Frequently Asked Questions: Completing edTPA in a Virtual Learning Environment

The document Guidance for edTPA in an Alternative Arrangement: Virtual Learning Environment outlines the flexibility in the technical formats allowed and explains how participants may submit equivalent forms of evidence to meet all edTPA Handbook instructions and requirements.

Virtual learning environments that use synchronous learning allow participants and students to engage in instruction or learning at the same time. Synchronous learning environments may provide opportunities for participants 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 participants 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 participants 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.

Within Task 1, participants 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. Participants need to consider whether the planned instruction, support, and assessments meet the expectations for the rubrics in Task 1. Note: Participants 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.

If possible, participants 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 participant 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., students must be seen.

Yes, whether teaching in a traditional, blended, or VLE setting, participants 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 a minimum of four students as specified in the handbook.

The participant 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 participants 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.

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

Yes, subject to the host school or district'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 participant may select one group of students for their edTPA learning segment.

Field test participants 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), participants 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.