edtpa online module 1. general information
TRANSCRIPT
Module 1: General Information about edTPA Hunter College School of Education
Objectives for this Learning Module
1. To clarify who must pass edTPA for New York state licensure
2. To provide you with some context and background on the assessment
3. To orient you to the architecture commonly shared by all edTPAs and alert you to read your handbook
4. To introduce you to each of the three tasks in edTPA
5. To familiarize you with the resources currently available in this Blackboard organizaFon for further learning about edTPA
What are the new teacher examinations? Candidates applying for cer2fica2on on or a4er May 1, 2014 or
candidates who applied for cer2fica2on on or before April 30, 2014 but did not meet all the requirements for an ini2al cer2ficate on or before April 30, 2014 must take and pass: the Academic Literacy Skills Test (ALST), replacing the LAST
the EducaFng All Students Test (EAS), replacing the ATS-‐W
revised CSTs-‐by subject area
edTPA-‐by subject area
More details can be found on the website for the New York State CerFficaFon exams, at:
hTp://www.nystce.nesinc.comNY_annProgramUpdate.asp#NewTest
Who needs to take the edTPA? Only teacher candidates must take the edTPA—not candidates
for counseling or school administraFon.
The edTPA is required for iniFal licensure in the state of New York, effecFve Spring 2014. Candidates who already hold a teacher cerFficaFon do not need to do edTPA.
Candidates seeking dual cerFficaFon, for example in early childhood special educaFon, will choose which edTPA to take, and only need to take one.
All candidates seeking iniFal licensure who are not currently teaching under a Trans B license, and who are planning to graduate in Spring 2014, must take and pass edTPA in Spring 2014
What are the licensure areas for edTPA?
edTPA Subject-‐Specific Handbooks are Available for these Areas:
Early Childhood MathemaFcs (Secondary) World Languages
Elementary Science (Secondary) Classical Languages
English (Secondary) Special EducaFon English as an AddiFonal Language (TESOL)
Social Studies (Secondary) Performing Arts (others available but not at Hunter)
Who developed the edTPA?
Teachers and teacher educators naFonwide—more than 1000 from 29 states and 400 insFtuFons—parFcipated in an extensive, mulF-‐year development process including pilots and field tests with thousands of candidates. Development was led by educaFon researchers at the Stanford Center for Assessment, Learning and Equity (SCALE), in collaboraFon with the American AssociaFon of Colleges for Teacher EducaFon (AACTE). SCALE has deep experience in developing teacher performance assessments, as they designed California’s TPA, the NBPTS, and InTASC standards.
Where is edTPA being implemented?
What is the focus of the edTPA?
Aligned with the Common Core State Standards, edTPA is an authenFc assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece of the edTPA process is a porcolio that describes and documents authenFc pracFces from the candidate’s teaching experience. The porcolio addresses planning, instrucFon, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning.
What is the edTPA?
The edTPA is a contextualized measurement of teacher candidates’ readiness to teach. It centers on candidates’ actual classroom pracFces with a focus on student achievement.
edTPA is a student-‐centered, mulFple-‐measure assessment of teaching. It is designed to be educaFve and predicFve of effecFve teaching.
edTPA is not just a hoop to jump through, but part of a naFonal effort to raise the entry bar into the profession of teaching.
What does the edTPA process involve?
The edTPA process idenFfies and collects subject-‐specific evidence of effecFve teaching from a learning segment of 3-‐5 lessons from a unit of instrucFon for one class of students.
Teacher candidates submit authenFc arFfacts from a clinical field experience. Candidates also submit commentaries that provide a raFonale to support their instrucFonal pracFces based on the learning strengths and needs of students.
edTPA has three parts or tasks, submiTed in one electronic porcolio Planning instrucFon
InstrucFng and engaging students in learning
Assessing student learning
What are the elements of edTPA?
What are the artifacts to collect?
What is common across all edTPAs?
How is the edTPA scored?
Task 1
The Planning Instruc2on & Assessment task asks the candidate to:
Describe plans for the learning segment and explain how they are appropriate for the students and the content being taught;
Demonstrate the ability to organize curriculum, instrucFon, and assessment to help diverse students meet standards for the content;
Develop academic language goals related to the content goals;
Select, adapt, or design learning tasks and materials that offer students equitable access to the content;
Consider how to assess learners’ needs and learners’ progress in the planning stage.
Task 2
For Instruc2ng & Engaging Students in learning the candidate will…
IdenFfy lessons where students are engaged in using the skills and strategies targeted in the lesson plans.
Film for the 3-‐5 day period of instrucFon.
Review the videos to idenFfy one or two video clips that meet requirements.
Respond to commentary prompts to analyze the teaching and students’ learning in the video clip(s).
What are the specifications for the video?
Content Maximum Minutes Number of Clips
Elementary 15 2 (of literacy instrucFon)
Early Childhood 15 2
Secondary Math 20 1-‐2
Secondary Science 20 2 @ 10 minutes each
Secondary Social Studies 20 2 @ 10 minutes each
Secondary English 20 2 @ 10 minutes each
Performing Arts 20 2 @ 10 minutes each
Classical Languages 15 1-‐2
World Languages 15 1-‐2
English as an AddiFonal Language 20 2 @ 10 minutes each
Special EducaFon 20 1-‐2
Task 3
For the Assessment of Student Learning task the candidate will:
Develop evaluaFon criteria aligned with big idea or essenFal quesFon, standards, and learning objecFves;
Analyze student performance on an assessment in relaFon to student needs and the idenFfied learning objecFves;
Provide feedback to students; and
Use the analysis to idenFfy next steps in instrucFon for the whole class and individual students.
What can candidates learn by doing edTPA?
To gauge strengths and weaknesses
To reflect on the craj of teaching and impact on student learning
To synthesize and make connecFons between research and pracFce
To develop appreciaFon for video as a tool for the reflecFve pracFFoner
To prepare for teacher evaluaFon processes that depend on skills in analyzing impact on student learning
What support exists for candidates?
There are a total of 10 learning modules all specifically created for the Hunter teacher candidate available on this site for candidates
Experiences and materials from candidates who’ve done edTPA are available on this site
Resources and guides to address various aspects of pedagogy as well as the wriFng of the commentary are also available
An edTPA faculty member is available in each program area to support you.
Your seminar leader and field supervisor will be resources for you as you begin the process of preparing your edTPA porcolio
QuesFons can be sent any Fme to [email protected]