A new article in the Journal of Teacher Education takes a step back from the arguments in support of or in opposition to edTPA to explore the fundamental concepts of teaching upon which the performance-based assessment of teacher candidates was structured and built. The article is authored by Misty Sato, PhD, Associate Professor and Campbell Chair for Innovation in Teacher Development at the University of Minnesota-Twin Cities. Read the abstract here, please note that you must be a JTE subscriber to download the entire article.
A new article from The Daily Astorian newspaper in Oregon describes how edTPA is part of an effort by Oregon education leaders to focus on improving the preparation of new teachers. While acknowledging questions about cut scores and student fees for the assessment, the article quotes Saroja Barnes from the American Association for Colleges of Teacher Education calling edTPA a “culture changer” in reference to the increased collaboration that has resulted across programs at institutions using edTPA. Read the article here.
More than 180 teacher preparation faculty members and administrators from across the Atlantic region and beyond gathered at Morgan State University in Baltimore June 5-6 to share and compare strategies for using edTPA to support and improve teacher candidate preparation.
Consistent with the commitment to an assessment “by the profession, for the profession”, SCALE and AACTE have been archiving email (from faculty, candidates and program leaders) and edTPA Online Community questions/comments about handbook prompts, rubrics and directions throughout our first operational year. These questions and comments along with input from scorers, benchmarkers, trainers and master coders of scoring training materials, inform changes to edTPA.
“Refreshed” handbooks with edits for clarity are currently in production and will be released over the summer in three stages: June 23, 2014, mid July 2014, and early August 2014 with the highest incidence fields released in June. Please see the “change list resource,” a document that explains all edits in the refreshed handbooks. The changes are intended both to increase clarity and comprehensibility for candidates, faculty and scorers, and to increase alignment between directions, prompts and rubrics. All changes are minor and rubric constructs are being held constant in all fields. The 2014-15 handbooks are considered equivalent to the current 2013-14 operational handbooks.
Teacher educators in New York who have used edTPA write about how edTPA has supported their teaching, program development, and candidate learning. Read the full article below
In Support of a Performance Assessment of Teaching
Beverly Falk, Professor and Director, Graduate Program in Early Childhood Education, The City College of New York
Jeanne Angus, Assistant Professor and Program Director, Graduate Program in Special Education, Brooklyn College
Greg Borman, Lecturer, Secondary Science Education, The City College of New York
Nancy Cardwell, Assistant Professor, Graduate Program in Early Childhood Education, The City College of New York
Joni Kolman, Assistant Professor, Department of Teaching, Learning, and Culture, The City College of New York
Geraldine Faria, Assistant Dean, School of Education, Brooklyn College
Christy Folsom, Associate Professor, Childhood Education, Lehman College
Nancy Martin, Adjunct instructor, Childhood Science Education, Brooklyn College
Andrew Ratner, Assistant Professor, Secondary English Language Arts Education, The City College of New York
Deborah Shanley, Professor, Special Education/English, Secondary Education and Dean, School of Education, Brooklyn College
Jacqueline D. Shannon, Associate Professor and Chair , Department of Early Childhood Education/Art Education , Brooklyn College
Beverly Smith, Associate Professor, Secondary Mathematics Education, The City College of New York
Christina Taharally, Associate Professor and Director, Graduate Programs in Early Childhood Education, Hunter College
The National Board is currently revising their certification assessment and is seeking PK-12 teachers, as well as college and graduate students pursuing a teaching license, to volunteer to participate in field tests of the revised National Board Certification process. If you are interested in pursuing National Board Certification, the field tests are your opportunity to rehearse the process at no cost and no risk.
The National Board is offering incentives for individuals to participate in the field test. Visit their web site to learn more about what you could win and how to participate.