As states across the country continue their implementation of the Teacher Performance Assessment Portfolio (edTPA), a complex and high-stakes certification requirement for teacher certification, there are important lessons for educators and education advocates to learn from New York State's implementation. As Linda Darling-Hammond, developer and promoter of the edTPA, cautioned at the 2014 American Educational Research Association meeting: "New York is a prototype of how "not" to implement teacher performance assessment." Developed by The Stanford Center for Assessment, Learning and Equity (SCALE) and the American Association of Colleges for Teacher Education (AACTE) but nationally distributed and scored by Pearson Education, Inc., edTPA differs from previous assessments in that it purports to measure "performance" by requiring student teachers to compile a portfolio, including lesson plans, student work samples, a short classroom video (15 to 20 minutes), and a lengthy "instructional commentary" of 40 to 60 pages. This article details the following lessons from New York: (1) edTPA is Called a Teacher Performance Assessment--but that Doesn't Mean it is One; (2) The edTPA Privileges Certain Student Teaching Placements; (3) The edTPA Scoring is Inconsistent; (4) The edTPA Shifts the Focus of the Student Teaching experience to Test Preparation; (5) The edTPA Privileges Candidates and Institutes of Certain Financial Status; (6) The edTPA Privileges Candidates from Certain Linguistic and Cultural Backgrounds; and (7) The edTPA Technology Requirements Privilege Certain Candidates and Institutions. Having learned these lessons from New York, the authors express their hope that educators, activists, and policy makers will benefit from the lessons learned and join the effort for a certification process that does not standardize teacher education programs but rather draws upon an effectively designed certification process and represents what is important to the profession, not politicians and corporations.