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.

Supporting Teacher Candidates Completing the edTPA

2016 ◽  
pp. 184-200
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 on 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.

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.

edTPA During Student Teaching: PETE Teacher Candidates’ Experiences and Future Support

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Tan Leng Goh ◽  
Jan Bishop ◽  
Carol Ciotto
Keyword(s):  
Student Teaching ◽  
Video Processing ◽  
Teacher Candidates ◽  
Group Discussion ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Physical Education Teacher Education ◽  
Pedagogical Skills ◽  
The University

Many physical education teacher education programs require teacher candidates to successfully complete edTPA during student teaching. Considering that research remains sparse regarding best practices in edTPA, the purpose of this study was to understand the experiences of teacher candidates completing edTPA during student teaching and of university supervisors supervising teacher candidates during the process. Twenty-four teacher candidates and 11 university supervisors participated in a focus group discussion for approximately 1 hr. Data were analyzed and categorized as (1) negative experiences, (2) positive experiences, and (3) future support. Overall, the teacher candidates felt that completing edTPA diminished their student teaching experience, as it was tedious and time-consuming pertaining to technological difficulties in videotaping, video processing, and video uploading. Nonetheless, the participants felt that completing edTPA was valuable in providing teacher candidates with detailed feedback to improve on their pedagogical skills. Future support for teacher candidates includes integrating edTPA early in their curriculum of study to better prepare them to successfully complete edTPA during student teaching. The university supervisors felt that with more in-depth training in edTPA and experience supervising teacher candidates on edTPA, they would be more competent in the future. Subscribe to TPE

Assessing Pre-Service Teachers' Assessment Literacy

2019 ◽  
pp. 42-57
Author(s):  
Beth Clark-Gareca
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Daily Work ◽  
Classroom Assessments ◽  
Raising Awareness ◽  
K 12

Conducting classroom assessments is a regular part of teachers' daily work. Despite the centrality of tests in K-12 classrooms, teacher candidates consistently demonstrate fundamental weakness in their understanding and implementation of assessment. Student teaching has the potential to be an important training ground for teacher candidates to grow in their assessment practices, and by focusing on assessment during the student teaching experience, teacher candidates can more easily develop a deeper understanding of the myriad ways to evaluate student learning. This chapter explores the assessment relationships between teacher candidates and their mentors (i.e., cooperating teachers, student teaching supervisors, and seminar instructors) and provides a framework through which intentional and incidental classroom assessment can be considered. Ways to teach assessment through planning, debriefing, and raising awareness through noticing are discussed, and recommendations are made to help teacher candidates build the foundation of a strong assessment repertoire.

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.

Toward a Bidirectional and Co-Constructed Mentorship: Rethinking the Mentor and Student–Teacher Relationship

2021 ◽  
pp. 238133772110335
Author(s):  
Rick Coppola ◽  
Daniel J. Rocha ◽  
Rebecca Woodard
Keyword(s):  
Professional Development ◽  
Student Teaching ◽  
Teacher Candidates ◽  
English Language ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Teacher Candidate ◽  
Student Teacher Relationship ◽  
Strategic Partnering ◽  
Artifact Analysis

Cooperating teachers are vital in the professional development of teacher candidates. Yet, little research has been done to explore the generative and bidirectional nature of mentoring in the context of a student teaching-mentoring dyad—including the ways that teacher candidates are vital to the professional development of cooperating teachers. This case study addresses this gap by exploring the realized potential of adopting a transformative activist stance in relation to the mentoring of a preservice teacher candidate. The strategic partnering of a veteran teacher (Rick) and undergraduate teacher candidate (Daniel)—both committed to culturally sustaining pedagogies—created an opportunity to reimagine the student teaching experience in one English language arts classroom. Through collaborative reflection and artifact analysis, we examine our roles in contributing to bidirectional mentorship that stressed innovative collaboration rather than adaptation to existing power differentials.

Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?

2021 ◽  
pp. 002205742110164
Author(s):  
Ann Sebald ◽  
Adam Myers ◽  
Heidi Frederiksen ◽  
Elizabeth Pike
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Pilot Project ◽  
School Experiences ◽  
Future Research ◽  
Instructional Time ◽  
Preparation Programs ◽  
Service Training ◽  
Elementary And Middle School

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

scholarly journals Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage

2020 ◽  
Vol 9 (1) ◽  
pp. 41-55
Author(s):  
Gregory Rich ◽  
Linda Gray Smith ◽  
Kristi Alexander
Keyword(s):  
School District ◽  
School Districts ◽  
Rural Area ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Data Sources ◽  
Rural School Districts ◽  
The University

This research essay examined a growing trend in a rural area of the Midwest where PK–12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC’s student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was an effective practice. We used three data sources to gauge the perceptions of the TC, the TC’s mentor, and the TC’s administrator. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.

scholarly journals An Exploration of Factors Contributing to the Perceptions of Preparedness for Elementary Candidates in a Clinically Based Program

2014 ◽  
Vol 2014 ◽  
pp. 1-6 ◽  
Author(s):  
Rebecca McMahon Giles ◽  
Andrea M. Kent
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Cooperating Teachers ◽  
Teaching Experience ◽  
Collaborative Teaching ◽  
Research Model ◽  
University Supervisors ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Prior Experiences

A quantitative, descriptive research model was used to investigate the perceptions of teacher candidates (n=32) in a clinically based dual certification program regarding their culminating student teaching experience. Data consisted of candidates’ responses to both multiple choice and open ended survey items. Results indicated that teacher candidates within an undergraduate program leading to state teaching certification in both elementary and collaborative teaching (K-6) had positive perceptions regarding their preparedness as a result of prior experiences working in K-6 classrooms (44%) and interactions with in-service teachers (28%). In addition, teacher candidates perceived strong relationships with their university supervisors reporting that they received a greater amount of encouragement and feedback for improved teaching from their university supervisors than from their cooperating teachers.

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