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Teacher Certification Program
Black Hall 128-1

(509) 963-2661
teachercertification@cwu.edu

SHB1028- Governor Jay Inlsee has signed into law the elimination of the edTPA.

Please read the plan below before contacting the Teacher Certification Program about this exciting news. We are reviewing over 1000 candidate files and this will be a time consuming process and your patience and e-mail restraint will help us serve you quicker.

edTPA Communication

Assessment Overview

  • One of the most important challenges facing public education is to ensure that the nation’s increasingly young and inexperienced teacher workforce is prepared to meet the academic needs of all students. Teachers must be ready to teach, with the necessary skills needed to support student learning, from the first day they enter the classroom.

  • That is why Stanford University and the American Association of Colleges for Teacher Education (AACTE) formed a partnership to develop and share edTPA, formerly the Teacher Performance Assessment. For the first time, edTPA gives teacher preparation programs access to a multiple-measure assessment system aligned to state and national standards – including Common Core State Standards and the Interstate Teacher Assessment and Support Consortium (InTASC) – that can guide the development of curriculum and practice around the common goal of making sure new teachers are able to teach each student effectively and improve student achievement.

  • Recognizing the need for a uniform and impartial process to evaluate aspiring teachers, Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE) developed edTPA. They received substantive advice and feedback from teachers and teacher educators, and drew from experience gained over 25 years of developing performance-based assessments of teaching (including the National Board for Professional Teaching Standards, the InTASC Standards portfolio, and the Performance Assessment for California Teachers). The Teacher Performance Assessment Consortium helped guide the effort. Eventually, more than 1,000 educators from 29 states and the District of Columbia and more than 450 institutions of higher learning helped develop, pilot, refine and field test edTPA. 

  • As demand for edTPA grew, Stanford University engaged Evaluation Systems, a group of Pearson, as an operational partner to help deliver it to the wide educational audience that asked for it. edTPA is endorsed and promoted by AACTE. edTPA passed a major milestone in fall 2013 when it was declared fully operational and ready for use across the country. That followed 2 years of field testing with 12,000 teacher candidates. edTPA is the first standards-based assessment to become nationally available in the United States. Today, institutions in 35 states and the District of Columbia are using edTPA at different levels. Some states have policies in place requiring a performance-based assessment – such as edTPA – for  teacher candidates, and others are exploring such policies, while other states are at an exploratory phase.

  • edTPA is transformative for prospective teachers because the process requires candidates to actually demonstrate the knowledge and skills required to help all students learn in real classrooms. edTPA is intended to be used as a summative assessment given at the end of a educator preparation program for teacher licensure or certification and to support state and national program accreditation. edTPA complements existing entry-level assessments that focus on basic skills or subject-matter knowledge. It is comparable to the licensing exams that demand applications of skills in other professions, such medical licensing exams, the architecture exam, or the bar exam in law. It is designed to evaluate how teacher candidates plan and teach lessons in ways that make the content clear and help diverse students learn, assess the effectiveness of their teaching, and adjust teaching as necessary.

  • edTPA is a subject-specific assessment with versions in 27 different teaching fields covering Early Childhood, Elementary, Middle Childhood and Secondary. edTPA includes a review of a teacher candidate’s authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate’s ability to effectively teach subject matter to all students. edTPA doesn’t ask candidates to do anything that most aren’t already doing in their preparation programs, but it does ask for greater support for and demonstration of these skills that research and educators find are essential to student learning.

  • edTPA is not about theory. It goes beyond classroom credits to ask teacher candidates to demonstrate what they can and will do on the job, translating into practice what research shows improve learning.

Source from AACTE

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