In December 2016, following a successful two-year pilot involving several Connecticut Educator Preparation Providers (EPPs), the Connecticut State Board of Education (CSBE) officially adopted edTPA as a requirement for EPP program completion.
Developed for educators by educators, edTPA is a performance-based, subject-specific assessment and support system used by educator preparation providers (EPPs) to emphasize, support, and measure the skills and knowledge that teacher candidates need from day one to help all students in real classrooms learn.
Available in 27 licensure areas and used in more than 30 states, edTPA builds on decades of teacher performance assessment development and research regarding teaching skills and practices that improve student learning. edTPA’s common architecture consists of three interconnected tasks embedded in clinical practice as shown the following image.
edTPA requires teacher candidates to prepare a portfolio of materials during their student teaching experience demonstrating readiness to teach. Teacher candidates must also tailor their teaching to your district context and engage students in learning consistent with your district’s mission, curricula, and national and state standards. Specifically, teacher candidates:
- Choose a learning segment of 3-5 lessons in one class
- Collect artifacts, such as lesson plans, instructional materials, teaching videos, assessments, and sample student work
- Write commentaries in response to prompts in the subject-specific edTPA handbook that provide a rationale to support their instructional practices, based on their students' learning strengths and needs
- Submit their artifacts and commentaries for professional scoring.
Although the responsibility of completing edTPA requirements rests with teacher candidates and their EPPs, cooperating teachers will assist teacher candidates with documenting school context, school demographics, and academic strength and needs of their students.
edTPA portfolios are scored by highly trained educators, using scoring rubrics to evaluate high-leverage teaching competencies. The five-level scale used for edTPA rubrics represents a continuum of practice from not quite ready to teach to advanced beginning teacher. Each rubric progression shows an expanding repertoire of skills and strategies for teaching, as well as a deepening rationale for instructional choices.
For candidates who submit edTPA portfolios for official scoring, policies, and procedures have been developed for the handling of materials and data for each phase of the submission and scoring process.
Connecticut edTPA Timeline and Completion Requirements
Effective September 1, 2019, a passing score based on national professional performance standards will be required for edTPA for all initial licensure teacher candidates enrolled in a CSBE-approved EPP program and completing student teaching, including Connecticut alternate route to certification (ARC) programs:
- For all edTPA handbook certification areas based on 15 scoring rubrics, the national professional performance standard range is 37–42 score points (adjustment of minus a full standard error of measurement).
- For the edTPA World Language and Classical Languages handbook based on 13 scoring rubrics, the national professional performance standard range is 32–36 score points (adjustment of minus a full standard error of measurement).
- For the edTPA Elementary Education – Literacy with Mathematics Task 4 handbook based on 18 scoring rubrics, the national professional performance standard range is 44–50 score points (adjustment of minus a full standard error of measurement).
The initial edTPA passing scores for Connecticut are shown below for each of the three handbook types. Each cut score represents one Standard Error of Measurement (SEM) below the national recommended professional performance standard. The CSBE will monitor implementation of edTPA and review candidate performance data annually to determine if adjustments to cut scores are warranted in the future.
(65 Possible Points)
(75 Possible Points)
(90 Possible Points)
Connecticut edTPA Waiver Policy
- For any candidate, if student teaching is waived by the Connecticut EPP based on at least 10 months of prior, full-time teaching experience, the candidate does not have to complete edTPA (substitute teaching does not count towards the 10-month requirement).
- Candidates serving under a Durational Shortage Area Permit (DSAP) must complete edTPA, except in the case of a candidate that the EPP has waived student teaching due to the candidate having at least 10 months of prior, full-time teaching experience. Please note that any candidate for which an EPP determines that the DSAP teaching experience will be used in lieu of student teaching must complete edTPA during the DSAP teaching experience.
- A DSAP candidate seeking a cross endorsement does not have to complete edTPA.
Connecticut edTPA Links
edTPA Websites: Visit these sites to learn about and use edTPA.
- edTPA.com: This site includes candidate registration links, edTPA scoring and reporting procedures, state requirements, and other candidate and faculty resources, including frequently asked questions and answers.
- edTPA.org: This site includes a resource library with edTPA handbooks, edTPA updates and other secure documents, and general edTPA information. EPPs and organizations that join edTPA can access these secure assessment materials.
edTPA Coordinator Responsibilities and Resources: The edTPA coordinator at an EPP is the central point of contact for receiving information about edTPA, including assessment materials, handbooks, rubrics, and distribution instructions. The coordinator is also the primary source of communication about edTPA for other EPP faculty, administration, and PK-12 partners. If you are a newly-appointed edTPA coordinator, these resources from edTPA.org will help you get started:
- Using edTPA: Learn how edTPA can be used as evidence for program review, teacher licensure, and/or state and national accreditation.
- Teachers Who Support Teacher Candidates: Information and guidance for PK-12 teachers as they partner with preparation programs to support candidates completing edTPA® in their local contexts.
- Guidance for P-12 Administrators and Leaders: This document provides PK-12 administrators and leaders with guidance for using edTPA® evidence to support new teachers during induction, implement teacher evaluation and discuss best teaching practices.
- Accreditation Crosswalks: As part of a multiple-measure assessment system, edTPA can contribute substantially to the body of evidence required for achieving national accreditation. These crosswalks offer potential connections among the standards identified by the Council for the Accreditation of Educator Preparation (CAEP) and the Association for Advancing Quality in Educator Preparation (AAQEP) standards and edTPA rubric constructs.
- Voucher Order Form: Programs may purchase edTPA program fee vouchers in several denominations for distribution to candidates who may use them in lieu of payment. Be sure to order vouchers in advance of their intended use.
- Submission and Reporting Dates
- edTPA FAQs
- edTPA Resource Library
Video Consent Forms (multiple languages): Connecticut EPPs can download and use these letters to inform Connecticut parents or guardians about edTPA video recording.
edTPA Scorer Jobs: Become and edTPA scorer and earn clock hours.