The edTPA has been fully operational since 2013, when it entered the field of education as a performance portfolio to assess teacher candidates' readiness for the classroom. Since that time 35 different states have been using it in some form, including Tennessee, which adapted it as a licensure requirement in 2019. Over the last several years, the challenges for teacher candidates that come with edTPA as a consequential exam have been apparent. This research study examined the scores of 73 teachers who had completed edTPA in 2018 and 2019 during a year-long residency and went on to become first-year teachers. Both the residency and first year in the classroom were set in a high-needs school context. In an effort to strategically target the support of teacher candidates going through the edTPA process, this research study examined graduate performance indicators, including undergraduate grade point average (GPA) and graduate GPA, to determine if there were any statistically significant relationships between the two variables that could provide helpful information in identifying teacher candidates in greater need of support. In addition, this research study also examined the relationship between edTPA scores and first-year teacher effectiveness measures including observation scores, value-added scores, and student perception survey results to determine if there were any statistically significant relationships that could be used to identify first-year teachers in need of support based on edTPA scores. The outcomes of this research study found one statistically significant relationship between the graduate performance indicators and edTPA scores that showed a moderate, positive correlation between the graduate GPA and Task 3 Assessment scores. Regarding the value-added scores, there was a statistically significant relationship between the value-added scores and Task 1 Planning scores only. The observation scores of first-year teachers produced two statistically significant results between observation scores and Task 2 Instruction scores, as well as observation scores and overall edTPA portfolio scores. Finally, the results of the student perceptions survey did not find any statistically significant relationships. This research study will provide greater insight to these results, existing literature, and a discussion of the outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]