This article investigates a yearlong professional development experience provided to two cohorts within a doctoral program for early career school leaders. Drawing from situated learning theory, we examined one aspect of this program’s pedagogy, which centers on the use of field-based application-oriented projects that leaders must take up in their school settings. From this investigation, we identified and reported two key elements of the school context that were regularly drawn into leaders’ application-oriented learning experiences. We also illustratively highlight several of the authentic leadership consideration and practice experiences that were enabled.
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.
Since 2009, edTPA has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique amongst teacher educators. In this article, we examine such diverse perspectives. Highlighting the voices of administrators, faculty, staff, and teacher candidates (n = 68) across eight teacher preparation programs (TPPs) in two states, we evaluate how they have responded to varied edTPA policy designs and contexts. Results show both policy design and micro-organizational differences influence how these stakeholders have perceived and implemented edTPA--either as a framework for program redesign or compliance. In the process, we contend edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.
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