edTPA RetakesJudi Wilson, Associate Professor
Augusta University (formerly Georgia Regents University)
Take Two…
Disclaimer…Credit for this plan goes to Pat Parsons (Georgia Southern
University), Pam Wetherington (Columbus State University), Elisa Palmer (Illinois State University), and many other
generous colleagues…
Tip: Don’t reinvent the wheel!
The Augusta University Process1. edTPA Coordinator reviews all official scores and identifies any portfolios
not meeting the state cut score. 2. Coordinator completes “edTPA Score Profile” for those candidates needing
retakes. 3. Meet with Retake Committee: edTPA Coordinator, COE’s Associate Dean,
TED Department Chair, Director of Field Placement and Program Coordinators to review each failing portfolio.
4. edTPA Coordinator and Program Coordinator will meet with each candidate individually to discuss his/her portfolio resubmission options (and the strengths and areas of concern).
5. We will follow SCALE’s policy for Retakes.
edTPA Score Profile
Candidate Name__________________________________________ Content_______________________ edTPA Mentor Name______________________________________ Date_________________________
Score Summary
_
Rubric Original Score
Retake Score
Task 1: Planning for Instruction and Assessment Rubric 1 Planning for Subject Specific Understandings Rubric 2: Planning to Support Varied Student Learning Needs Rubric 3: Using Knowledge of Students to Inform Teaching and Learning Rubric 4: Identifying and Supporting Language Demands Rubric 5: Planning Assessments to Monitor and Support Student Learning Task Total Task 2: Instructing and Engaging Students in Learning Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Students Learning Rubric 9: Subject-Specific Pedagogy: Using Representations Rubric 10: Analyzing Teaching Effectiveness Task Total Task 3: Assessing Student Learning Rubric 11: Analysis of Student Learning Rubric 12: Providing Feedback to Guide Learning Rubric 13: Student Use of Feedback Rubric 14: Analyzing Students’ Language Use and Subject Specific Learning Rubric 15: Using Assessment to Inform Instruction Task Total
Total edTPA Score
Average Rubric Score
Reflects Situational Decision Making
• When possible, the candidate will remain in the originally assigned classroom (this will require permission and support from the Clinical Teacher and University Supervisor). • Decisions will be individualized and reflective of many concerns (time
available during current semester, requirements of low scoring rubrics, class testing constraints, student work ethic, etc.).• Most students will be expected to enroll in and complete a Retake
Course the next semester.
edTPA Retake (EDTD 4950/6950)• This option is for full retakes or those candidates that could not
complete the retake during the original student teaching semester• 3 credit hour course• Clearly defined syllabus• Hybrid course• Part time field experience (8:00 am – noon five days a week for nine
weeks)• Candidates must pay fee for external scoring
EDTD 4950/6950 Course Description
Time commitment 9 weeks: Week 1: On campus for edTPA review (looking at strengths and areas for improvement from original edTPA submission)
Work collaboratively with the edTPA Coordinator and program faculty member to assess the effectiveness of instruction and assessment and to develop strategies to improve instructional effectiveness
Weeks 2-3: On-line assessments (using week 1’s feedback to revise thinking and/or teaching)
Practice and apply the techniques and strategies learned
EDTD 4950/6950 Course Description
• Weeks 4-8: In part-time field experience (8:00 a.m. – Noon, five days a week) and once a week support sessions for each task (by phone, face-to-face, or on-line – TBD by edTPA Coordinator)• Observe and actively participate in the on-going routines and interactions in the classroom• Plan and implement daily lesson plans, assess student learning, and manage materials, time, the classroom environment,
and students• Candidates will assume full responsibility – planning, instruction, and assessment of student learning – for at least one
class of learners for a minimum of two weeks under the guidance of the assigned University Supervisor.• Develop and implement a 3-5 day learning segment; respond to the commentary prompts for Task 1 (additional
requirements can be found in your edTPA Handbook)• Secure parent permission forms for videotaping• Videotape the learning segment and respond to the commentary prompts for Task 2 (additional requirements can be
found in your edTPA Handbook)• Analyze student learning and respond to the commentary prompts for Task 3 (additional requirements can be found in
your edTPA Handbook)• Candidates will complete all tasks (to include all requirements and commentaries) for the edTPA assessment; for early
childhood candidates, Task 4 is a required task (additional requirements can be found in your edTPA Handbook)• Keep a reflective journal
• Week 9: Refine edTPA portfolio and submit for official scoring
Final Thoughts…• I plan to continue leading regular edTPA faculty seminars.• We realize we don’t know yet what we don’t know.• This is an evolutionary process.• We have to be flexible.• We will learn through trial and error.• We will get feedback from candidates after each cycle is completed and will make
future adjustments as needed.• We will carefully disaggregate the data each semester to recommend adjustments in
curriculum. • Each semester should get easier and hopefully will result in fewer and fewer retakes.
For more information contact:Judi Wilson
[email protected] University (formerly Georgia Regents University)
706-667-4368
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