edTPA Featured in April 2016 Issue of Phi Delta Kappan
A recent article in Phi Delta Kappan examines strategic leadership, faculty and P-12 engagement and the thoughtful use of edTPA evidence to improve teacher preparation. The article features five case studies of educative edTPA use in Maryland, Illinois, New York, Tennessee and North Carolina.
The article was written by Ray Pecheone, executive director of the Stanford Center for Assessment, Learning and Evaluation (SCALE), and Andrea Whittaker, director of teacher performance assessment, SCALE. Read the article.
SCALE has partnered with the American Association of Colleges for Teacher Education (AACTE) to create and deliver a support and assessment program for teacher candidates that can be used around the country. Known as edTPA, the performance assessment was developed by the profession. Teachers and teacher educators nationwide—more than 1,000 from 29 states and 400 institutions—participated in an extensive, multi-year development process including pilots and field tests with thousands of candidates. edTPA is the first nationally available authentic capstone assessment that can be used for teacher licensure and to support state and national program accreditation. edTPA began being used operationally in Fall 2013 and has since grown to over 600 programs across 41 states.
Consistent with state college and career readiness content standards, and the InTASC Standards, edTPA assesses teaching behaviors that focus on student learning. edTPA is available nationally in 27 individual content areas as a multiple measures system that includes two primary components: 1) Teaching-related performance tasks embedded in clinical practice that that focus on planning, instruction, assessment, academic language, and analysis of teaching; and 2) a 3-to-5 day documented learning segment. The design of edTPA is based on theory and research that identifies constructs associated with effective teaching. SCALE’s Review of Research on Teacher Education provides a research foundation for the role of assessment in teacher education, for the common edTPA architecture, and for each of the fifteen shared rubric constructs.
As part of the educative design of the assessment, edTPA includes face-to-face and online implementation support that promotes program renewal and allows candidates to engage with the assessment through formative experiences. Since launching its first online community in 2011, membership has grown to 7,937 faculty from more than 700 educator preparation programs. These members have access to more than 150 resources to support edTPA's goal of informing and supporting candidates and programs.
edTPA is either evaluated locally for formative purposes or externally scored as part of official scoring and reporting. Evaluation Systems of Pearson is SCALE’s operational partner and provides electronic access to the edTPA assessment under secure conditions and manages distributive scoring. SCALE has exclusive authorship and copyright for all edTPA handbooks, rubrics, training/scoring materials, benchmarks, and support materials.
edTPA provides a common set of expectations for licensure and nationally available performance standards (cut-scores) that can be used across programs and states to support licensing new teachers and/or program accreditation, and meets the standards for assessment validation outlined in the Standards for Educational and Psychological Testing (AERA, APA & NCME, 2014). edTPA was nationally validated in 2013 to establish the reliability and validity of the assessment system. The results from more than 18,000 edTPA portfolios submitted by teacher candidates during the first full year of edTPA implementation and further evidence of reliability and validity are presented in the new 2014 edTPA Administrative Report: Educative Assessment and Meaningful Support.
For more information, contact Andrea Whittaker, Kendyll Stansbury, or Nicole Merino, or visit http://edtpa.aacte.org.