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.
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.
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
Bryan Moxley, a recent graduate from Washington State University Vancouver, says he didn’t panic during his first days in the classroom because of his education classes and edTPA, which he and 67 other student teachers were required to pass this year. “WSUV did a great job of preparing us for the task. I went into it knowing how to do the job.” See the full Seattle Times story here.
The leaders of four major education associations, including Sharon P. Robinson, explain why they support performance assessments, including edTPA, for beginning teachers in this Education Week Commentary. Such assessments, the piece notes, promote essential teaching skills … by ensuring that they are emphasized, measured, and supported.