After more than four years of development and analysis, including two years of field testing with 12,000 teacher candidates, this new performance-based assessment to measure the classroom readiness of teachers now is fully operational and ready for use across the country. The assessment, edTPAandtrade;, was developed by hundreds of teachers and teacher educators in a process orchestrated by the Stanford Center for Assessment, Learning and Equity (SCALE), with support from AACTE. It promises to transform the preparation and certification of new teachers by complementing written tests of subject knowledge with a classroom-based process that requires teacher candidates to demonstrate they can plan, teach and assess student learning effectively within their content areas.
The Stanford Center for Assessment, Learning and Equity and the American Association of Colleges for Teacher Education are pleased to announce the public release of the 2013 edTPA Field Test: Summary Report. The report describes edTPA design, development efforts by the profession for the profession, data informing validity and reliability studies, and field test and standard-setting results.
The Board of Teaching is responsible for overseeing the testing requirements set forth in Minnesota law and is continually monitoring and analyzing the testing program.
At the September 13, 2013 meeting, the Board reset the passing scores for selected Minnesota Teacher Licensure Examinations, back to the panel based recommendation. Details regarding the changes and impacted exams were announced in the State Register on September 28, 2013 (below).
Sept 2013 Score Change Notice (pdf)
The 2013 Minnesota Legislature established a 20-member Teacher Licensure Advisory Task Force to make recommendations to the Board of Teaching, the commissioner of education, and the education committees of the Legislature on requirements for teacher applicants to:
Demonstrate mastery of reading, writing and mathematics skills through nationally normed assessments, a professional skills portfolio, or accredited college coursework, among other methods of demonstrating skills mastery.
An alternative licensure pathway for non-native English speakers seeking licensure to teach in a language immersion program.