College of Arts and Sciences

edTPA Basics

“edTPA is a summative, subject-specific portfolio-based assessment of teaching performance, completed during a preparation program within a critical field experience. edTPA is designed to asses a teaching candidate’s readiness to teach” (SCALE, 2014).

 

The edTPA is a teacher performance assessment that a number of states, including Illinois, have implemented to evaluate future teachers’ abilities to teach effectively. Starting Fall 2015, Illinois State Board of Education (ISBE) will require student teachers earn a passing score on the edTPA to be eligible for teaching licensure. A perfect score on the edTPA is a 75, but ISBE has proposed that students completing the performance assessment between 2015-2017 need a score of 35 points to pass. During all your methods courses, you will prepare for sections of the edTPA.

 

Overview of edTPA Requirements

 

Plan Instruction and Assessments

1.  Plan a three- to five-day unit of instruction (learning segment) that utilizes appropriate learning standards.

2.  Plan supports that address the range of student needs, including requirements in IEPs and 504 plans.

3.  Use information about students to justify the appropriateness of the planned learning tasks and planned supports.

4.  Identify and address the academic language demands of the learning segment.

5.  Create appropriate assessments that provide data about student learning.

 

Implement Instruction (includes videotaping instruction)

6.  Establish rapport with and demonstrate respect for students.

7.  Engage learners in meaningful tasks that develop important concepts and skills, and link prior learning to new learning.

8.  Elicit and monitor student responses to develop deep subject matter understandings.

9.  Propose changes in instruction that will address the varied and emerging learning needs of students.

 

Assess Student Learning

10.  Assess student learning using classroom-based assessments aligned with standards.

11.   Use the analysis of assessment data to describe student performance.

12.  Provide feedback to students.

13.  Cite specific examples to explain students’ use of academic language.

14.  Use the analysis of student learning to identify next steps to improve student learning.