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The Teacher Performance Assessment (edTPA) is a performance-based, subject-specific assessment used by teacher preparation programs throughout the United States to measure the skills and knowledge that all teachers need to successfully enter the classroom.

On May 26, 2020, the chancellor of the Ohio Department of Higher Education determined the edTPA to be a nationally recognized performance-based assessment. Effective July 1, 2020, successful completion of the edTPA can now be used as an alternative to the Assessment of Professional Knowledge (OAE-APK) for an Ohio teaching license issued by the Ohio Department of Education.

At Ohio University, submitting a complete edTPA to Pearson for grading is a course requirement of EDPL 4650/5650.

The Ohio University edTPA Coordinator is Dr. Trisken Emmert.

Please see below for due dates; information about payment, registration, and submission process; suggested semester timeline for completion; general overview; and frequently asked questions about the edTPA.

Due Dates

Pearson maintains a year-round schedule of submission dates. To help candidates to focus, we offer three submission dates each semester. These dates fall in weeks 7, 9, and 11. 

Spring 2024 dates:Scores
March 7Scores reported on March 28
March 21Scores reported on April 11
April 4Scores reported on April 24

edTPA Payment

By week 5, candidates will be emailed a voucher number to be used as a registration payment.

Registration Process

The edTP,A process begins on their website.

Candidates must locate the "register now" link on the center of the edTPA homepage. An account may need to be created if the candidate has not previously done so to take their OAEs. Candidates should select the "Pearson ePortfolio System" option and follow those instructions for registration.

Submission Process

All submissions are made through Pearson's ePortfolio System. This can be located under "manage my portfolio" on the candidate's account on This is a very user-friendly system! Use links to upload files. Candidates will be required to view ALL files before a final submission can be completed. There are several links to helpful resources located on this page, as well. 

Step-by Step Process by Week

Weeks 1 & 2- Get to know your students

Conduct funds of knowledge protocols, personal interviews, learning inventories, and writing exercises. Ask your mentor teacher what standards, according to the scope and sequence, your students will be examining in week 5. Complete your Context for Learning. You should identify 1-3 (check your handbook) focus learners at this time. One must have specific learning needs. Send out video recording permissions.

Week 3- Compile your data

Using data you gathered in weeks 1 and 2, plan your learning segments. Come up with one over-arching Central Focus that all standards, learning objectives, activities, and assessments point back to. Think manageability. When it comes to standards, learning objectives, and academic language, it’s better to examine a few deeply than several superficially. Collect video recording permissions.

Week 4- Complete your learning segments

Gather all materials you need for your learning segments. Compile activities, strategies, and assessments that all point back to your central focus and standards.  You may not use it all, but it's better to have too much than not enough. Remember the students in your Context for Learning table? Those accommodations and modifications must show up here!

Week 5- Teach and record your learning segments

Record as much as you can, but realize that you will only use one or two short clips (which should include your focus learners). Familiarize yourself with Task 2 rubrics and script your segment to include all necessary evidence. Your handbook describes specific scenarios to record—adhere to those.

Week 6- Complete Tasks 2 & 3

Be very familiar with your Instruction Commentary and select 1 or 2 ideal clips to highlight your instruction and student learning. Use liberal timestamps in your Instruction Commentary. Your Task 3 should include an assessment that shows learner growth in the standards you chose for your learning segments as well as academic language/language development.

Week 7- Prepare to submit

Label your files clearly, simply, and consistently without using your name and upload/submit them to your Pearson ePortfolio manager on Give yourself ample time to upload your evidence. You will end up with up to 20 files and the video portion frequently causes grief. Be prepared for bumps in the road.

Overview of the edTPA

The three tasks of the edTPA are Planning, Instruction, and Assessment. Each section is scored with five 5-point rubrics with a total possible score of 75.

Task 1- PlanningThe keyword for this task is "intentional." It is important to get to know your students intentionally through funds of knowledge collection, interviews, learning inventories, and assessment data. The candidate must plan a unit of 3-5 learning segments. Templates associated with Task 1: Context for Learning and Planning Commentary. Additional evidence associated with Task 1: Lesson plans, instructional materials, and all assessments from the unit.
Task 2- InstructionThe video clip is the most important part of this task. Candidates will have no more than 20 minutes to show their Pearson evaluator the necessary rubric evidence, so it is important to capture the most ideal parts of the lesson. Templates associated with Task 2: Instruction Commentary.
Task 3- AssessmentCandidates must be able to offer a full analysis of their teaching and student learning for this task. Additional videos can be used as evidence for parts of this task, so candidates should be aware of this as they are recording for Task 2. Templates associated with Task 3: Assessment Commentary. Additional evidence associated with Task 3: Student learning, student feedback, and evaluation criteria.

Retake Process

If a candidate's score does not meet the threshold for licensure, a 37 or higher, then a plan must be made for licensure. Candidates will have fulfilled the requirements for graduation by attempting the edTPA, but they will now need to decide if they want to attempt a retake of one or more edTPA Tasks or sign up to take the Assessment of Professional Knowledge (OAE-APK). Candidates making this decision should review the guidance provided by Pearson in the link below. 

Retake Guidance from Pearson


Please review the information below to receive answers to common edPTA questions about registration, preparation, organization, and uploading questions.  If you need further assistance, please contact the Ohio University edTPA Coordinator, Dr. Trisken Emmert.

Where do I go to register?

Go to and scroll down until you see a section for Candidates. Click the "Register Now" link and follow the instructions.

Which system do I register for?

Pearson ePortfolio System.

Which assessment do I register for?

In all cases, select “National.” Elementary education majors in a K-3 classroom should use the Early Childhood handbook; elementary education majors in 4-5 classrooms should use either the Elementary Literacy or the Elementary Mathematics handbook; middle childhood majors should choose just one of their areas of concentration; AYA majors should select a Secondary handbook in their area of concentration; all other handbooks are not age-specific.

How do I pay for the assessment?

Do not provide your credit card! You will be given a voucher number by week five to use as payment for your edTPA.

What is a "central focus"?

Your central focus is the topic or essential question of your unit. All activities, tasks, instruction, and assessments should point back to the central focus. Think of this as the abstract of a research article where you articulate learning goals and the purpose for this learning segment (unit).

What is "academic language"?

Academic language is the language we use in the classroom. For your edTPA, you will choose a language function, a strong verb (examine, sequence, identify, etc.) that you will focus on throughout your unit. Introduce your learners to this word and give them the opportunity to interact with it before you even jump into your focus. You will also need to select important vocabulary (representation, nuclear, metaphor, etc.). In addition, you will need to choose either discourse, or using the structures of written or oral language (analyzing article, interpreting graphs, writing speeches, etc.) or discourse, or the organization of words and symbols (formulas, latitude/longitude, descriptive sentences, etc.). All handbooks require the use of Academic Language except World Languages, Early Childhood, and Special Education.

What do I need to know about a "communication skill"?

In the Special Education handbook, communication skill is extremely important. You should allow learners to interact with expressive communication skills (i.e., speaking, writing, demonstrating), representational language skills (e.g., using symbols, notation), and/or receptive communication skills (i.e., listening; reading text, pictures, or signs). The communication skill you identify needs to be related to the learning goal.

How do I label my files?

Simply and succinctly. Do not include your name. Refer to your Artifacts and Commentary Specifications chart in your handbook for file structure.

Where do I upload my files?

After you purchase your assessment, you will have access to the Pearson ePortfolio System. Under "manage your portfolio" you will locate a user-friendly page where you will upload your files and submit your portfolio.

Why do I keep getting messages saying that my video file is too large even though it is well within the allowable length?

This means that you need to compress your videos to make them take up less space.