New York City Elementary Education Teacher Candidates' Experience With the Implementation of the edTPA

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Performance Assessments: Comparing Benefits and Drawbacks

Abstract

Using a mixed-methods design, this study looked at 42 teacher candidates in New York City who took the elementary education edTPA. Survey data was collected across nine schools of education. Interviews were also conducted with teacher candidates and teacher educators to share about their experiences. Preliminary findings show that although GPA and edTPA scores were high, teacher candidates found the test to be overwhelming and interfere with their student teaching experience. Additionally, they slightly disagreed that the edTPA was a fair assessment of their teaching while slightly agreeing that the goals of the edTPA were consistent with their ideas of good teaching. Furthermore, while they felt supported by various stakeholders, classmates scored the highest while field supervisors scored the lowest.

Author

• Deborah Greenblatt, City University of New York