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AACTE website      SCALE website            edTPA / AACTE
 
  

Welcome to the edTPA - Oregon web page!

What is edTPA?
edTPA is a student teacher performance assessment developed by the Stanford Center for Assessment, Learning and Equity (SCALE). It is used in more than 38 states and the District of Columbia, including Oregon. It is non-consequential for Oregon teacher candidates in 2016-17 and 2017-18 and will become consequential in 2018-19. The passing score will become effective January 1, 2018.
Prior to the edTPA becoming consequential:
    • Educator preparation providers (EPPs) are required to have an internal process or mechanism by which they determine completion requirements until the passing score is set.
    • Candidates are required to complete the edTPA and meet their institutions' internal process.
The edTPA assessment process requires teacher candidates to demonstrate they have the skills to help all students learn. It was developed by teachers and teacher educators from 22 states and 160 institutions of higher education for use nationwide.

States and teacher preparation programs are looking for new ways to improve and evaluate teacher effectiveness. Increasingly, they are focusing on authentic assessments of how teacher candidates analyze student learning and adjust when necessary. edTPA represents this historic shift as the first nationally available, content-specific, research- and standards-based assessment that can serve as a common and independent measure of candidate performance and teacher quality.
edTPA, which is available in 27 initial licensure areas, is a summative capstone assessment to evaluate a teacher’s preparation. It is also a source of evidence for program review, teacher licensure, and/or state and national accreditation. edTPA has been available nationally since the beginning of the 2012 academic year. In June 2012, edTPA achieved an exciting milestone as more than 7,000 teacher candidates in 22 states participated in a national field test.
The edTPA Process:  
  • Identifies and collects subject-specific evidence of effective teaching from a learning segment of 3-5 lessons from a unit of instruction for one class of students.
  • Teacher candidates submit authentic artifacts from a clinical field experience.
  • Candidates also submit a video and commentaries that provide a rationale to support their instructional practices, based on their students' learning strengths and needs.
  • Candidates’ evidence is evaluated and scored within five dimensions of teaching:
    • Planning instruction and assessment;
    • Instructing and engaging students in learning;
    • Assessing student learning;
    • Analysis of teaching effectiveness; and
    • Academic language development.  

edTPA Frequently Asked Questions (FAQs)
 

Resources  

Cooperating Teachers:
CTs letter with video tutorial links -- by Susan Faller-Mitchell, Southern Oregon University
Guidance for cooperating teachers -- edTPA Cooperating Teachers brochure

Resources:

Getting started: edTPA overview and where to begin
S
tate requirements: Requirements and assessments for your state
Candidate policies: Requirements for participation in edTPA
Prepare: Online training for the Pearson ePortfolio system
Requesting alternative arrangements: Policies for alternative arrangements
Registering: Register for edTPA (see, too, the Registration Tutorial, below)
Authorization keys: Get your authorization key
Scoring: Access your edTPA Score Profile and testing history

  • Elementary Education Overview (video, 2:58) Video provided by Susan Faller-Mitchell, Southern Oregon University
    • Preparing for edTPA (video - 4:14) Video Provided by Susan Faller-Mitchell, Southern Oregon University

    Faculty policies: Guidelines for participating in edTPA
    Faculty resources: Learn about using the Pearson ePortfolio system
    Technical assistance: Troubleshooting and customer support
    edTPA reporting: Reporting for Educator Preparation Programs

    This link goes to the AACTE Resources Library.
    An AACTE account is required to access the library.
    Upon gaining access to the library, search for handbook.


     

    Questions? Contact Candace Robbecke​.

    Background

    edTPA was collaboratively designed by teacher educators and teachers under the coordination of Stanford University and with support from the American Association for Colleges of Teacher Education (AACTE). As an operational partner, Pearson will deliver assessment materials, online technology, program resources, and other support required for multistate use of the edTPA program.
     
    The assessment draws from experience gained over a 25-year history developing performance-based assessments of teaching, including the National Board for Professional Teaching Standards and the Performance Assessment for California Teachers (PACT).
     
    For more information, visit the national edTPA website.
     
    Oregon background
     
    2011-2014:
    The Commission discussed implementation of a statewide performance assessment over the course of nine Commission meetings.
     
    The Commission encouraged Oregon institutions to participate in early pilot and field tests for edTPA. Resources and trainers from Stanford university were provided to assist with the pilot and field tests.  

    In August 2013, the Secretary of State’s office published an audit of Oregon teacher preparation entitled: Education:  Additional Resources Need to Improve Teacher Preparation and Professional Development.” The audit findings indicated there was a lack of support in the K-12 field for teacher preparation and the state did not have any definitive evidence to “prove” that new teacher candidates met rigorous standards for preparation.
     
    The Commission adopted ed/TPA as the required performance assessment for all initial teacher preparation programs as a program completion requirement.
     
    2014-2015:
    Communication began in the field with school districts, teachers, and parents regarding implementation of edTPa. IHEs were encouraged to have candidates take the edTPA to assess their progress in adding the assessment to completion requirements.
     
    2015-2016 (non-consequential):
    All programs will be provided training to implement the edTPA. Communication will continue with districts, teachers, and parents regarding the edTPA.
    Spring 2016 -- 30% of candidates must take the edTPA for program completion. The edTPA results will be evaluated regarding each institution’s progress toward implementation.
     
    2016-2017 (non-consequential):
    The passage of edTPA is required for all new candidates for program completion.
     
    2017-2018 (consequential):
    The passage of edTPA is required for all new candidates for program completion.

     

     

    Last updated: April 11, 2017 (CR)