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.
Teaching quality is recognized as the most powerful school-based factor in student learning. This does not mean that all teachers have powerful effects on student learning, notes a recent blog posted by the Alliance for Excellent Education. The post goes on to point out that edTPA, which was developed by the field for the field to improve the preparation of new teachers, is one of several initiatives underway to meet this challenge. Read the blog here.
One of the nation’s leading education publications has written an extensive story about edTPA’s development and rollout, noting that “proponents believe it could launch new ways of defining and measuring teaching practices in ways that professions like medicine and nursing have used for decades.”
The publication Education Week outlined the details of the new edTPA performance standard in the story, and cites interviews with new teachers who went through the edTPA process who said that though the assessment was challenging, it was useful. Added Alyssa Thompson, a first-year biology teacher and graduate of Illinois State University: “edTPA is hard, but becoming a professional should be hard.”
A new article details the growing interest among states and teacher preparation programs in using performance-based assessments as a way to ensure that teachers are able to “translate book learning into effective instruction.” The most prominent of these assessments, the article notes, is edTPA.