Winter is Coming: Forecasting the Impact of edTPA on Black Teachers and Teachers of Color

Petchauer, Emery; Bowe, Anica G.; Wilson, J.D.

doi:10.1007/s11256-018-0453-1

Cited by 37 publications

(25 citation statements)

References 49 publications

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“…In the state of Washington in 2012-2013, Latinx teacher candidates were 3 times more likely to fail edTPA compared with white candidates, yet there was no statistically significant difference between Black and white candidates’ overall scores (Goldhaber, Cowan, & Theobald, 2017). However, the most recent edTPA score reports from 2015 demonstrate a growing effect size (i.e., standardized mean difference) between Black and white teacher candidates (Petchauer, Bowe, & Wilson, 2018). These findings suggest teacher performance exams may expand the disproportionate impact other gatekeepers have had on prospective TOCs, thus cultivating a “keepout” climate that blocks TOCs from the teacher workforce.…”

Section: Recruitment and Retention Challenges: Keeping Out Teachers Omentioning

confidence: 99%

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Andrews

Castro

Cho

et al. 2018

Journal of Teacher Education

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100

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Section: Recruitment and Retention Challenges: Keeping Out Teachers Omentioning

confidence: 99%

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Andrews

Castro

Cho

et al. 2018

Journal of Teacher Education

Self Cite

100

View full text Add to dashboard Cite

“…TPAs, including the edTPA, have often been praised for being a more authentic assessment of teaching practice (American Association of Colleges for Teacher Education, 2019; Darling‐Hammond & Hyler, 2013). However, the edTPA has also developed into one of the more polarizing education initiatives of the early 21st century (Petchauer, Bowe, & Wilson, 2018). Many scholars have raised concerns about the edTPA's reliability and validity, its administrative costs often borne by students, its disparate impact on multicultural education, its potential negative impacts on the student teaching experience, and the additional requirements it places on education faculty to implement and support participants during the portfolio creation process (Cohen et al, 2018; Gitomer, Martínez, Battey, & Hyland, 2019; Hébert, 2017; Lys, L'Esperance, Dobson, & Bullock, 2014; Petchauer et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Reynolds

Park

2020

J Res Sci Teach

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This study examined the relationship between preservice teachers' Educative Teacher Performance Assessment (edTPA) scores, the most widely implemented preservice teacher performance assessment in the United States, and the pedagogical content knowledge (PCK) levels reflected in their edTPA portfolios. PCK is a specialized form of teacher professional knowledge widely considered a paramount construct of teacher quality. Thirty‐six preservice science teachers' PCK levels were determined by analyzing their edTPA portfolios, including videos and written commentaries, with the PCK mapping approach, an enumerative analytical method capable of quantifying and visualizing the integration of PCK components. Data analysis indicates there was a significant positive correlation between participants' edTPA scores and their PCK levels (rs[36] = 0.949, p < 0.0001). Through further analysis, this study also identified several key features of preservice teachers' PCK revealed in their edTPA portfolios: (1) preservice science teachers' Knowledge of Student's Understanding (KSU) and Knowledge of Instructional Strategies and Representations (KISR) were the most developed components of PCK; (2) accounting for over 50% of all connections between PCK components, KSU, KISR, and Knowledge of Assessments were among the most frequently integrated components of PCK; (3) Knowledge of Science Curriculum was the least frequently integrated, and therefore the weakest, component of preservice teachers' PCK; and (4) inquiry was the most frequently mentioned, and typically the only Orientation toward Teaching Science found in participants' edTPA materials. This study contributes to the growing body of scholarship on the characteristics of preservice science teachers' PCK and becomes one of only a handful of empirical studies that examine the edTPA's diagnostic abilities. Finally, potential implications regarding the edTPA in science teacher education, as well as directions for future research surrounding preservice science teacher PCK and PCK development, are discussed.

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“…However, others found that reflective gains were tempered by the edPTA’s cumbersome logistical demands (Margolis and Doring, 2013). Indeed, mentor misunderstandings and the time-consuming nature of the edTPA can be subtractive forces in the student teaching experience (Clayton, 2018), which may be particularly problematic for candidates of color who already face a myriad of barriers to the profession (Petchauer et al., 2018). Furthermore, the developmental and educative gains that the edTPA may produce can be undercut by candidate context – specifically, their cooperating teachers’ understanding of the assessment’s requirements and their capacity to support (Kissau et al., 2019) – and the capacities of a candidates’ organizational context to comply with policy demands (De Voto, 2019).…”

Section: Accountability and Standardization In Teacher Educationmentioning

confidence: 99%

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

Kessler

2020

Policy Futures in Education

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Teacher preparation and preservice evaluation practices in the US have seen increasing influence from social efficiency and productivity logics. While analyses of the impacts of such neoliberal ascendancies are diverse and numerous, this article focuses closely on the impact of neoliberalism in preservice teacher evaluation and its impact on new teacher development. In particular, the teacher candidates who participated in this study shared their experiences with and perceptions of the edTPA, a relatively new, standardized portfolio licensure assessment published by Pearson, Inc. Analysis of qualitative case study data found that the regulatory influence of external surveillance created tensions with teacher candidates’ desire to learn and grow whilst completing their evaluation materials. Furthermore, analysis found that these candidates’ critical perspectives implicated their completion of evaluation materials. When more critical of neoliberal influences in evaluation policy, candidates’ materials were constructed in a performative manner.

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Winter is Coming: Forecasting the Impact of edTPA on Black Teachers and Teachers of Color

Cited by 37 publications

References 49 publications

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color

Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

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