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

Abstract

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.

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

“…As fewer educators became involved, teacher educators left with the responsibility realized that the program had fewer experts to share the workload. Researchers have noted similar responses and reactions from teacher educators to a mandate, noting their compliance rather than inquiry (Kornfeld et al, 2007) and considered educators' stages of concern, recognizing consequences for candidates, themselves, and their program (Many et al, 2019;Qian et al, 2017).…”

“…Research has indicated that administrators face challenges motivating teacher educators to engage in, rather than to resist, new policy mandates (Peck et al, 2010;Sloan, 2013). By recognizing educators' stages of concern, in response to policy mandates, teacher preparation program leaders can learn how to engage faculty in professional development (Many et al, 2019;Qian, Fayne, & Lieman, 2017). Some educational scholars contend that leaders in higher education must come to understand how they are influenced by policy mandates and the conditions for developing an inquiry stance to learn and change (Dewey, 1938, Peck et al, 2010Peck & McDonald, 2013;Whittaker & Nelson, 2013).…”

“…However, thinking that departmental reorganization would support teacher educators, the college administrators did not anticipate that the new arrangement would provide increased difficulty for educators to collaborate and to agree on course ownership. Similarly, other researchers have indicated that college infrastructure supports are needed to alleviate faculty concerns and to support teacher candidates in the edTPA implementation process (Many et al., 2019;Tanguay et al, 2019). Modified/added assignments to spring 2017:…”

Stuck in a box: Elementary teacher education students’ perspectives of the impact of edTPA on social studies instruction

“…Additionally, the outsourcing of scoring to external evaluators has been found to erode the pedagogic relationships faculty and university supervisors develop with teacher candidates. Faculty may resort to “teaching to the test” as a means to bolster student edTPA pass rates, which can counter their pedagogical and philosophical beliefs with regard to preparing students for the academic, professional, and socio-emotional aspects of the profession (Donovan & Cannon, 2018; Many et al, 2019; Sato, 2014; Consequently, teacher candidates may be deprived from receiving individualized feedback on portfolios that can aid in their development into reflective and culturally-responsive educators. Moreover, COE faculty risk losing autonomy over their curriculum and instruction if education degree programs and coursework are aligned with corporate interests versus the needs of students and communities where aspiring teachers will work.…”