Engaging Faculty in the Work: An Institutional Case Study of edTPA Implementation

• In Event: 73.044 - The Politics of Policy and Teacher Assessment: Emerging Perspectives on edTPA

Abstract

The purpose of this study is to investigate how college faculty and unit leadership responded to a state mandate to implement the edTPA. Based on pre- and post-responses on the Stages of Concern Questionnaires and qualitative data gleaned from focus group interviews and content analysis of re-designed program artifacts, the authors draw conclusions about how communities of practice impact on the nature of faculty's concerns about the edTPA, a performance measure that requires significant shifts in curriculum and instruction. Results indicated that faculty members experienced significant changes in their concerns about the implementation of the edTPA over time. The present study adds to the body of literature on using communities of practice as a vehicle for change in teacher education.

Authors

• Harriet R. Fayne, Lehman College - CUNY

• Gaoyin Qian, Lehman College - CUNY