Using the edTPA as a Formative and Summative Assessment Tool

2017 ◽  
pp. 181-199
Author(s):  
Tanya Judd Pucella
Keyword(s):  
Beginning Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Assessment Tool ◽  
Summative Assessment ◽  
Preparation Programs ◽  
Entry Level ◽  
Program Of Study ◽  
Support Teacher

The education profession demands a great deal of our entry level “employees.” The edTPA was developed as a performance assessment that evaluates the readiness of beginning teachers to meet these high demands. On a broader scale, the information from the edTPA can be used by educator preparation programs (EPPs) to evaluate their curriculum and practice to ensure that they are adequately preparing beginning teachers for the rigors of the classroom. This chapter will discuss the formative and summative assessment possibilities that the edTPA provides for both candidates and EPPs. This summative assessment can take on a formative role for the preservice educator within their program of study prior to student teaching. The summative data can also be used by the EPPs to identify gaps in candidate knowledge. A case study of one EPP's use of the edTPA as a diagnostic tool for programmatic improvement will be discussed. This chapter will also discuss changes made to the program and specific courses in order to more fully support teacher candidates in the development of their edTPA portfolios.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

scholarly journals One for All and All for One

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668761 ◽  
Author(s):  
Carolyn Shemwell Kaplan ◽  
Erica M. Brownstein ◽  
Kristall J. Graham-Day
Keyword(s):  
Student Teaching ◽  
Program Improvement ◽  
Validity And Reliability ◽  
Preparation Programs ◽  
Case Study Methodology ◽  
Educator Preparation ◽  
Assessment Development ◽  
Individual Program ◽  
Study Methodology

The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP’s expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs’ motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development.

scholarly journals Support for teacher candidates and the edTPA

2020 ◽  
Vol 4 (2) ◽  
pp. 173-182
Author(s):  
Dia Gary ◽  
Dylan Thomas ◽  
Joseph Miller
Keyword(s):  
Best Practices ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Study ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Passing Rate ◽  
Significant Difference ◽  
The Mean ◽  
Support Teacher

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.

Supporting Teacher Candidates Completing the edTPA

2018 ◽  
pp. 109-125
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Overcoming Barriers to Clinical Partnerships

2018 ◽  
pp. 142-165
Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Development School ◽  
A Priori ◽  
Future Research ◽  
Preparation Programs ◽  
Educator Preparation ◽  
School Based ◽  
Key Stakeholders

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.

scholarly journals Collage as a Pedagogical Practice to Support Teacher Candidate Reflection

2021 ◽  
Vol 14 (1) ◽  
pp. 329-345
Author(s):  
Gail Prasad ◽  
The Lions BEd Group
Keyword(s):  
Beginning Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Lessons Learned ◽  
Pedagogical Practice ◽  
Support Teacher

This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on “Inquiries Into Learning.” The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with their reflective personal statements. We conclude by highlighting lessons learned through collaging from the perspective of students.

Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

2021 ◽  
Vol 10 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Crystal Kalinec-Craig ◽  
Emily P. Bonner ◽  
Traci Kelley
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Mathematics Teacher Education ◽  
Instructional Decisions ◽  
Support Teacher

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

edTPA Local Evaluation

2018 ◽  
pp. 1673-1688
Author(s):  
John Louis Seelke ◽  
Kelly Mills
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
National Board Certified ◽  
Performance Assessments ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 700 teacher preparation programs, with 12 states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

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