Chapter 16: Using Response to Intervention as a Model for Candidate Support for edTPA

In 2013 and in advance of any state legislation requiring us to do so, NC State University began implementation of edTPA in order to incorporate an independent review of our candidates’ student-teaching practicum via a performance-based measure and to prepare for CAEP accreditation. Throughout edTPA implementation, we have developed a multitiered approach to candidate support, which can be used as a model for other edTPA participants. The first tier, universal interventions, consists of online support and formative assessments, which are embedded in core courses. The second tier consists of optional workshops and program-specific supports. The third tier consists of individualized intervention plans. This chapter describes, in detail, each tier of candidate support and uses examples of program-specific support from middle and secondary mathematics. It also describes how this support system has evolved through 5 years of implementation and data collection, concluding with applicable and practical lessons learned throughout the process.