Frequently Asked Questions: Completing edTPA in a Virtual Learning Environment

The Evidence Requirements and Considerations for edTPA in a Virtual Learning Environment , which also includes subject-specific considerations for various handbooks (e.g., early childhood, physical education, special education) outlines the flexibility in the technical formats allowed and explains how teacher candidates may submit equivalent forms of evidence to meet all edTPA Handbook instructions and requirements.

published Aug 18, 2020

Virtual learning environments that use synchronous learning allow candidates and students to engage in instruction or learning at the same time. Synchronous learning environments may provide opportunities for candidates to record instruction, interactions with students, and assessment of student learning to use as evidence when preparing and submitting edTPA that meet the handbook and submission requirements for Task 2 Instruction and Task 3 Assessment.

Other virtual learning environments use asynchronous instruction and communication for which candidates and students are not interacting at the same time and can work outside the constraints of time and place. Asynchronous learning environments do not allow candidates to capture evidence that meets the handbook or submission requirements for Task 2 Instruction. Tools supporting asynchronous learning such as email, forums, and online chat may be utilized to collect student work samples and feedback to students as evidence for Task 3 Assessment.

Note: Task 4 (Elementary Education only) can be completed in either a synchronous or asynchronous virtual learning environment.

published Sep 28, 2020

Within Task 1, the teacher candidate may plan a learning segment that includes both synchronous and asynchronous learning tasks, planned supports, and/or assessments. All lessons, whether synchronous or asynchronous, must have the same central focus and a progression of student learning objectives that build on one another to support student learning. Candidates need to consider whether the planned instruction, support, and assessments meet the expectations for the rubrics in Task 1. Note: Candidates might consider planning at least two (2) synchronous lessons in the learning segment to provide options for Task 2 video evidence.

Within Task 2, all video evidence must come from lessons with synchronous instruction and meet expectations for the rubrics in Task 2.

Within Task 3, evidence can come from either synchronous or asynchronous assessments, feedback, and evidence of academic language use.

Within Task 4 (Elementary Education only), evidence can come from either synchronous or asynchronous lessons.

published Sep 28, 2020

If possible, teacher candidates should provide opportunities for the minimum number of students to be seen and heard in the video(s). However, some schools or school districts may have established a policy that will not allow students' faces to be shown/recorded in the virtual learning environment. In most cases, emojis, avatars, thumbnails, etc. will be considered as acceptable forms of evidence for the Task 2 video(s), but the teacher candidate must explain the school or school district's policy in their Instruction Commentary, prompt 1.

• For learning goals that require students to perform, demonstrate, etc., (e.g., physical education) students must be seen.

published Aug 18, 2020

Yes, whether teaching in a traditional, blended, or VLE setting, teacher candidates will plan a learning segment consisting of 3–5 days or hours of consecutive, synchronous instruction with the same group of students. Regardless of the school or school district's schedule, consecutive, synchronous instruction refers to 3–5 lessons that build on one another even if they are not taught on back-to-back days. Importantly, these lessons must have the same central focus and student learning objectives that build on one another to support learning. Note: A group of students should include the minimum number of students when it is specified in the handbook (the minimum number of students is 4 for most handbooks).

published Aug 18, 2020

Once the candidate has identified the school district's schedule, they should consult with their program or building level administrator (for unaffiliated teacher candidates) and cooperating/mentor teacher to determine the appropriate time to begin planning the learning segment.

published Aug 18, 2020

The candidate may opt to teach the originally planned learning segment but make modifications to the learning tasks, planned supports, instructional strategies, assessments, etc. to meet students' needs in the virtual learning environment. The candidate should note the modifications in the instruction and assessment commentaries where appropriate. Note: Artifacts and Commentaries for Tasks 2 and 3 must align with the central focus identified in Task 1.

published Aug 18, 2020

Similar to the evidence collected in a traditional environment, teacher candidates may capture authentic evidence in a blended learning environment. For example—the teacher candidate convenes the whole class daily, but some of students join virtually while others join face-to-face. Based on this scenario, the teacher candidate may choose which forms of authentic evidence to submit for edTPA (i.e., face-to-face, virtual, or a combination of both).

published Aug 18, 2020

Yes, subject to the host school or district's and/or cooperating teacher's policies about scheduling and group size. The technical specifications regarding class size are outlined in the handbook and do allow for smaller groups as long as the minimum number of students required by the handbook is met. The candidate may select one group of students for their edTPA learning segment.

published Aug 18, 2020

Yes, all evidence from Task 4 may occur in a traditional, blended, or virtual learning environment, regardless of the learning environment available for Tasks 1–3. For questions about modified schedules related to Tasks 1–3, see question #6.

published Aug 18, 2020

Teacher candidates must be the lead teacher for the lessons documented in the learning segment and submit original commentaries. The candidate may choose to incorporate help from other classroom personnel during the learning segment (e.g., teacher's aides or parent helpers) but, again, the candidate must be the lead teacher and these strategic decisions should be addressed in the commentaries.

published Aug 18, 2020

Asynchronous learning environments do not allow the teacher candidate to capture evidence that meets the handbook or submission requirements for Task 2 Instruction.

published Aug 18, 2020

In order to meet the technical requirements for the Task 2 video evidence, the teacher candidate must use synchronous instruction. If the candidate is unable to capture synchronous instruction for Task 2, they should contact their educator preparation program or building level administrator for guidance on meeting state licensure requirements.

published Aug 18, 2020

Prior to planning the edTPA learning segment, teacher candidates should ensure they are able to meet the technical specifications and requirements of the handbook. If they are not able to capture evidence of synchronous instruction due to school or district restrictions or instructional delivery platforms, the candidate should consult with their program or building level administrator about how licensing requirements can be met. In all cases, teacher candidates should consult the Evidence Requirements and Considerations for edTPA in a Virtual Learning Environment that was developed and released by SCALE and Pearson.

published Aug 18, 2020

A video recording is the most authentic evidence of a candidate's instruction. However, if teacher candidates encounter situations that inhibit the ability to submit edTPA Task 2, Part A video evidence that meets the technical specifications but does allow for synchronous instruction (as outlined within the edTPA Submission Requirements ), teacher candidates in partnership with their program faculty/instructor or building level administrator may request to submit alternative materials for Task 2, Part A (i.e., audio file or written transcript). For more information to request an alternative for video evidence, please go to Requesting an Alternative to Video Evidence.

published Aug 18, 2020

Teacher candidates should remove all names on any typed or written material (e.g., commentaries, lesson plans, student work samples) that could identify individuals or programs. In the event students' names are visible in an online platform (e.g., zoom), teacher candidates may use online tools to de-identify (e.g., blur) students' names. Within evidence for Task 2, it is possible that students' names are seen or heard—this will not impact scoring.

published Aug 18, 2020

Some schools or school districts may have policy indicating that students are not required to make their home environment visible (as it is a violation of privacy). To work around this, some online learning platforms allow a user to select from a variety of backgrounds which will not show the home environment. The candidate will need to consult with their cooperating/mentor teacher or building administrator on school or district policy.

published Aug 18, 2020

The candidate should follow the guidance provided by their program and/or the school district about communication regarding edTPA; the letter accompanying the video permission form can be modified to note that it will be completed in a virtual learning environment. Note: Parental consent for video recording is still required in a virtual learning environment.

published Aug 18, 2020

Yes, when providing synchronous instruction, the teacher candidate should consider engaging parents/guardians in the learning environment to assist with maintaining camera angles and audio to ensure children may be seen and heard, provide any required materials children need to engage in the learning experience(s), and assist with the technical features (e.g., chat box).

published Aug 18, 2020

Teacher candidates should respond to virtual absences in the same way they respond to physical absences in face-to-face settings.

published Aug 18, 2020

Teacher candidates may find that not all students have access to the Internet. Some districts may take steps to enable access, (e.g., distribute hot spots to enable access; work with the students who are can access the internet); other situations may arise where families have one device that multiple children share, allowing only one student online at a time. Situations such as these are beyond the candidate's control and can be reflected in the Context for Learning. In addition, not all students who have internet access will log into the instructional platform; that too is beyond the candidate's control and can be noted in the Context for Learning or an appropriate Commentary prompt response. In many of these cases, the candidate can select a small group of students for their edTPA learning segment (for most handbooks this is four students) rather than the whole class.

published Aug 18, 2020

Prior to teaching the learning segment, the candidate (or cooperating teacher) will need to familiarize students with the features of the online platform the school district is using and allow time for them to practice using them.

published Aug 18, 2020