Session Information
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Proceeding
Abstract of proposed session
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.
Keywords
Mathematics teachers, Teaching candidates, edTPA, Teacher certification, Teacher preparation programs
Recommended Citation
Lim, Woong and Stallings, Lynn, "Paper 2: The Mathematics Teacher Educator's Reflection on edTPA: The Basics and the Complexity of Georgia's Implementation" (2013). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference. 3.
https://digitalcommons.georgiasouthern.edu/gamte/2013/proceedings/3
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 2: The Mathematics Teacher Educator's Reflection on edTPA: The Basics and the Complexity of Georgia's Implementation
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.
