Alignment of the Teacher Performance Assessment (edTPA) with Washington Standard V for Teachers
The chart below is a preliminary effort to align the components of the edTPA with Washington’s Standard V for teachers. The lefthand column contains the 13 criteria that make up Standard V. The righthand column contains the key questions for each of the rubrics on the edTPA. (Note: rubric wording differs somewhat from one content area to another, but the essential skills within each rubric are consistent across content areas. The chart below uses wording from the elementary math rubric.)
Not all elements of Standard V have a corresponding edTPA rubric element, which is expected: the edTPA was not designed to be a comprehensive assessment of Standard V. Also, some components of the edTPA may be applicable to multiple criteria in Standard V.
As always, “alignment” is always subject to a certain amount of ambiguity, and the strength of the alignment between two components may vary. Thus, the listings below should be regarded as provisional and open to further discussion.
Alignment updated 9/2014 to reflect edTPA rubrics.
Standard V (WAC 18178A270(1)) 
edTPA Washington rubric 
a. Effective teaching 

(i)Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds

EM 2: How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 3: How does the candidate use knowledge of his/her students to justify instructional plans? EM 4: How does the candidate identify and support language demands associated with a key mathematics learning task? EM 14: How does the candidate analyze students' use of language to develop content understanding? 
(ii) Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning 
EM 2: How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 3: How does the candidate use knowledge of his/her students to justify instructional plans? EM 4: How does the candidate identify and support language demands associated with a key mathematics learning task? EM 7: How does the candidate actively engage students in developing understanding of mathematical concepts? EM 14: How does the candidate analyze students' use of language to develop content understanding? 
(iii) Using standardsbased assessment that is systematically analyzed using multiple formative, summative, and selfassessment strategies to monitor and improve instruction 
EM 5: How are the informal and formal assessments selected or designed to monitor students’ conceptual understanding, procedural fluency, and reasoning/problem solving skills? EM 10: How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs? EM 11: How does the candidate analyze evidence of student learning of conceptual understanding, procedural fluency, and reasoning/problem solving skills? EM 12: What type of feedback does the candidate provide to focus students? EM 13: How does the candidate provide opportunities for focus students to use the feedback to guide their further learning? EM 15: How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction? EM 18: How does the candidate use studentvoice evidence to identify instructional improvements? 
(iv) Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others 
EM 2: How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 3: How does the candidate use knowledge of his/her students to justify instructional plans? EM 4: How does the candidate identify and support language demands associated with a key mathematics learning task? EM 6: How does the candidate demonstrate a respectful learning environment that supports students’ engagement in learning? EM 7: How does the candidate actively engage students in developing understanding of mathematical concepts? EM 8: How does the candidate elicit responses to promote thinking and develop understanding of mathematical concepts? EM 9: How does the candidate use representations to develop students’ mathematical concepts? 
(v) Planning and/or adapting standardsbased curricula that are personalized to the diverse needs of each student 
EM 2: How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 3: How does the candidate use knowledge of his/her students to justify instructional plans? EM 6: How does the candidate demonstrate a respectful learning environment that supports students’ engagement in learning? EM 7: How does the candidate actively engage students in developing understanding of mathematical concepts? 
(vi) Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them 
EM 16: How does the candidate focus student attention on the learning targets? EM 17: How does the candidate support students to access resources for learning and to monitor their own learning progress? 
(vii) Planning and/or adapting curricula that are standards driven so students develop understanding and problemsolving expertise in the content area(s) using reading, written and oral communication, and technology 
EM 1: How do the candidate’s plans build students’ conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 4: How does the candidate identify and support language demands associated with a key mathematics learning task? EM 7: How does the candidate actively engage students in developing understandings of mathematical concepts? EM 8: How does the candidate elicit responses to promote thinking and develop understanding of mathematical concepts? EM 9: How does the candidate use representations to develop students’ mathematical concepts? EM 14: How does the candidate analyze students' use of language to develop content understanding? 
(viii) Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society 
NA 
(ix) Using technology that is effectively integrated to create technologically proficient learners 
NA 
(x) Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance 
EM 2: How does the candidate use knowledge of his/her students to target support for students to develop conceptual understanding, procedural fluency, and mathematical reasoning/problem solving skills? EM 3: How does the candidate use knowledge of his/her students to justify instructional plans? EM 7: How does the candidate actively engage students in developing understanding of mathematical concepts? 
b. Professional development 

Developing reflective, collaborative, professional growthcentered practices through regularly evaluating the effects of his/her teaching through feedback and reflection 
EM 10: How does the candidate use evidence to evaluate and change teaching practice to meet students’ varied learning needs? EM 15: How does the candidate use the analysis of what students know and are able to do to plan next steps in instruction? EM 18: How does the candidate use studentvoice evidence to identify instructional improvements? 
c. Teaching as a profession 

(i)Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication 
NA 
(ii)Demonstrating knowledge of professional, legal, and ethical responsibilities and policies 
NA 