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It explains the role of supervising teachers in promoting effective instruction, supporting student-learning-focused feedback, and preparing candidates for video-recording requirements and portfolio submission. The brochure details what evidence candidates submit—lesson plans, student work, assessments, unedited video, and learning commentaries—while describing acceptable and unacceptable supports during the summative edTPA® process.","Teachers Who Support Teacher Candidates  \nDeveloped for educators by educators, edTPA® is the first nationally available, performancebased assessment for beginning teachers. This brochure offers information and guidance to P-12 teachers as they partner with preparation programs to support candidates completing edTPA® in their local contexts.  \nCOLLABORATING TO PROMOTE EFFECTIVE INSTRUCTION  \nTeachers Who Support Teacher Candidates  \nedTPA® thanks cooperating teachers for the essential role they play to support and mentor teacher candidates. These teachers are helping to ensure that all beginning teachers are prepared to teach effectively. In many states this work includes edTPA®, an assessment and support system that requires candidates to demonstrate what they can and will do in the classroom to help all students learn.  \nedTPA® is intended to be used at the end of an educator preparation program for program completion or teacher licensure and to support state or national program accreditation.  \nP–12 teachers who supervise or support teacher candidates in their clinical experiences will see how the edTPA® process encourages feedback and self-reflection that nurtures professional growth and preparation for classroom instruction. edTPA® also supports the school in which candidates teach. Teacher candidates will develop lesson plans to engage students in learning consistent with the host school’s standards and curricula.  \nEvidence of Effective Practice  \nTeacher candidates preparing for edTPA® will document their classroom work by submitting a portfolio that includes lesson plans, student assignments, assessments, unedited video clips of the candidate teaching, and commentaries on student learning and how the candidate adjusted instruction to meet student needs.  \nThe edTPA® Teaching Cycle is Focused on Student Learning  \nPlanning  \nBuilding Content Understanding Supporting Learning Needs Using Knowledge of Students Assessments to Monitor Student Learning  \nStudent  \n“I love the fact that they video record and analyze what they are doing. The commentaries require them to think about their work. They are forced to teach in every sense of the word.”  \n– Cooperating Teacher LaSaundra Colson Wade Science Department Chair  \nA. E. Beach High School, Savannah, GA  \nWhat You Can Expect  \nAs a supervising teacher, your role will be the same as always—offering support for excellent teaching. Teacher candidates going through edTPA®, however, may need your input about the context and background of the students in your classroom early in the process so that they can learn to plan instruction based on specific student strengthsand needs. Also, you may find that candidates want to spend more time reflecting on their instruction and lessons in preparation for the written commentaries they must submit.  \nVideo recording may be a new requirement for teacher candidates. Candidates are expected to follow the cooperating school’s policies and protocols for obtaining the necessary parental/guardian permission or to place those students without permission off-camera. Teacher candidates are instructed to submit video clips that do not include the candidate’s name, the names of the cooperating teacher, school, district or the last names of students. During the edTPA® registration and submission process, candidates acknowledge and agree that the video can only be used according to the parameters of the release forms obtained for children and/or adults who appear in the video, and that public posting or sharing of videos is prohibited unless expressed permission has been received from those individuals appearing in the video.  \nCandidate Supports within the edTPA® Process  \nAcceptable Supports  \nCooperating teachers working with candidates going through edTPA® are encouraged to support candidates as they always would, though edTPA® offers unique opportunities for support:  \nDiscuss edTPA® tasks and scoring rubrics  \nDiscuss samples of previously complet","cbCailoDOkmJHuvU","https://ap.wps.com/l/cbCailoDOkmJHuvU","pdf",1827563,"English","en",105,"# Collaborating to Promote Effective Instruction\n## Evidence of Effective Practice\n## The edTPA® Teaching Cycle Focused on Student Learning\n## What You Can Expect\n## Candidate Supports within the edTPA® Process\n### Acceptable Supports\n### Unacceptable Supports\n## Consider Becoming an edTPA® Scorer","[{\"question\":\"What role do P-12 cooperating teachers play in supporting teacher candidates?\",\"answer\":\"Cooperating teachers support and mentor teacher candidates so beginning teachers are prepared to teach effectively. The process emphasizes feedback and self-reflection that supports professional growth.\"},{\"question\":\"What evidence must teacher candidates submit for edTPA®?\",\"answer\":\"Candidates submit a portfolio including lesson plans, student assignments, assessments, unedited video clips of teaching, and commentaries explaining student learning and instructional adjustments.\"},{\"question\":\"What kinds of support are acceptable or not allowed for candidates during edTPA®?\",\"answer\":\"Acceptable support includes discussing tasks and scoring rubrics, reviewing samples with permissions, and arranging technical help for the video portion. Unacceptable support includes editing official materials, providing alternative responses for official scoring, directing which video clips to select, or posting candidate responses publicly on social media.\"}]","Teachers Who Support Teacher Candidates - edTPA® brochure | PDF",1790653400,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"teachers-who-support-teacher-candidates-edtpa-brochure","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":20,"@type":92,"position":97},"https://docshare.wps.com/document/exam/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/teachers-who-support-teacher-candidates-edtpa-brochure/430648/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/teachers-who-support-teacher-candidates-edtpa-brochure/430648.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-28","2026-09-29",true,{"@type":117,"interactionType":118,"userInteractionCount":34},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What role do P-12 cooperating teachers play in supporting teacher candidates?","Question",{"text":127,"@type":128},"Cooperating teachers support and mentor teacher candidates so beginning teachers are prepared to teach effectively. The process emphasizes feedback and self-reflection that supports professional growth.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"What evidence must teacher candidates submit for edTPA®?",{"text":132,"@type":128},"Candidates submit a portfolio including lesson plans, student assignments, assessments, unedited video clips of teaching, and commentaries explaining student learning and instructional adjustments.",{"name":134,"@type":125,"acceptedAnswer":135},"What kinds of support are acceptable or not allowed for candidates during edTPA®?",{"text":136,"@type":128},"Acceptable support includes discussing tasks and scoring rubrics, reviewing samples with permissions, and arranging technical help for the video portion. Unacceptable support includes editing official materials, providing alternative responses for official scoring, directing which video clips to select, or posting candidate responses publicly on social media.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1790803412]