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ERIC Number: EJ1230934
Record Type: Journal
Publication Date: 2019-Oct-7
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1068-2341
EISSN: N/A
State-Wide Implementation of EdTPA in Preparation for High-Stakes Testing: A Mixed-Methods Study of the Concerns of EdTPA Coordinators
Many, Joyce E.; Bhatnagar, Ruchi; Tanguay, Carla; Favors-Welch, Shaneeka; Thomas, Clarice; Cannon, Susan Ophelia; Ogletree, Tamra; Kim, Jihye; Howrey, Shannon; An, Sohyun; Kurz, Karen; Wilson, Judi
Education Policy Analysis Archives, v27 n122 Oct 2019
This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators' "Stages of Concern," the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common "Stage of Concern" for edTPA coordinators was "Management." Coordinators' interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia
Identifiers - Assessments and Surveys: edTPA (Teacher Performance Assessment); Stages of Concern Questionnaire
Grant or Contract Numbers: N/A