NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1111634
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1535-0517
Where Practicum Meets Test Preparation: Supporting Teacher Candidates through EdTPA
Clark-Gareca, Beth
CATESOL Journal, v27 n2 p211-220 2015
A strong focus on teacher performance is resurfacing in teacher-preparation programs across the US. EdTPA, a teacher-performance assessment designed to determine K-12 teacher candidates' readiness for the classroom, has become central in teacher-preparation programs in several states and promises to be implemented in more states in the coming months. A multidimensional portfolio compilation, the edTPA requires candidates to submit teaching artifacts (e.g., lesson plans, samples of students' work) along with narrative writing tasks that detail a teacher's instructional approach and teaching reflections. This article highlights 3 ESL teachers' experiences with and perspectives about the New York State requirement of edTPA for English as an Additional Language (EAL) certification over 2 semesters of a student-teacher practicum. These teachers' experiences provide insights into the nature of certification assessment and the perceived benefits and challenges of completing the edTPA portfolio. This article also offers suggestions for the growing number of educational programs that will experience the impact of edTPA during the coming decade.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Teacher Performance Assessment Instruments
Grant or Contract Numbers: N/A