The American Association of Colleges of Teacher Education is a major partner in supporting edTPA nationally. AACTE coordinates overall project management and communication and provides implementation support to participating institutions of higher education (IHEs) through a public website, resource library of support materials, and an online community for edTPA users.
The Center for Collaborative Education (CCE) was established in 1994 in Boston, Massachusetts, with a mission dedicated to transforming schools to ensure that all students succeed. CCE works at the school, district, and state levels in New England and beyond to:
CCE’s Quality Performance Assessment Initiative (QPA) provides technical assistance and professional development to schools, districts, and state boards of education to build capacity to address achievement gaps and make meaningful assessment accessible to the widest and most diverse cohort possible. In its partnership with SCALE on the ILN Performance Assessment Project, CCE is working to: (1) support the creation and field testing of quality performance assessments, (2) support teachers with professional development around implementing performance assessments, and (3) support state-wide policy efforts that support the use of systems of assessment that include performance assessment.
The CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense and Education Activity and five U.S. extra-state jurisdictions. The CCSSO envisions a system of learning in which each and every child has access to a quality education that allows them to succeed in school, work and in life. SCALE has partnered with the CCSSO on several projects including the National Quality Assessment Project and the Teacher Performance Assessment Consortium. The CCSSO is a national organization able to convene relevant stakeholders within and across states to promote the sort of state and federal policy contexts necessary to support, guide and grow balanced and comprehensive assessments that continuously improve teaching and learning.
The Educational Policy Improvement Center (EPIC) is a nationally recognized leader in the field of College and Career Readiness. EPIC provides research and tools to empower states, districts, schools, and teachers to prepare students for success beyond high school.
In 2002, Dr. David T. Conley founded EPIC, a nonprofit organization, to work in collaboration with University of Oregon's Center for Educational Policy Research (CEPR), extending both organizations' efforts to a wider range of constituencies. EPIC's current partners include federal agencies, state education departments, nongovernmental organizations, private foundations, and school districts. EPIC joins with its partners to support and conduct research on a range of educational policy issues, most prominently high school/college alignment. EPIC's mission is to improve educational policy and practices that will increase student success, particularly for students historically underserved by public schools. EPIC conducts a range of policy-related research studies and develops practical tools and techniques that support a dramatic improvement in college and career readiness for students. EPIC is distinguished by its pioneering use of state-of-the-art, criterion-based, standards-referenced methods of course and document analysis.
Envision Schools is a charter management organization in the Bay Area that runs four Arts and Technology High Schools in the San Francisco Bay Area. In partnership with Envision Schools, SCALE contributed to the design and development of their College Success Portfolio System, which has served as the basis for SCALE’s student performance assessment work with other clients. Envision Schools continues to collaborate with SCALE through the Envision Learning Partners to disseminate information about the College Success Portfolio System through presentations and school tours, to develop and modify tools to support adoption of the work by other school organizations, and to conduct research on the work.
Evaluation Systems, a Group of Pearson, is the operational partner that makes edTPA available to educator preparation programs and states across the country. Evaluation Systems provides the infrastructure and technical platform to collect, score, and deliver edTPA results to teacher candidates and preparation programs.
The Literacy Design Collaborative (LDC) organization began in 2013 with the goal of supporting the national community of LDC educators working together to prepare students for college and career. LDC delivers proven, teacher-designed technology tools and resources to help students meet and exceed the literacy demands of the Common Core State Standards (CCSS). SCALE has created a rigorous jurying process for LDC curriculum modules that is central to helping LDC teachers: (1) identify and share high-quality Common Core-aligned exemplary modules across the community, (2) create a standard, accurate process for reviewing modules and providing teachers with actionable feedback for revision, (3) establish professional leadership and learning experiences for LDC teachers and coaches, and (4) support calibration around the quality of teacher work.
Measured Progress, Inc. is a not-for-profit educational testing company specializing in customizable, K-12 assessment solutions for states and districts. Founded in 1983 as Advanced System in Measurement and Evaluation, Inc., the company has held statewide accountability assessment contracts in over half of the states. For the past decade and a half, Measured Progress has operated alternate assessment programs for students with moderate to severe learning disabilities in more states than any other company. Known for its pioneering work in large-scale performance assessment and test accessibility, the company’s executives advise policy makers at the national and state levels regarding such topics as assessment literacy, performance assessment, teacher evaluation, and accessibility. Measured Progress also offers districts a variety of assessment tools as part of its Common Core Assessment Program. Additionally, Measured Progress undertakes R&D efforts with federal and foundation funding, including work with SCALE on performance assessment scoring.
The PACT Consortium is comprised of 32 pre-service teacher preparation programs throughout the state of California. Consortium members were key in the development of the PACT Teaching Event and contribute annually with the ongoing improvements of the assessment. UC-Berkeley, UC-Davis, UC-Irvine, UCLA, UC-Riverside, UC-San Diego, UC-Santa Barbara, UC-Santa Cruz; Cal Poly – SLO, CSU-Channel Islands, CSU-Chico, CSU-Dominguez Hills, CSU-Monterey Bay, CSU-Northridge, Humboldt State, Sacramento State; San Diego State; San Francisco State, San Jose State, Sonoma State; Antioch University Santa Barbara, Holy Names University, Mills College, Notre Dame de Namur University, Pepperdine University, St. Mary’s College of California, Stanford, University of the Pacific, University of San Diego, USC; the San Diego City Schools Intern Program; and the High Tech High School Intern Program.
ShowEvidence is working with SCALE as a strategic partner on an innovative solution for designing, performing, and scoring performance assessments. This solution redefines the practice of submitting and rating artifacts by enforcing a rigorous process for gathering evidence and feedback to evaluate skills and competencies and improving practice by recommending learning and development activities. As part of the partnership with SCALE, the company will be refining these tools to support student and teacher assessment and evaluation.
Silicon Valley Math Initiative (David Foster, Linda Fisher) works with SCALE on student performance assessment projects in Ohio and New York City. They provide professional development for mathematics teachers on the effective use of performance assessments, scoring the assessments, and using information from scoring formatively to support instructional design. They have also worked with SCALE to design and develop performance outcomes, scoring rubrics, scoring protocols, and performance assessment tasks.
Teachscape is a company that provides solutions, technology, and services for K-12 and higher education organizations, including software solutions and services for schools and online professional development experiences for teachers. They currently have a contract with SCALE to develop and field test a tier II teacher licensing system in Ohio.. They also serve as the management lead for the Measuring Effective Teachers project (funded by the Gates Foundation), of which SCALE is a partner.
Westat, demonstrating technical and managerial excellence since 1963, is recognized as one of the foremost research and statistical survey organizations in the United States. Westat has extensive skills and experience in managing data collection and operations for large-scale research projects, custom research, program evaluation studies, and communications campaign development across a broad range of subject areas. SCALE and Westat collaborate on the Common Assignment Study.
WestEd is a nationwide nonprofit research, development, and service agency that works with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults. WestEd meets the needs of its clients and customers through consulting and technical assistance, evaluation, policy analysis, professional development, and research. WestEd is partnering with SCALE to implement a project to provide professional development in multiple states to build educator assessment literacy, with a specific focus on increasing educators' understanding of, and ability to use, performance tasks to support instruction that results in students graduating high school ready for college and career success. WestEd and SCALE are developing a training curriculum for increasing educator assessment literacy and developing capacity for trainers to teach the curriculum so that they, in turn, will provide highly effective professional development to teachers in their states.