Navigating edTPA

EdTPA stands for Teacher Performance Assessment and is a performance based assessment (replacing prior work-sample evaluation requirements). All teaching programs in Oregon are required to have their teacher candidates (student teachers) submit an edTPA portfolio to be assessed at a national level by third party scorers.

Lesson Plan Template
* UOTeach Lesson Plan Template 

Authored and developed under the leadership of the Stanford University’s Center for Assessment, Learning, and Equity (SCALE) in partnership with the American Association of College for Teachers of Education (AACTE). Pearson is the organization that receives submissions and scores the portfolios. EdTPA is designed to be used as a portfolio-based assessment for pre-service TCs. The edTPA is intended as a multiple measure system to assess teacher quality. Teacher Candidates are required to submit 3-5 lesson plans, 1-2 video clips, and student work samples in addition to reflective evidence-based analytical commentaries for each task; Planning, Instruction and Assessment.

Instruction and support for this evaluation is provided in UOTeach Seminar classes. Any questions or concerns can be directed to the Practicum Placement Coordinator.

The CT role is the same as always – offering support for excellent teaching. TCs may need input from their CT about the context and background of their students early in the process so that they can learn to plan instruction based on specific student strengths and needs. Teacher candidates may want to spend more time reflecting on their instruction and lessons in preparation for the required written commentaries.

Candidates’ Evidence is evaluated and scored on Multiple Measures within five dimensions of teaching:

  1. Planning Instruction and Assessment establishes the instructional and social context for student learning and includes lesson plans, instructional materials, student assignment/assessments. Candidates demonstrate how their plans are aligned with content standards, build upon student’ prior learning and development to deepen subject matter knowledge, and how instruction is differentiated to address varied student needs.
  2. Instructing and Engaging Students in Learning includes one or two unedited video clips of 15-20 minutes from lessons taught in the learning segment. Candidates also demonstrate how they elicit and monitor student responses to develop deep subject matter understandings.
  3. Assessing Student Learning includes classroom-based assessment (evaluation criteria), student work samples, evidence of teacher feedback, and commentary analyzing patterns of student learning. Candidates summarize the performance of the whole class, analyze the specific strengths and needs of three focus students, explain how their feedback guides student learning, and how the assessment results inform teaching next steps for individuals and groups with varied learning needs.
  4. Analysis of Teaching Effectiveness includes a commentary explaining which aspects of the learning segment were effective, and what the candidate would change across the lessons to improve student learning.
  5. Academic Language Development is evaluated based on the candidate’s ability to support students’ use of language to deepen subject matter understanding.

Mapping edTPA

Teacher Candidates will be preparing a series of work sample documents as evidence of instructional proficiency based on a series of five Tasks within key instructional areas.  TCs will develop and collect this work based on a series of Tasks within key instructional areas. These tasks are part of a national performance-based assessment of teacher preparation, the edTPA or education teacher performance assessment. A fifth task is the UOTeach embedded signature assessment in ESOL instruction.

Elementary Handbook: 4 Tasks (3-5 lessons) Mid-High Handbook: 3 Tasks
  1. Planning for Literacy Instruction and Assessment
  2. Instructing and Engaging Students in Literacy Learning
  3. Assessing Students’ Literacy Learning
  4. Assessing Students’ Mathematic Learning
  1. Planning for Instruction and Assessment
  2. Instructing and Engaging Students
  3. Assessing Students’ Learning

Elementary Timeline
Over the course of Clinical Practicum and Student Teaching terms, teacher candidates will prepare a series of ECE ChartedTPA work sample documents as evidence of instructional proficiency in mathematics, literacy, and English as a second language instruction.

 

Video Recording Evidence

  • All students will need to record their teaching. They will need to submit 20 minutes of video and will be asked to record at least 40 minutes.
  • Video is used for scoring purposes only.
  • Video is used for faculty and student improvement of teaching.
  • Materials will be submitted online. When uploading video documents onto TK20 there are several online resources for compressing files one is Handbreak – https://handbrake.fr/
  • Video editing – Free, cross-platform, open source program https://www.openshot.org/
edTPA documents / TK20 “Document Room”  tk20 Login  edTPA
https://tk20.uoregon.edu/  https://tk20.uoregon.edu/  http://edtpa.aacte.org/

edTPA Retakes

Instruction and support for this evaluation is provided in UOTeach Seminar classes. Any questions or concerns can be directed to the Practicum Placement Coordinator.

The CT role is the same as always – offering support for excellent teaching. TCs may need input from their CT about the context and background of their students early in the process so that they can learn to plan instruction based on specific student strengths and needs. Teacher candidates may want to spend more time reflecting on their instruction and lessons in preparation for the required written commentaries.

edTPA® Retake Instructions for Candidates  Ÿ edTPA Submission Requirements and Condition Codes