the data reported for PERCA. Candidate scores will not be reported in and those scores will not be consequential for program continual approval.
Assessment of candidates’ TPAs should be primarily campus-based with a minimum threshold submitted for official scoring.

5. Future
Fall 2013
Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA.*
All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination.
Special Education programs will be provided vouchers for approximately 20% of candidates to submit materials for official scoring at no cost to the candidate or the program. The vouchers should be distributed across all Special Education licensure fields; if a Special Education licensure field has no teacher candidates in the fall, the vouchers may be carried into the spring semester.
Elementary Education programs may locally determine which K-6 handbook candidates will use by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.
Spring 2014
Full edTPA participation; all programs will require all teacher candidates doing student teaching to complete the edTPA. *
All candidates completing student teaching must submit to Pearson for official scoring. *
Special Education programs are strongly encouraged to require all teacher candidates doing student teaching to complete the edTPA. All edTPAs will be assessed to provide feedback to candidates; scoring may include local assessment, official scoring, or a combination. Unused vouchers from the fall may be carried over into the spring semester for official scoring. *
Elementary Education programs may locally determine which K-6 handbook candidates by assigning literacy or mathematics or allowing the candidates to choose between these two handbooks.
* Due to changes in other Board of Teaching requirements specific to Special Education fields as well as changes in the edTPA handbook for Special Education, the Board has offered flexibility for Special Education programs in achieving full participation.

6. 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
*Minnesota is a multiple measure state that does not depend solely on the edTPA score for licensure
College recommendation, MTLE scores and completion of the edTPA

7. Developing a national performance standard

8. What’s in it for Teacher Education?
Rich feedback regarding program effectiveness
Clear insight with what we all told ourselves was “infused throughout the curriculum”
Independent, objective affirmation regarding the quality of our programs
Breaking the habit of “giving them the benefit of the doubt”

9. What’s in it for our P-12 School Partners?
Sharper focus on teacher effectiveness as a positive impact on student learning
Candidates, as prospective hires, practicing to address more directly what administrators value
Minimal to no new impact on cooperating teachers*
Generating rich discussion of teacher effectiveness

10. Welcome to the Profession of Teaching
1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning
teacher practice, 2) student engagement, and 3) student learning and achievement.
STATE TEACHER MODEL_Implementation Handbook  

11. Voices from the field
"The first year...how does this align to what I had to do in the edTPA?“
Nicole Barrick Renner about edTPA
Debra Walden, 2012
“I found the process challenging, instructive, intimidating and overwhelming at times,” says Walden, looking back from the vantage point of being a first-year teacher now at the Crosswinds Arts and Science School outside St. Paul. “We still had to pass our standardized tests, but it was the edTPA that forced us to ask, ‘What is best for the students?’”
Melissa Greene, Spring 2013
“I found edTPA to be a tool that emphasizes putting a focus on each student, while asking myself if they are really learning the material I am trying to teach,” Greene says.
“As a special education teacher, that’s what I have to do from the start; I have to develop an individual learning plan for every one of my students, based on their strengths and weaknesses,” Greene continued. “So it’s very reaffirming for a special ed teacher to know that all new teachers will have to learn how to design their teaching to meet the needs of all students. I can see that the edTPA will push younger teacher candidates to adapt their teaching style to achieve focus, along with constantly asking themselves if their students are learning.”

12. Effective Teachers . . . Engage students in active learning
Create intellectually ambitious tasks
Use a variety of teaching strategies
Assess student learning
Continuously
Adapt teaching to student needs
Create effective scaffolds and supports
Provide clear standards, constant feedback, and opportunities for revising work
Develop and effectively manage a collaborative classroom in which all students have membership.

13. Scoring Dimensions Planning Instruction Assessment Analyzing Teaching
Components of
Teaching Practice
15 Rubrics
Planning
Instruction
Assessment
Analyzing Teaching
Academic Language
Effective practice translated into scoring

14. Rubrics 1-5 PLANNING FOR INSTRUCTION AND ASSESSMENT
-Planning for understanding
-Planning for support of varied learners
-Using knowledge of students to inform teaching and learning
-Planning assessments to monitor and support student learning

15. Rubrics 6-10 INSTRUCTION and ENGAGING STUDENTS IN LEARNING
Learning environment
Engaging students in learning
Deepening student learning during instruction
Subject specific pedagogy
Analyzing teaching effectiveness 15

16. Rubrics 11-15 ASSESSMENT Analyzing student work
Providing feedback to guide learning
Supporting students’ use of feedback
ANALYZING TEACHING
Using knowledge of students to inform planning
Analyzing students’ language use
Using assessment to inform instruction 16

17. Welcome to the Profession of Teaching
1) planning, 2) instruction: engagement in learning and 3) assessment: analysis of student learning
1) teacher practice, 2) student engagement, and 3) student learning and achievement.
STATE TEACHER MODEL_Implementation Handbook  

18. TPAC Artifacts of Practice
edTPA “Records of Practice”
TPAC Artifacts of Practice
Planning
Instruction
Assessment
Instructional and social context
Lesson plans
Instructional materials, student assignments
Planning Commentary
Video Clips
Instruction Commentary
Analysis of whole class assessment
Analysis of learning and feedback to THREE students
Assessment Commentary
Analysis of Teaching Effectiveness
Academic Language Development
So, we have been looking at these things for a long time. What are some of the differences? What specifically are the rubrics looking at?
Why are you doing what you are doing? The bridge from theory to practice

19. Commentaries
Describe plans or provide descriptions or evidence of what teacher or students did
Justify a rationale for plans in terms of knowledge of students & research/theory,
Analyze what happened in terms of student learning or how teaching affected student learning
Explain feedback to students and next instructional steps based on assessment results
Stanford Center for Assessment, Learning and Equity 2011

20. Task name: Rubric Title
What Do the Levels mean?
Task name: Rubric Title
Guiding Question
Level 1
Level 2
Level 3
Level 4
Level 5
Struggling candidate, not ready to teach
Some skill but needs more practice to be teacher-of-record
Early novice teacher practices
Solid foundation of knowledge and skills
Exceptional beginning teacher practice
Rubric Progressions: Early novice to expert beginning teacher
Candidate demonstrates:
Expanding repertoire of skills and strategies
Deepening of rationale and reflection
Shift from teacher focus to student focus
Move from whole class to generic groups to individuals

21. Rubric progression 1 5 Expanding repertoire of skills & strategies
Deepening of rationale and reflection
Not Ready
Early Novice
Highly Accomplished
Beginner 1 5
Teacher Focus
Student Focus
Whole Class
Individuals/Flex. Groups
INTENTIONALITY
Sophistication of Practice
Intentional & Well Executed
Fragmented or
Indiscriminate

22. Structure of Each Handbook
Candidates compile a Portfolio that demonstrates effective teaching
Featuring a learning segment of 3-5 lessons
3 tasks broken down into:
What to Think About (Purpose)
What Do I Need to Do? (Check list)
What Do I Need to Write? (Commentary Prompts)
How Will the Evidence of My Teaching Practice Be Assessed? (15 Rubrics, 5 levels)
Documented with evidence
Commentaries
Instructional artifacts, including student work
1-2 unedited video clips of teacher-student interaction

23. Contents
Structure of Handbook
edTPA Tasks Overview, page 5
Three tasks throughout handbook
Rubrics-pages 13,21 and 30
Professional Responsibilities, page 35
Context for Learning, page 36
Evidence Chart, pages 38-40
Glossary, page 42

24. BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

25. BREAKING DOWN THE HANDBOOK-pages 5-7
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
PROMPTS
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

26. BREAKING DOWN THE HANDBOOK
Contents
Structure of
Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

27. Task 1
Choose one class and provide a context for learning Consecutive lessons (3-5) Central focus (subject specific) Identify one language function

28. BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

29. Tips for Task 2 Practice video taping BEFORE the teaching event week
Video tape all 3-5 days
Obtain written permission early in the experience
Consider having faculty and/or university supervisors watch a video recording BEFORE the teaching event week
Engagement, engagement, engagement
Avoid

30. BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

31. BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

32. BREAKING DOWN THE HANDBOOK
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

33. Task 3: Assessing Student Learning Did they get it? How do you know?
Evaluation criteria
Student work samples/performances
Evidence of feedback (to students)
Assessment commentary 
Maximum of 8 pages in length
Include the evaluation criteria and clarification of directions/prompts for the chosen assessment
Teacher Performance Handbook

34. Assess the performance of the entire class
Analyze the student work samples and look for patterns
This could be represented in a chart as long as you have some explanations about what the chart shows
Confidentiality is a priority-Make sure you have blacked out all identifying information on the three work samples
Teacher Performance Handbook

35. Identify three focus students from the whole group
One of the students must be a student with identified learning needs, e.g., an English Language Learner, a student with an IEP, or a student identified as gifted
If you do not have any students with identified needs, select a student who is challenged by academic English, who usually struggles with the content OR who usually needs a greater challenge. (RARE)

36. Rubrics 11-Alignment, right/wrong – patterns
12-Feedback-Beyond good/bad
13-Focus students-how will you use their strengths and help them with their weakness?
14-Language demands?
15-Next steps in planning

37. BREAKING DOWN THE HANDBOOK-page 21
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

38. BREAKING DOWN THE HANDBOOK-page 35
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
F & You Tube
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson Retrieved with permission from elioguevara.blogspot.com 

39. Permission slips can lead to discussion on Professionalism
Obtain required permissions for video recording from parents/guardians for your focus learner(s) (or, if appropriate, each focus learner) and other adults appearing in the video.
Opportunities for discussion on data privacy in the age of visual literacy
Slips are available in Hmong, Somali, Spanish and English

40. BREAKING DOWN THE HANDBOOK-page 35
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
The Context for Learning should be done early in the experience.
Students with special needs that have I.E.P. goals or goals (RTI) are disclosed.
Confidentiality discussion with cooperating teacher

41. BREAKING DOWN THE HANDBOOK pages 38
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Candidates asking questions? The evidence charts provide quick answers
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

42. BREAKING DOWN THE HANDBOOK-page 40-43
Contents
Structure of Handbook
edTPA Tasks Overview
Tasks
Rubric
Prof. Responsibilities
Context for Learning Evidence Chart
Glossary
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

43. Creating common understanding
Pages 44-49
With colleagues and candidates:
Review of specific terms
Compare your usage with the definitions in the glossary
Consider that as novices, teacher candidates will not automatically make the connections on their own
What does “on task” look like?
When talking with candidates and pointing out differences, use the time as a teachable moment about how the same terms can have different meanings.
Glossary

44. History/SS Evaluation Rubric 1

45. History/SS Evaluation Rubric 5-Page 17
***Do we need the local eval slides?? Show a 5 level rubric

46. History/SS Evaluation Rubric 15-Page 34

47. Deficit Emerging Adequate ++ Competent Proficient
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

48. Deep Dive into Rubric Progression
Copyright © 2012 Board of Trustees of the Leland Stanford Junior University. All rights reserved. edTPA handbooks are authored by the Stanford Center for Assessment, Learning and Equity (SCALE) with editorial and design assistance from Pearson.

49. Embedding
Read through the rubrics and highlight those words which you use:
During instruction
In assignments
When giving feedback about fieldwork/clinical observations
Consider the scope and sequence of your program and ask:
Which rubric(s) fit well in the courses already?
What courses “touch” on the rubric content and how can we make our emphasis more deliberate?
Are there any rubrics that do not fit in our program anywhere?

50. Upcoming opportunities
Scorer training around October 1
Specific times to be determined as well as location
Each MACTE Institution has a designated edTPA Coordinator. This coordinator has access to many resources and can guide you as you consider how to embed some of the rubric content into courses.
Interested in becoming a scorer?
IF YOU KNOW SOMEONE OR ARE INTERESTED IN OFFICIAL SCORING TRAINING PLEASE SEND GO TO:  
 Contact Leslie Obourn at Pearson
O: (415) E:

51. Scoring Training (20+ hours)
Synchronous – Subject Specific
Practice Portfolio and Interactive session with Trainer
Qualifying portfolios (2)
Validity papers to monitor scoring accuracy

52. Who Scores? 50% IHE faculty and 50% P-12 Educators who:
Are 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
No blood donor scorers!
Qualifications:
University Faculty, Field Supervisors, and other University Educators
Supervised teacher candidates in the edTPA field.
Taught teacher candidates or teachers on content specific curriculum, instruction and/or assessment in the field.
providing instruction/professional development to teacher candidates or teachers in a content-specific area or assessment within the last three years in the edTPA field  

53. Scoring Training (20+ hours)
Asynchronous Online Modules
Getting Started
Preventing Bias
Introduction to edTPA
Academic Language
Portfolio system
Technical Support
WA Student Voice

54. Scoring Training (20+ hours)
Asynchronous Online Modules
Subject Specific
Task 1 -Planning
Task 2 - Instruction
Task 3 - Assessment
Rubric progressions and level distinctions
Exercises using artifacts and commentaries from one subject specific edTPA portfolio