and student assessment” through commentary and supporting evidence (AACTE, 2013, p. 1). According to the American Association of Colleges for Teacher Education (2013) edTPA created their assessment by aligning with National Standards (InTASC) and Common Core State Standards, and key points of alignment with the Council for “shares Accreditation of Educator Preparation Standards (CAEP)” (p. 1). Just as MoPTA partnered with ETS to create their assessment, edTPA partnered with the testing company Pearson (edTPA, n.d.), which charged $300 (edTPA, 2014, para. 1). The test was created due to increasing sentiment that all new educators must be ready to the academic “meet needs of all students” (AACTE, 2013, p. 2). Similar to other companies and places of employment, TEPs are a way to have an agreement with the people of the community and state to hold themselves accountable for the services they provide to the teacher candidates they are preparing (AACTE, 2013). EdTPA insisted they were not just measuring effectiveness” but using the assessment as a means to gather data to “teaching help the teacher candidate grow into a capable educator ready to instruct students and help them reach their full academic level (AACTE, 2013, p. 4). EdTPA created 27 different subject assessments revolving around the following tasks: 1 Planning: Planning for Instruction and Assessment; Task 2 Instruction: “Task Instructing and Engaging Students in Learning; Task 3 Assessment: Assessing Student Learning” (AACTE, 2013, p. 11). These are parallel to MoPTAs tasks that cover knowing students and their community before planning a lesson (MODESE, 2013b), collecting data to student learning (MODESE, 2013c, para. 1), “measure “designing instruction for student learning” (MODESE, 2013d, para. 1), and and “implementing analyzing instruction to promote student learning” (MODESE, 2013e, para. 1). Also
and student assessment” through commentary and supporting evidence (AACTE, 2013, p. 1). According to the American Association of Colleges for Teacher Education (2013) edTPA created their assessment by aligning with National Standards (InTASC) and Common Core State Standards, and “shares key points of alignment with the Council for Accreditation of Educator Preparation Standards (CAEP)” (p. 1). Just as MoPTA partnered with ETS to create their assessment, edTPA partnered with the testing company Pearson (edTPA, n.d.), which charged $300 (edTPA, 2014, para. 1). The test was created due to increasing sentiment that all new educators must be ready to “meet the academic needs of all students” (AACTE, 2013, p. 2). Similar to other companies and places of employment, TEPs are a way to have an agreement with the people of the community and state to hold themselves accountable for the services they provide to the teacher candidates they are preparing (AACTE, 2013). EdTPA insisted they were not just measuring “teaching effectiveness” but using the assessment as a means to gather data to help the teacher candidate grow into a capable educator ready to instruct students and help them reach their full academic level (AACTE, 2013, p. 4). EdTPA created 27 different subject assessments revolving around the following tasks: “Task 1 Planning: Planning for Instruction and Assessment; Task 2 Instruction: Instructing and Engaging Students in Learning; Task 3 Assessment: Assessing Student Learning” (AACTE, 2013, p. 11). These are parallel to MoPTAs tasks that cover knowing students and their community before planning a lesson (MODESE, 2013b), collecting data to “measure student learning (MODESE, 2013c, para. 1), “designing instruction for student learning” (MODESE, 2013d, para. 1), and “implementing and analyzing instruction to promote student learning” (MODESE, 2013e, para. 1). Also
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