Skip to Main Content Skip to Main Navigation

Give to Lehman

Lehman College

About edTPA: For Candidates

Minimum Passing Scores



Total Score

Average Rubric Score

Elementary Education 49 2.73
All other handbook areas 41 2.73
World Languages, Classical Languages 35 2.73





Total Score

Average Rubric Score

Elementary Education 57 3.20
All other handbook areas 48 3.20
World Languages, Classical Languages 42 3.20



A candidate with a minimum cut score demonstrates that he/she has the minimum level of knowledge, skills and abilities a teacher needs in order to be competent in the classroom and positively contribute to student learning.

A candidate with the minimum level of knowledge, skills and abilities:

  • acquires knowledge of each student, and demonstrates knowledge of student development and learning to promote achievement for all students (Standard 1) 
  • knows the content he or she is responsible for teaching, and plans instruction that ensures growth and achievement for all students (Standard 2) 
  • implements instruction that engages and challenges all students to meet or exceed the learning standards (Standard 3) 
  • works with all students to create a dynamic learning environment that supports achievement and growth (Standard 4) 
  • uses multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction (Standard 5) 
  • demonstrates professional responsibility and engages relevant stakeholders to maximize student growth, development, and learning (Standard 6) 
  • sets informed goals and strives for continuous professional growth (Standard 7)

From: PowerPoint from the November 2013 Board of Regents meeting: edTPA Implementation Update

About edTPA: General

Information From the American Association of Colleges and Teacher Education on edTPA:

AACTE and edTPA - Background

One of the few areas of consensus among education policy makers, practitioners and the general public today is that improving teacher quality is one of the most direct and promising strategies for improving public education outcomes in the United States. However, existing federal, state and local policies for defining and measuring teacher quality rely almost exclusively on classroom observations by principals that differentiate little among teachers and offer little useful feedback, on the one hand, or teachers' course-taking records plus paper-and-pencil tests of basic academic skills and disciplinary subject matter knowledge that are poor predictors of later effectiveness in the classroom, on the other. It has become clear that new strategies for evaluating teacher competence and effectiveness are needed. The American Association of Colleges of Teacher Education (AACTE) and Stanford University have formed a partnership to develop edTPA, a 25-state initiative involving more than 140 teacher preparation programs. edTPA will create a body of evidence of teaching competence, offer a vehicle for systematically examining the assessment data to improve teacher preparation programs, provide professional development to practicing teachers, and inform decisions about tenure of individual teachers. edTPA was created by Stanford University faculty and staff with substantive advice from teacher educators and assessment experts. The Teacher Performance Assessment Consortium is led by Stanford, AACTE and Pearson.


The American Association of Colleges for Teacher Education is a national alliance of educator preparation programs dedicated to the highest quality professional development of teachers and school leaders in order to enhance PK-12 student learning. The 800 institutions holding AACTE membership represent public and private colleges and universities in every state, the District of Columbia, the Virgin Islands, Puerto Rico and Guam. AACTE's reach and influence fuels its mission of serving learners by providing all school personnel with superior training and continuing education. For more information on AACTE, visit

What is edTPA and What Does It Do?

edTPA is a subject area-specific, performance-based assessment for pre-service teacher candidates, centered on student learning.

edTPA is aligned with state standards, Interstate Teacher Assessment and Support Consortium (InTASC) standards, Common Core State Standards, and Specialized Professional Association (SPA) standards.

Evidence of candidate teaching competence is drawn from a subject-specific learning segment, 3-5 lessons from a unit of instruction for one class of students. Assessment artifacts include video clips of instruction, lesson plans, student work samples, analyses of student learning, and reflective commentaries. Using results across twelve dimensions of teaching practice, faculty and candidates can discuss the impact of candidates' teaching performance on student learning and determine ways to increase effectiveness. Faculty can analyze evidence of candidate performance to guide decision making about program revision and renewal. State education agencies may use TPA scores for licensure and accreditation.

As a nationally available teacher performance assessment, edTPA:

  • Measures candidates' readiness for teaching and will be predictive of a candidate's success in affecting student achievement
  • Creates a body of evidence of teaching performance
  • Contributes evidence for licensure decisions (in combination with other measures)
  • Provides a consistent measure of candidate performance across teacher preparation programs
  • Supports candidate learning and development of high-leverage teaching practices
  • Measures candidates' ability to differentiate instruction for diverse learners, including English language learners and students with disabilities
  • Improves the information base for accreditation of teacher preparation programs

Current Status of edTPA

Beginning in academic year 2012-2013, this instrument, based on the highly successful Performance Assessment for California Teachers (PACT), will be made available to all states and teacher preparation programs that wish to improve the consistency with which teacher licensure and accreditation decisions are made, including the rapidly expanding number and variety of "alternative routes" to licensure. Development of a nationally accessible teaching performance assessment will allow states, school districts and teacher preparation programs to share a common framework for defining and measuring a set of core teaching skills that form a valid and robust vision of teacher competence. As states reference data generated from this tool to inform teacher licensure, recruitment and tenure, they will establish a national standard for relevant and rigorous practice that advances student learning.

Twenty-four participating states plus the District of Columbia comprise the Teacher Performance Assessment Consortium (TPAC), which includes representatives from state education agencies and more than 140 institutions of higher education. The states include: California, Colorado, Delaware, District of Columbia, Georgia, Idaho, Illinois, Iowa, Maryland, Massachusetts, Michigan, Minnesota, Missouri, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, Tennessee, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Once fully operational, edTPA will be available in all areas of licensure in adopting states. Pilot testing concluded in Spring 2011 for Elementary Literacy, Elementary Mathematics, Secondary English Language Arts, Secondary Mathematics, Secondary History/Social Science, and Secondary Science. Field testing is planned for Spring 2012 for the same fields and for the following additional fields: Art, Performing Arts (Music, Dance, Theater), Physical Education, World Language, Special Education, Middle Childhood (English Language Arts, Mathematics, History/Social Science, and Science) and Early Childhood Development. edTPA will become available nationwide in Fall 2012.

AACTE Applauds the National Education Association's Push for Broad Expansion of the Teacher Performance Assessment

(December 16, 2011, Washington, D.C.) - The American Association of Colleges for Teacher Education (AACTE) celebrates further progress in the nationwide adoption of edTPA, after National Education Association (NEA) President Dennis Van Roekel announced a new agenda to strengthen the teaching profession and improve student learning that includes urging broad expansion of edTPA.

edTPA continues to capture increased interest across the nation with more than 10,000 teacher candidates expected to participate in the field test next spring. The NEA's support acknowledges the critical role that edTPA will play in ensuring that new educators possess the knowledge and skills to enhance student learning and exhibit classroom proficiency through clinical practice.

"The Teacher Performance Assessment's scientifically sound reliability and validity will make it a true game-changer for its ability to prove that candidates who pass it will be effective teachers," said Sharon P. Robinson, Ed.D., president and CEO of AACTE. "The NEA's agenda to support expansion of edTPA will help bring to fruition the vision of an industry-wide measure of effectiveness for beginning teachers."

With nearly 200 institutions in 27 states already participating in its development, edTPA will be the first nationally available, valid and reliable performance assessment for preservice teachers. It is being developed as a collaborative effort of the Teacher Performance Assessment Consortium (TPAC), comprised of states and educator preparation programs and led by AACTE, Stanford University and TPAC's operational partner, Pearson.

edTPA seeks to engage teacher candidates in a developmental learning process and gauge their competencies before they become a teacher-of-record. It also helps those professionals who prepare and train future educators to identify the most effective preparation tools and techniques, and it can provide evidence to continually improve their programs and advance the educator preparation profession.

AACTE and members of the TPAC look forward to engaging in discussions with the NEA to develop strategies to bring edTPA to a greater national scale. Funding for the development of edTPA has been provided by the Ford Foundation, MetLife Foundation, Pearson Foundation and Stuart Foundation.