Eating an Elephant: Impact, Implications, and Impressions of Implementing edTPA

• In Event: Implementing the edTPA—a National Performance-Based Assessment: Research on Concerns, Implications, and Impact

Abstract

Purpose
The transformation of educator preparation is a bit like eating an elephant. The high stakes nature of the transformation of educator preparation propelled by goals of classroom ready teachers impacts the learning and development of student. edTPA attempts to honor the complexity of teaching by measuring the impact of the teacher. As accountability demands for teacher education programs are increasingly raised, the ability to transform quickly impacts resources, curriculum development, and faculty and candidate efficacy and expectations.

Theoretical Framework/Perspectives
As an educative assessment, edTPA creates challenges and opportunities for transformation through analyses, evaluation, and reflection. edTPA, a pedagogical content portfolio assessment (Wie & Pecheone, 2010), has been adopted by the Georgia Professional Standards Commission (GaPSC) as a high stakes assessment for all pre-service candidates for program completion. GaPSC and the CAEP endorse edTPA as a tool for program accreditation (Pecheone & Cheung, 2006, p.23).
Initial discussions regarding the requirement of edTPA for candidates in their penultimate semester uncovered vast differences in faculty perspectives regarding teaching and teacher preparation. Discussions resulted in theoretical questions such as what is teaching? How do we measure the impact of teaching? How can one assessment provide a valid/reliable measure of the complex nature of teaching? Sato (2014) questions, “Is the field of teacher education ready to agree upon a common conception of teaching that underlies performance expectations for teaching?”
Methods and Data Sources
Multiple methods for this study included survey data from cooperating teachers and clinical interns; analyses of comparative national and local scorer data; interviews with faculty and cooperating teachers; and trend data for nationally scored portfolios. Curricular and key assessment changes were tracked as were changes to the assessment. When possible, data was triangulated with other data sources such as course grades and GPAs, and formative/summative assessments during the clinical experience.
Results
Preliminary results indicate edTPA had the largest implications on program development and assessment. Curriculum maps were developed to track concepts such as academic language and increased focus on assessment and impact on student learning. Faculty are learning the particular function of the edTPA rubrics and self-evaluating with comparison scores from nationally scored portfolios. Roles and responsibilities are being negotiated for university supervisors, cooperating teachers, and faculty content mentors
Focused interviews and qualitative survey data indicate that edTPA has increased reflective practice for both candidates and cooperative teachers. One cooperating teacher stated, “We were reflective every single day. We did a lot of talking and reflecting, that was one of the most important things.” (McKee, 2015). The video component was one of the most influential elements ranked by candidates on future teaching.
Significance
The significance of this work is to assist educator preparation programs in grasping the potential transformative nature of high stakes implementation. Implications, impressions, and impact of high stakes edTPA on stakeholders in education should not be underestimated. ‘Lessons learned’ during pilot phase will be shared to illustrate the all-encompassing nature of edTPA. Data charts provide statistical analyses of surveys, and map the structural changes to the EPP program.

Authors

• Cynthia Bolton, Armstrong Atlantic State University

• Kathleen Fabricant, Armstrong Atlantic State University

• June Erskine, Armstrong Atlantic State University