States and teacher preparation programs across the country are increasingly using a teacher candidate assessment called edTPA. The purpose? To make sure that teacher candidates are ready and able to teach before they begin their careers. The teacher performance assessment requires candidates to compile a portfolio that consists of lesson plans, student work samples, a video, and an instructional commentary. In this critique of edTPA, Greenblatt examines the implications for student teacher candidates, their cooperating teachers, the education workforce, and public education as a whole. Among her chief arguments, the author says that edTPA is time-consuming and detracts from authentic teaching experiences that candidates should gain in their student teaching placements. Pointing to the test's costs and language demands, Greenblatt writes that the test "could further contribute to the lack of diversity" in the teaching workforce. She argues that instead of acting as a "gatekeeper," edTPA's requirements are deterring even strong teacher candidates from entering the field, which could cause a teacher shortage and contribute "to the problem that edTPA hopes to diminish--having unqualified teachers in the classroom."