1.
Module
1:
General
Information
about
edTPA
Hunter
College
School
of
Education
2. 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
3. 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
4. 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
5. 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)
6. 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.
8. 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.
9. 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.
10. 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
15. 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.
16. 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).
17. 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
18. 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.
19. 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
20. 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
edtpainf@hunter.cuny.edu
