Teacher Performance Assessments' Influence on Admissions and Completions of Linguistically and Ethnically Diverse Preservice Teachers

• In Event: 26.081 - Poster Session 3
  In Poster Session: 26.081-1 - Division G Section 4: Policy and Praxis

Abstract

The objective of this study is to uncover: how state-based professional certification standards (edTPA) affected the acceptance and the completion rates of linguistically and ethnically diverse pre-service teachers in an urban school of education. First, using critical discourse analysis, we examine state and local policies for teacher certification (edTPA) for three tenants Critical Race Theory: (1) Critique of Colorblindness, (2) Whiteness as Property, and (3) Interest-Convergence. Second, we present the admissions and completion data from an early childhood teacher education program over a three-year period (before, during and after the edTPA policy was enacted). Finally, we present Counter Storytelling narratives from faculty, students and administration. The findings section presents each tenant with policy analysis, statistical data and counter narratives.

Authors

• Sara C. Michael-Luna, Queens College - CUNY

• Sonia Rodrigues, Queens College - CUNY