Proposal Title

Practice Makes Perfect: Preparing Pre-Service Teachers for edTPA and Induction Phase Certification

Location

Walsh B

Proposal Track

Practice Report

Session Format

Presentation

Abstract

With the advent of the new, 4-tiered certification structure for Georgia educators and the new Teacher Performance Assessment (edTPA) required by the GaPSC, the educator preparation programs in the College of Education at Armstrong State University began looking for ways to better prepare our teacher candidates for these new rules. One goal was to ensure that students could earn qualifying scores on the edTPA so they could receive their initial induction phase certification and a second goal was to ensure our teacher candidates would have a successful induction phase experience during their first three years in the classroom. As a faculty, we redesigned course curricula to include specific key assessments aligned with the planning, instruction, and assessment tasks of edTPA and initiated extra support structures for candidates in their final internships. A comparison of edTPA results from the year without supports versus this past year with supports did show improvement in student performance. We also saw an increase in the number of candidates immediately hired post-graduation, many of whom were offered positions at the schools where they completed their final internship.

Keywords

edTPA, Induction Certification, Educator Preparation Program

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Oct 7th, 1:45 PM Oct 7th, 3:00 PM

Practice Makes Perfect: Preparing Pre-Service Teachers for edTPA and Induction Phase Certification

Walsh B

With the advent of the new, 4-tiered certification structure for Georgia educators and the new Teacher Performance Assessment (edTPA) required by the GaPSC, the educator preparation programs in the College of Education at Armstrong State University began looking for ways to better prepare our teacher candidates for these new rules. One goal was to ensure that students could earn qualifying scores on the edTPA so they could receive their initial induction phase certification and a second goal was to ensure our teacher candidates would have a successful induction phase experience during their first three years in the classroom. As a faculty, we redesigned course curricula to include specific key assessments aligned with the planning, instruction, and assessment tasks of edTPA and initiated extra support structures for candidates in their final internships. A comparison of edTPA results from the year without supports versus this past year with supports did show improvement in student performance. We also saw an increase in the number of candidates immediately hired post-graduation, many of whom were offered positions at the schools where they completed their final internship.