A recent feature story in Principal magazine highlights examples of P-12 and higher education programs collaborating to enhance the clinical experiences of teacher candidates.
Authored by Sharon P. Robinson, president and CEO of the American Association of Colleges for Teacher Education, the article explains how using edTPA in these sites has inspired P-12 schools and teacher prep faculty to work together in new ways.
“We now have a framework and structure. The guidelines are very clear,” says Susan Copeland, principal of the University of Memphis Campus School for the College of Education. Read the article here.
A new poll finds that the American public believes more must be demanded of future teachers and those who prepare them.
The 2014 PDK International/Gallup poll found strong support for tightening entrance requirements for would-be teachers; lengthening practice teaching to a full year and requiring all candidates to pass board certification before being licensed.
The emergence of such clear public opinion comes as more states and institutions of higher education are using edTPA™ to asses new candidates and reflect on edTPA data to adjust and strengthen support for aspiring teachers. See the results here.
The National edTPA Implementation Conference organized by the Stanford Center for Assessment, Learning, and Equity (SCALE) and AACTE will be held October 24–25, 2014, at the University of California, Los Angeles. This annual two-day gathering is open to higher education administrators, faculty, supervisors and state education agencies who are seeking to deepen their understanding of edTPA and network within a learning community of edTPA users.
Registration is now open.
Regular Registration Deadline: October 13, 2015
We are seeking presentation proposals to round out the conference program. The Program Committee welcomes proposals from implementers of edTPA addressing the guidelines described in the attachment below. We accept submissions on other topics that provide insight into the implementation process for attendees. Space is limited at the conference so not every submission can be accepted, but all will be considered.
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.