As
noted in previous
blogposts, the NYSTCE tests, include the ALST, EAS, CST, and edTPA. The explicit purpose of the NYSTCE tests is
to help identify for certification those candidates who have demonstrated the
appropriate level of knowledge and skills that are important for performing the
responsibilities of an educator in New York State public schools. These trailing
indicators of success require a demonstration of the appropriate level of
knowledge and skills expected a beginning teacher. As such, they are tools for demonstrating the appropriate level of knowledge and skills
that are important for performing the responsibilities of an educator.
The
diversity of assessed skills and the use of multiple modalities to evaluate the
teacher candidate’s professional readiness provide a very interesting
aspect of the NYSTCE tests. This month’s blogpost will review the
edTPA. As a portfolio assessment, the
edTPA is designed to align with the authentic teaching practice
of the teacher candidate" (SCALE, 2014).
Authentic assessments comprise diverse
assessment techniques. Typically, the educational
literature discusses three variations of authentic assessment. These include dynamic assessments (Newton,
2007), performance assessment (Meyer, 1992), and portfolio assessment (Salvia
& Ysseldyke, 2004). The edTPA is a
portfolio assessment. Crucially, Powers
and Gamble (1969) found authentic assessments possess the following
characteristics:
1.
Direct measurement of skills related to long-term
educational outcomes. For instance, success
in the workplace;
2.
Tasks requiring extensive engagement and complex
performance; and
3.
Analysis of the processes used to produce the response.
Stanford University faculty and
staff at the Stanford Center for Assessment, Learning, and Equity (SCALE)
developed edTPA. The development team received substantive
advice and feedback from teachers and teacher educators. The team garnered extensive experience from over
25 years of developing performance-based assessments of teaching.
The edTPA Annotated Bibliography, developed by SCALE, with
input from educators and researchers, is freely available and identifies the foundational
research literature that informed the development of the edTPA. The cited literature 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. SCALE encourages educators, policy-makers,
programs, and teacher candidates to utilize the literature review to examine
the underlying constructs of edTPA as a measure of effective teaching.
The American Association of Colleges
for Teacher Education (AACTE) is a
national alliance of educator preparation programs dedicated to high-quality,
evidence-based preparation that assures teacher candidates are ready to teach
all learners at the beginning of their careers.
As a national edTPA implementation partner, the AACTE seeks to strengthen
an edTPA professional learning community by supporting communications,
implementation, professional development and resources to help all programs
graduate teachers who are ready to educate each and every child. AACTE
believes that edTPA will help give the public and educators confidence that teacher
candidates are graduating ready to be effective teachers from their first day
in the classroom. In this pursuit, AACTE
facilitates the edTPA Resource
Library.
Teacher
Candidates
access the required edTPA handbooks, templates, and resources, via their teacher
preparation institution. They also can download
these materials from the portfolio system they use to build their portfolios. Registered faculty and teacher preparation institutions can access edTPA handbooks, templates,
and resources via the edTPA Resource Library
Recently.
a New York statewide
task force on the edTPA presented its recommendations
to the New York
State Board of Regents. The appointed edTPA Task Force was created to
refine the edTPA assessment. The
refinement mission included a review of the edTPA rubrics and handbooks,
support for statewide implementation, and optimal collaboration between teacher
preparation institutions, NYSED, and SCALE in order to identify and disseminate
exemplary practices.
The following edTPA process overview is
provided as initial guidance for teacher candidates. Teacher candidates will gain access to the
required edTPA handbooks and templates from their teacher preparation institution.
Candidates may also be able to download
these materials in the portfolio system.
Completing
the Assessment requires careful adherence to completion of each edTPA
task. To optimize success, teacher
candidates must:
- Review the submission and reporting dates, which allows proactive planning for edTPA submission with a required receipt of assessment results.
- Register for the edTPA.
- Draft and edit edTPA materials prior to attempting submission. The teacher candidate must be online to upload and submit completed edTPA materials. However, the candidate may download templates to his or her laptop or workstation for drafting and editing written materials in advance of submission. Similarly, task 2 video clips should be viewed and prepared locally before uploading.
- Build the professional edTPA portfolio in the system used at your institution.
- Submit your completed edTPA for scoring. Follow directions for submitting the assessment. Rejoice over your success!
Anderson, C.J. (April 30, 2015) The edTPA: Assessment
of the authentic teaching practice
of the teacher candidate
[Web
log post] Retrieved from http://www.ucan-cja.blogspot.com/
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