Press Release: New Report on First-Year edTPA® Data Shows Growth, Affirms Validity & Reliability Of the First Nationally Available Licensure Assessment of Teacher Candidates
FOR IMMEDIATE RELEASE
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New Report on First-Year edTPA® Data Shows Growth, Affirms Validity & Reliability
Of the First Nationally Available Licensure Assessment of Teacher Candidates
WASHINGTON – Sept. 30, 2015 – A new public report on the first full year of edTPA implementation provides the most detailed picture to date of edTPA’s expansion as the first nationally available performance-based assessment and support system for teacher licensure. More than 18,000 candidate portfolios are included in the findings, and analyses are presented in the report to affirm reliability and consistency of scoring, examine evidence of validity, and document trends in candidate performance.
FOR IMMEDIATE RELEASE
APRIL 10, 2015
Contact Adam Bradley
Educators Gather for edTPA Southeast Regional Summit
Convening Shows Growing National Consensus
On Standards-Based Assessment of New Teachers
SAVANNAH, GA – Nearly 300 educators representing 20 states convened last week to discuss effective implementation of edTPA, the first subject-specific, standards-based beginning teacher assessment and support system to be nationally available in the United States.
Participants at the edTPA Southeast Regional Summit included P-12 educators, educator preparation providers (EPPs), state agencies and other organizations working to build capacity for implementing edTPA. The assessment is currently used by more than 600 teacher preparation programs in some 40 states nationwide. The event produced a lively conversation on Twitter, which can be viewed by searching for the hashtag #edtpasummit15.
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