Program Alignment Considering edTPA: Process, Constraints, Affordances, and Results

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

Abstract

Objectives
This case study details and investigates the results of how the team of instructors in one Secondary English Education Teacher Preparation Program aligned the Bachelor of Science in Education curriculum using one year of edTPA pilot study data. In particular, this study aims to answer: What does it look like when a program aligns its curriculum in regards to edTPA? What are the constraints and affordances of this alignment? What are the results of the alignment?
Perspectives
Before 2015, the path to Secondary English Education teacher certification and preparation in Georgia was guided and regulated by the Council of Chief State School Officers’ InTASC standards (2011), as well as the National Council of Teachers of English standards that overlap with the Georgia Professional Standards Commission (GAPSC) Rule 505-3-.01 (2014). In our program, we also elect to work toward the International Society for Technology in Education (2008) standards for the effective use of technology by teachers. As of fall 2015, edTPA will also determine which candidates are eligible for certification in Georgia. Because edTPA is an additional, as well as high stakes and high cost, assessment added onto the already established InTASC and GAPSC assessments, our program feels forced to restructure the curricular content in order to scaffold our teacher candidates toward success on edTPA.
Methods and Data Sources
Data sources for this study included: teacher candidate pilot study tests scores, student feedback on edTPA scaffolding measures, minutes of an instructor preplanning meeting, the resulting five course syllabi and curriculum alignment maps, minutes of monthly instructor meetings, teacher candidate journals, and teacher candidate focus group conversations. Focus group methodology worked to gain an understanding of the participants’ views and experiences (Gibbs, 1997) of the edTPA curriculum alignment efforts, and the conversations were recorded and transcribed. All documents were coded for emergent themes. Member checking, triangulation of data sources, and praxis were a part of the data collection process to work toward validity, replicability, and reliability (Lather, 1986; Maxwell, 2005).
Results
Preliminary findings indicate that teacher candidates need additional time and practice to be successful on edTPA. Specifically, teacher candidates needed practice (1) helping grades 6-12 students to make meaning for themselves instead of telling the students the answers; (2) providing both positive and solution focused feedback on student work, and (3) overcoming the technological and ethical requirements to submit a portfolio that includes grades 6-12 student data.
Significance
Adjusting to edTPA is a process which hundreds of teacher preparation programs must contend. It is a statewide requirement in Georgia, and is present in over 35 states and 626 teacher preparation program (AACTE, 2015). Despite this pressing need, little facilitation, information, and education is offered to support programs through this work. This study aims to fill the gap in what is known about implementing edTPA.

Authors

• Amy Heath, University of Georgia

• Meghan E. Barnes, University of Georgia - Athens

• William Fassbender, University of Georgia

• Heidi Hadley, University of Georgia - Athens

• Stephanie P Jones, University of Georgia

• Margaret Ann Robbins, University of Georgia - Athens

• Jennifer Bogdanich, University of Georgia