Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

Abstract

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors' responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.Navegando por el terreno disputado de la política y la práctica de la formación docente: Los autores responden a SCALE Resumen: Stanford Center for Assessment, Learning and Equity (SCALE) ofreció un comentario sobre los manuscritos en la primera parte de esta edicion especial, que destacó los beneficios de edTPA y la necesidad de dichos programas de evaluación para mejorar la formación docente y para fortalecer las prácticas docentes. A la vez, los autores respondieron al comentario SCALE. Las respuestas de los autores plantean inquietudes sobre la equidad, la rectitud y las consecuencias involuntarias de las evaluaciones del desempeño docente. Estas respuestas revelan la necesidad de un diálogo continuo sobre las formas de mejorar la formación docente y fortalecer la profesión docente. Palabras clave: SCALE; edTPA; educación docente; evaluación Navegando no terreno disputado da política e prática da formação de professores: Os autores respondem a SCALE Resumo: Stanford Center for Assessment, Learning and Equity Stanford (SCALE) ofereceu um comentário sobre os manuscritos na primeira parte desta edição especial, que destacou os benefícios do edTPA e a necessidade de tais programas de avaliação para melhorar a formação de professores e fortalecer práticas de ensino. Ao mesmo tempo, os autores responderam ao comentário SCALE. As respostas dos autores levantam preocupações sobre equidade, retidão e as conseqüências involuntárias das avaliações de desempenho dos professores. Essas respostas revelam a necessidade de um diálogo contínuo sobre formas de melhorar a formação de professores e fortalecer a profissão docente. Palavras-chave: SCALE; edTPA; educação de professores; avaliação Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALEStanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors' responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession. is a PhD candidate in the Educational Pol...

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

“…A performance-based assessment created by teacher educators, edTPA, has been embraced by education reformers and teacher educators who aim to professionalize teaching (Sloan, 2015;SCALE, 2017). Such assessments have, however, been criticized by those who propose critical pedagogy, who object to the privatization of public educational services (Attick & Boyles, 2018), and who advocate for faculty autonomy in teacher preparation (Donovan & Cannon, 2018;Henning et al, 2018;Sato, 2014).…”

“…In response to the widespread adoption of teacher performance assessments, teacher educators have voiced numerous concerns regarding how edTPA as a high-stakes assessment can narrow the scope of teacher education curriculum, making it test-centered; can reduce autonomy of teacher educators; and may be influenced by factors outside of teacher candidates' control (Henning, et. al, 2018;Lit & Lotan, 2013;Meuwissen & Choppin, 2015).…”

“…Many have alluded to the challenge inherent in preparing candidates for edTPA expectations while maintaining program philosophy (Fayne & Qian, 2016;Lachuk & Koeller, 2015;Lit & Lotan, 2013;Miller et al, 2015). Others believe that when TPAs are high-stakes, changes in curriculum may actually take candidates' attention away from learning how to adopt responsive pedagogical practices (Henning et al, 2018;Ledwell & Oyler, 2016).…”

“…Given the national trends in adopting edTPA as a high-stakes assessment (Donovan & Cannon, 2018;Henning et al, 2018;SCALE, 2018), more information is needed to understand edTPA coordinators' concerns in varying institutional contexts. The backdrop of resistance and concerns voiced by the teacher education community about the edTPA could have intensified some edTPA coordinators own concerns about the performance assessment, as they were simultaneously trying to unpack this complex assessment and become pioneers of implementing edTPA in their respective institutions.…”

Examining Diverse Perspectives on edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly

“…In contrast, opponents argue edTPA reflects the privatization of education and devaluing local institutional knowledge (Dover, Schultz, Smith, & Duggan, 2015;Greenblatt & O'Hara, 2015;Henning, Dover, Dotson, & Agarwal-Rangnath, 2018a). They also question whether it is a valid measure (Behizadeh & Neely, 2019;Henning et al, 2018b), given its limited view of social justice pedagogy (Cochran-Smith, 2016;Dover, 2018;Sato, 2014) and mixed correlation to classroom effectiveness (Goldhaber, Cowan, & Theobald, 2017). Towards these ends, our study seeks to illuminate such perspectives across the field, what political and micro-organizational factors may play a role, and how they, together, influence edTPA implementation.…”