ERIC Number: EJ1157414
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
Emerging Issues with Consequential Use of the edTPA: Overall and through a Special Education Lens
Bergstrand Othman, Lama; Robinson, Rowand; Molfenter, Nancy F.
Teacher Education and Special Education, v40 n4 p269-277 Nov 2017
The purpose of teacher preparation programs is to ensure that teachers are adequately equipped with the necessary knowledge and skills to support the various educational needs of their students. Nevertheless, a call for a uniform process through which teacher candidates can demonstrate their ability to meet their students' educational needs using authentic learning environments has been called for. To that end, the American Association of College for Teachers Education (AACTE) partnered with the Stanford Center for Assessment to create a form of assessment that encompasses the three levels of teaching: planning, instruction, and assessment. This multileveled evaluation process is known as the Teacher Performance Assessment or the edTPA. The purpose of this article is to discuss some challenges that have arisen in connection with the implementation of the edTPA. The authors discuss issues such as time commitment, variability of school environments, inconsistent national implementations, and issues specific to special education.
Descriptors: Teacher Education Programs, Preservice Teacher Education, Evaluation Methods, Teacher Competencies, Teacher Evaluation, Costs, Time, Stress Variables, Educational Environment, Program Implementation, Barriers, Special Education, Conflict, Teaching Methods, Disabilities, Scoring Rubrics
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Teacher Performance Assessment Instruments
Grant or Contract Numbers: N/A