edTPA®

  • EdTPA and Student Teaching

    Developed for educators by educators, edTPA® is the first nationally available performance-based assessment for beginning teachers. It is designed to support teacher candidate learning and provide data that supports preparation growth and renewal. Aligned with college and career readiness standards, InTASC Standards, and major teacher evaluation frameworks, edTPA® assesses teaching behaviors that focus on student learning. As a summative capstone assessment, edTPA® can be integrated with other teacher candidate assessments, such as clinical evaluations, embedded program assessments and content knowledge examinations to inform program completion decisions, or as a metric for licensure. It is also a useful source of evidence for program review, teacher licensure and/or state and national accreditation.

     edTPA® has components related to planning, instruction, and assessment. A 3-5 lesson video segment, along with multiple reflections are major components of edTPA(R). Students are scored on a scale of 1-5, on 15 different rubrics over the course of the 3 components. Students have to attain at least a 3 on the rubrics to show they are ready to go into the classroom. Each content area has a different passing score:

    • Elementary Education: Literacy with Mathematics (Task 4): 44
    • K-12 Performing Arts: 37
    • Secondary English: 37
    • Secondary History/Social Studies: 37
    • Secondary Mathematics: 37
    • Secondary Science: 37
    • Special Education: 37
    • World Language: 32

    Starting in Fall 2019, student-teacher candidates will have to complete edTPA® and pass in order to apply for CT Initial Educator certificate. Student teachers placed in district will come to you to discuss the process, and should share the college/university handbook as in relation to edTPA®.

     What are my obligations as a cooperating teacher in regards to edTPA®?

    Overall, the experience shouldn't be much different than you would have without edTPA®. Here is a guide from AACTE and SCALE on what to expect.

    How I CAN help:

    • Identify focal class and assist the candidate in writing their "Context for Learning"
    • Help to identify a new learning segment that will be conducive to meeting the requirements of edTPA® (planning, instruction, assessment)
    • Guide understanding of curriculum in your classroom/school/district
    • Secure video permissions
    • Assist in video recording
    • Support in making time/space for the candidate to work on edTPA®
    • Offer emotional support

    What's not allowed:

    • Co-teaching or stepping in to clarify or re-teach during the 3-5 day taped learning segment
    • Using edTPA® rubrics to provide formal feedback or scores on drafts of edTPA tasks prior to submission
    • Making choices of curriculum materials or instructional strategies for the candidate (other than pointing out those required by district)
    • Providing your own analysis of K-12 pupil's work or offering alternative responses to commentary prompts
    • Providing coaching for teacher candidates perceived to be weak that is aimed at helping them pass edTPA®
    • Editing edTPA® drafts

    Resources:

Cooperating Teachers Corner


Contacts - TEAM

  • Heather Elsinger-Gates
    Curriculum & Instruction Support Specialist
    heathere@mpspride.org
    860.647.3489 


    Cindy Martinez
    Administrative Assistant to the Director for Performance, Evaluation and Talent Development
    cmartin@mpspride.org
    860.647.3471