Proposal Title
Teacher Candidates Experience with the edTPA
Abstract
As of 2015, five states (New York, Washington, Wisconsin, Illinois, and Georgia) mandate that candidates pass the edTPA for initial certification. In total, 13 states have policies in place that require (or will require) teacher education programs to verify that their candidates have passed the edTPA as a licensure criterion.
The relative novelty of this performance assessment makes measuring its impacts on teacher education programs, teaching practices, and student learning difficult. With this presentation – an extension of a study begun in 2014– will attempt to illuminate experiences with and perspectives on edTPA completion among teaching candidates from one institution in Georgia, with an eye toward how teacher education programs and test-takers have adapted to the assessment. A sample of 82 respondents replied to our survey. This paper extends survey findings and implications from a 2015 report (Meuwissen et al., 2015) and generates new discussion on how area teaching candidates and one teacher education institution in Georgia are acclimating to the assessment, two years into its use as a certification instrument.
Keywords
edTPA, pedagogy, assessment
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Taylor, Roben and Hart, Anna, "Teacher Candidates Experience with the edTPA" (2018). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/34
Teacher Candidates Experience with the edTPA
As of 2015, five states (New York, Washington, Wisconsin, Illinois, and Georgia) mandate that candidates pass the edTPA for initial certification. In total, 13 states have policies in place that require (or will require) teacher education programs to verify that their candidates have passed the edTPA as a licensure criterion.
The relative novelty of this performance assessment makes measuring its impacts on teacher education programs, teaching practices, and student learning difficult. With this presentation – an extension of a study begun in 2014– will attempt to illuminate experiences with and perspectives on edTPA completion among teaching candidates from one institution in Georgia, with an eye toward how teacher education programs and test-takers have adapted to the assessment. A sample of 82 respondents replied to our survey. This paper extends survey findings and implications from a 2015 report (Meuwissen et al., 2015) and generates new discussion on how area teaching candidates and one teacher education institution in Georgia are acclimating to the assessment, two years into its use as a certification instrument.
