AACTE and SCALE Celebrate Successful Progress for National Teacher Performance Assessment

AACTE and the Stanford Center for Assessment, Learning and Equity (SCALE) are eagerly supporting a nationwide field test of the Teacher Performance Assessment (TPA) that kicked off this spring.

The initiative has grown to now include more than 180 participating institutions in 25 states in the Teacher Performance Assessment Consortium (TPAC). Nearly 10,000 teacher candidates from across the country will submit their TPA artifacts during this spring’s field test. Results of the field test will be analyzed this summer to provide valuable reliability and validity data for continued development of the assessment.

AACTE and SCALE believe that the TPA adds to the richness and complexity of the entire professional community’s work, facilitating professional consensus around the knowledge and skills candidates should develop and demonstrate before becoming a teacher-of-record. AACTE and SCALE emphasize that the TPA is intended to be used in conjunction with, but not replace, other valuable processes such as lesson studies, ongoing reflection and local clinical field supervision evaluations.

“AACTE recognizes the value of an objective, rich and reliable assessment that reflects our members’ and the professional community’s commitment to preparing teachers to enrich PK-12 student learning,” said Sharon P. Robinson, Ed.D., president and CEO of AACTE. “While unique program characteristics are important, all programs are aiming to produce the same result – candidates who can hone the skills and knowledge necessary to provide high-impact instructional services to diverse groups of students. The TPA is a milestone indicative of the reform-oriented future for educator preparation. It will provide us a pervasive tool to document teacher candidates’ readiness and help us determine the standards of capacity needed for novice practice.”

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