edTPA World Languages
NYSAFLT Rochester Regional
March 8, 2014
Dr. Nancy Barnett
Empire State College MAT Program
Nancy.Barnett@esc.edu
What is edTPA?
• A performance-based assessment to determine a novice
teacher’s readiness to begin teaching
• ed Teacher Performance Assessment
• All content areas
• Each tailored to key understandings/skills applicable
to the discipline.
Who should know about edTPA?
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Teachers in training
Master/experienced teachers for work with future student
teachers
Department supervisors and administrators
College level faculty of teacher
training/methods/supervision
Host teachers for student teachers
Educators wanting to stay current in the field
Development of edTPA
• 25 years in development and field testing
• Involvement of more than 1,000 educators in 29 states
• Led by SCALE (Stanford Center for Assessment,
Learning and Equity)
• Extensive input from national content areas (e.g.
ACTFL), AACTE (American Association of Colleges for
Teacher Education), many others.
Current national status of edTPA
• 34+ states participating
• Phasing in or pilot phase in several other states
• 7+ states currently using edTPA for certification
• In New York State, it now is consequential in that it is
required for initial teaching certification (after April,
2014).
Features of edTPA
• An electronic portfolio that contains a specific set of
sequenced evidence of a novice teacher’s skills
• Three categories of Planning, Instruction, and
Assessment
• Teacher’s commentary with rationale for choices and
analysis of his/her performance in each of these areas.
• Focus on teacher becoming reflective in practice.
Handbook Resource
• Handbook for each content area
• World Language (42 pages) - printing it out is
recommended (all or key parts)
• Read thoroughly – best starting point
• Guidelines included for all parts, format expectations,
technical requirements, etc.
• Glossary of terms
edTPA World Languages
• Aligned with New York State LOTE Standards
• Aligned with National LOTE Standards (5 Cs –
Communication, Cultures, Connections, Comparisons,
Communities)
• Integration of educational initiatives ; e.g. Common
Core Standards, extending higher order levels of
thinking, literacy development.
Communicative proficiency
Central focus – developing communicative proficiency in the
target language in meaningful cultural context.
3 modes of communication:
Interpretive
Interpersonal
Presentational
Recommended: Begin to articulate all LOTE instruction as it
promotes communicative proficiency, with all learning tasks
linked to the mode(s) of communication addressed.
Components of WL edTPA
Portfolio
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A learning segment of 3- 5 lessons
Context for learning (description of school, program,
learners, IEPs, etc.)
Detailed plans for 3 lessons
Unedited video clips (15 minutes in one or two samples) of
teacher/student interaction
Assessments for the learning segment
Commentary for each component
Planning considerations
• See rubrics 1,2,3,4
• Assure that plans are well sequenced, build on each
other, align with standards, develop communicative
proficiency in meaningful cultural context
• Evidence of plans for use of target language
• Instructional materials
• Commentary
Instruction considerations
• See rubrics 5,6,7,8,9
• Video clips (15 minutes in one or two segments unedited)
• Use of target language
• Permission required
• Commentary analysis (self-assessment) and next steps
• Recommended: begin to practice taping
Assessment considerations
• See rubrics 10,11,12,13
• Whole class plus three focus students in detail
• Commentary critical
• Evidence of analysis: what learned from assessment
and how it informs next steps in instruction.
Scoring considerations
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National scorers – Content specialists experienced in both
LOTE teaching and working with novice teachers
Required training and qualification testing
Monitored for inter-rater reliability and accuracy in scoring
Approximately 2.0 – 3.0 hours to score portfolio
In depth review of all artifacts as they relate to rubrics
Extensive use of rubrics, highlighting of evidence, scores
must link scores to evidence in artifacts
General rubric levels
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Struggling, not yet ready to teach
2 Developing skills, but not ready to teach
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Has skills to begin teaching
4 Well prepared to begin teaching
5
Highly accomplished beginner
Additional information and
resources
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Academic language component and rubrics (in other
content areas, not World Languages)
Input from faculty can be general (e.g. review of rubrics),
but not specific
Cut scores
Timeline of reasonable deadlines
Lesson plan templates – many available (LOTE specific)
Video presentations (e.g. Linda Darling-Hammond)
Steps to begin edTPA portfolio
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Recommended: print Handbook, extra copy of 13 rubrics
and glossary of terms.
Use an edTPA LOTE lesson template for planning
Be reflective in teaching. College faculty: engage students in
frequent reflection and linking of instruction to theory.
Inform host teachers of edTPA.
Justify all instruction in terms of how it promotes
communicative proficiency. Identify Interpretive,
Interpersonal, Presentational communication.
Final suggestion
• Don’t panic!
• See edTPA as an opportunity to demonstrate what you
have learned and how you apply learning to the LOTE
classroom.