edTPA - Educative Teacher Performance Assessment
This webpage will help you complete the Educative Teacher Performance Assessment (edTPA) for New York State teacher certification. The edTPA process requires that preservice teachers desiring state certification complete a portfolio and upload required documents and files to Pearson, Inc. to be scored. The information on this site will explain main concepts of the edTPA, guide you to important links, and provide resources for preparing the edTPA portfolio. Take time to read through all the information here so that you are familiar with all expectations and responsibilities of edTPA.
It is important to note that the upkeep and completion of your portfolio, as well as the task of uploading all files and documents to Pearson is solely your responsibility as a preservice teacher applying for certification. While the Graduate School of Education (GSE) at Binghamton University provides support and resources to assist you, the School is not responsible for ensuring that you complete and upload your portfolio for certification.
Along with the information on this page, GSE also provides edTPA workshops facilitated by Jackie Visser and Matthew McConn. You are expected to attend an edTPA orientation designed to review the requirements of edTPA and to answer your initial questions and concerns. There will also be voluntary follow-up sessions throughout the semester, and we encourage you to attend these as well.
If you have any questions or concerns about the edTPA process or about any of the information listed here, please contact either of the GSE edTPA coordinators:
While the faculty and staff of Binghamton University Graduate School of Education will support teacher candidates in their completion of the requirements of the edTPA, it is the sole responsibility of each candidate to understand and independently complete this assessment, which is one of the requirements for initial teacher certification in New York State.
Learn about the edTPA
o Attend introductory seminar
o Attend support workshops
o Ask for help (Jackie Visser, Matthew McConn, program faculty)
o Visit the GSE edTPA website
o Understand the difference between the acceptable forms of assistance the
GSE can offer and the unacceptable forms
o Plan with all three tasks in mind and have concrete lesson plans before
o Plan to video as soon as possible to allow for possible problems
o Get permission from parents
o Plan with cooperating teacher
o Provide your own recording device or borrow device from the GSE
o Video more than you need keeping in mind the requirements of the task
o Keep video backed up to computer, or even better, a CD
o Keep video confidential and do not store on public platform, e.g., You Tube
o Do not include students who do not have parent permission
o Keep the video secure and confidential forever
Complete the written narrative for each of the tasks
o Allow sufficient time for writing, editing, rewriting
o Seek appropriate feedback from faculty, cooperating teacher, supervisor
o Make sure you back up all your written materials
o Cite sources of curriculum materials such as texts, worksheets, handouts
o Aligning plans with state standards and school curriculum
Be prepared to confirm your adherence to the following:
o I have primary responsibility for teaching the students/class during the learning
segment profiled in this assessment.
o I have not previously taught this learning segment to the students/class.
o The video clip(s) submitted show me teaching the students/class profiled in the
o The student work included in the documentation is that of my students,
completed during the learning segment documented in this assessment.
o I am sole author of the commentaries and other written responses to prompts
and other requests for information in this assessment.
o Appropriate citations have been made for all materials in the assessment
whose sources are from published text, the Internet, or other educators.
Complete the edTPA submission requirements for Pearson platform
o Use downloaded templates for narrative, lesson plans, and student work
o Upload video to Pearson
o Contact Pearson technical support as needed
o Finalize all financial arrangements with Pearson
o Be familiar with calendar for submission and score reporting
o Submit early enough to allow for re-submission if necessary
o Notify your university supervisor/program director as soon as you complete
your submission to Pearson.
Video Permission and Confidentiality
Each district, and often each school, has a different policy regarding students and
video. Be sure that you find out what the policy is as soon as you get your placement.
Most districts require a consent form to be signed by parents. if your cooperating
school does not already have one, GSE has created a letter seeking parental permission.
If you use this GSE permission letter please be sure to get it approved by the school. You will also need to be familiar
Pearson's guidelines for confidentiality and security.
Making Good Choices
This handbook is a support guide for edTPA candidates, and answers many of the questions that student teachers have about each of the tasks within the rubric. This is one of the first resources you should turn to when you have questions about creating your edTPA portfolio.
The cut scores in this document represent the minimum scores needed to pass as well as the mastery scores, which indicates that there are 3 possible categories a candidate can fall under: no pass, pass, and mastery. All students should be setting their goal to reach mastery, and plan lessons and assessments with the intent of scoring a 5 on each rubric. Being able to tell an administrator in an interview that you achieved "mastery" on your edTPA portfolio is worth noting.
Letters to Cooperating Teacher and Supervisor
The letter to your cooperating teacher and the letter to your supervisor are intended to inform them of edTPA expectations. These letters outline the requirements and inform the teacher and the supervisor of your responsibilities. The letter to the cooperating teacher also outlines what their role is in the process. Check with your program director before giving these letters to the teachers and supervisors. Once you've given these letters to both the cooperating teacher and supervisor, please make time to go over the information provided so that you, your cooperating teacher, and your supervisor are all aligned.
Academic Language Resources
These resources cover varying subjects and grade levels, so be sure that the documents you use are appropriate. Download Academic Language Resources