An Organic Model for edTPA Exploration and Implementation

Tanguay, Carla L.; Many, Joyce E.; Ariail, Mary; Bhatnagar, Ruchi; Emerson, Judith

doi:10.4018/978-1-5225-8353-0.ch003

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…The purpose of this study was to examine how a TPP 1 design, in alignment with several professional organizations’ recommendations and standards publications, 2 influences TCs’ knowledge, skills, and teaching ability readiness as measured by internal measures over sequenced method courses and field experiences with respect to the external high-stakes, standardized edTPA, particularly the secondary mathematics edTPA (Stanford Center for Assessment, Learning and Equity [SCALE], 2020). For context, the structural design of the portfolio incorporates pedagogical constructs (i.e., integrating concepts of planning, instruction, and assessment) and subject-specific pedagogy that aligns with content and pedagogical standards from professional organizations, such as the National Council of Teachers of Mathematics (NCTM; Moldavan, 2018; Pecheone et al, 2016; Tanguay, 2018). TCs must compile artifacts (e.g., lesson plans, student work samples, video segments) that reveal their abilities to plan, instruct, and assess 3–5 consecutive days of mathematics instruction (SCALE, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Zelkowski

Campbell

Moldavan

2023

Journal of Teacher Education

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Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

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Section: Introductionmentioning

confidence: 99%

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Zelkowski

Campbell

Moldavan

2023

Journal of Teacher Education

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State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators

Many

Bhatnagar

Tanguay

et al. 2019

EPAA

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This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

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High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

Tanguay

2020

EPAA

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Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond Hyler, 2013). Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei Pecheone, 2010). Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014). This case study uncovers teacher educators’ perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned.

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An Organic Model for edTPA Exploration and Implementation

Cited by 3 publications

References 19 publications

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators

High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

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