edTPA and Teacher Performance Assessments Explained

Teacher performance assessments ask candidates to show, with evidence, how they teach. The best known is edTPA, but other states and programs use similar portfolio-based systems. Because these assessments can affect licensure or graduation, they loom large in the student teaching semester.

This guide explains what they are, how they are structured and how to prepare. Always follow your program's handbook and your state's current rules.

What a performance assessment is

Traditional exams test knowledge on paper. A performance assessment tests practice. You collect evidence from real teaching: plans, videos, student work and written reflections. Trained scorers review the evidence using rubrics. The goal is to measure whether candidates can plan effective instruction, teach it, assess learning and use evidence to improve.

Where it is used

Some states require a performance assessment as part of licensure. Others allow programs to choose, and some have moved away from them. Rules change, so confirm with your state agency and your preparation program. If you plan to move between states, check each state's expectations. Teacher certification explained places performance assessments within the wider licensing system.

The typical structure

edTPA and similar assessments are organized around three tasks, with variations by subject and level.

A learning segment is a short series of lessons, often three to five consecutive days. You also provide context about your students and classroom.

Task 1: Planning

You describe your students, the learning goals and how your lessons build toward them. You explain your instructional choices, how you support different learners, how you use language and how you plan to assess. The key is connecting each choice to student needs and research. How to write a lesson plan offers a foundation for the planning task.

Task 2: Instruction

You submit video clips showing your teaching and a commentary that explains what you did and why. Scorers look at how you engage students, build understanding, support academic language and respond to student ideas. Choose clips that show interaction, not just you talking.

Task 3: Assessment

You analyze student work samples to show what students learned, provide feedback and plan next steps. You describe patterns in the whole class and for individuals, including students with special needs and English learners. Scorers want to see that you use evidence to guide instruction.

How scoring works

Scorers use rubrics with levels describing performance. Programs and states set passing scores. Each rubric asks for specific evidence, such as how the candidate uses student responses to adjust teaching. Read the rubrics closely, because they tell you exactly what to include in your commentaries.

Preparing early

1. Get the handbook for your subject area and read it fully.
2. Study the rubrics.
3. Look at examples your program provides.
4. Plan your learning segment with your mentor teacher.
5. Collect permission forms for filming and work samples.
6. Practice filming a lesson so students and equipment are used to it.
7. Make a timeline with deadlines for each task.
8. Ask your supervisor for feedback on drafts.

Writing the commentaries

Commentaries are where many candidates lose points. Tips:

• Answer the prompt directly and in order.
• Use evidence: refer to specific moments in the video and specific student work.
• Explain why, connecting choices to student needs, theory or standards.
• Be concise, within page limits.
• Be specific about students and examples, with anonymized details.
• Show reflection on what worked and what you would change.
• Use the rubric language without copying it.

Ask a peer to read your draft and underline claims without evidence.

Filming tips

1. Check school and district rules about video and consent.
2. Position the camera to capture teacher and students.
3. Test audio.
4. Film more than you need, then choose the best clips.
5. Keep students' privacy protected.
6. Choose clips that show interaction, questioning and student thinking.

Do not worry about perfection. Scorers want authentic teaching and thoughtful analysis.

Working with your mentor

Share your plans and drafts with your mentor teacher, who knows your students. Ask them to help you choose a unit, schedule filming and interpret student work. Talk through your decisions aloud before writing. Respect your mentor's time and school routines.

Managing time

Block time on your calendar for writing and video review. Break tasks into small steps: draft context, write plan, film, select clips, analyze work, write commentaries, revise, submit. Do not leave writing for the final days. Balance this work with teaching duties and self-care.

Ethics and integrity

Submit your own work. Programs often allow general feedback but not rewriting your commentaries. Protect student confidentiality. Do not alter student work or video. Follow instructions about what help is allowed.

If you do not pass

Most systems allow retakes of the entire portfolio or specific tasks. Review your score report, meet with your supervisor and revise with a focus on the lowest rubrics. Ask about fees, deadlines and how long scores are valid. Many candidates pass on a second attempt after clearer evidence and commentary. For feedback on structured writing tasks, the education capstone help guide shows how academic education projects are organized.

A sample timeline for a performance assessment

Imagine a program that schedules the portfolio during weeks six to ten of student teaching. In week six, you choose a learning segment with your mentor and write the planning commentary. In week seven, you teach and film. In week eight, you select clips and write the instruction commentary. In week nine, you collect student work and write the assessment commentary. In week ten, you revise with your supervisor's feedback and submit. Working backward from your submission date and sticking to weekly goals avoids last-minute panic.

Supporting English learners and students with disabilities

Scorers look closely at how you support all students. Include specific supports: visuals, sentence frames, pre-taught vocabulary, scaffolded tasks and accommodations required by individualized plans. In your commentaries, name particular students (using pseudonyms) and explain how your choices met their needs. Connect support to learning goals, not just to completing tasks.

Using feedback

Ask your supervisor and mentor to read drafts against the rubrics. Look for places where your claims lack evidence or where you describe rather than analyze. Revise with specific moments from the video and examples of student work. Strong portfolios usually come from multiple rounds of revision.

Reading the rubrics like a map

Each rubric describes several performance levels, usually from a basic description to a sophisticated one. Make a checklist of the features of the higher levels, such as using specific evidence, linking to research or addressing varied learners. After drafting, compare your commentary to the checklist and mark where each feature appears. If you cannot find it, add it. This habit makes your reasoning visible to scorers.

Staying calm during the process

Portfolios can feel overwhelming, especially during a busy placement. Break the work into small steps, celebrate each milestone and reach out to peers for support. Many programs hold writing workshops and peer review sessions. Using them gives you fresh eyes on your drafts and reminds you that others share the same pressure.

Keeping a running evidence file

From the first day of your placement, save lesson plans, student work samples with names removed, notes on student responses and short reflections. When portfolio time arrives, you will have material to choose from instead of trying to remember what happened. A simple folder labeled by week is enough.

Common mistakes

• Starting too late.
• Ignoring rubrics.
• Vague commentary without evidence.
• Choosing video clips of lecturing only.
• Missing consent forms.
• Describing instead of analyzing.
• Overlooking subgroups such as English learners or students with disabilities.

Final thoughts

Performance assessments can feel daunting, yet they reward the same habits that make good teachers: careful planning, attention to students, reflection and evidence. Read the handbook, start early, ask for feedback and tell a clear story of how you teach.