The mathematics teacher educator’s reflection on edTPA: The basics and the complexity of Georgia’s implementation

Authors

Lynn Stallings, Kennesaw State UniversityFollow
Woong Lim, Kennesaw State UniversityFollow

Document Type

Article

Publication Date

2013

Abstract

Beginning in fall 2015, Georgia will require that all teacher candidates pass the edTPA, a performance-based assessment, as a requirement for initial certification. With the potential to impact teacher preparation programs in a profound way, the questions and issues related to the implementation of edTPA merit some critical reflection. In this article, we introduce the brief history of the instrument and review the basics of edTPA with a particular interest in middle grades mathematics. Furthermore, drawing upon our experience with edTPA during a pilot program and the extensive knowledge base of edTPA rubrics and scoring process, we present issues related to the implementation by examining a list of focus questions relevant to different stakeholders in teacher preparation programs. It is hoped that teacher educators have a meaningful opportunity to examine the new teacher performance assessment and inform their teaching policy and practice.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Stallings, Lynn and Lim, Woong (2013) "The mathematics teacher educator’s reflection on edTPA: The basics and the complexity of Georgia’s implementation," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 7: Iss. 1, Article 3.
DOI: 10.20429/gamte.2013.070103
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol7/iss1/3