A Critical Analysis of the Special Education edTPA Using Teacher-Candidate and Faculty Perspectives

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

Abstract

In this paper, we analyze particularities of the special education edTPA through a critical Disability Studies perspective. We are special education professors who supported the first groups of teacher-candidates required to submit the edTPA for certification in New York State. Primary data comes from open-ended surveys and class journals completed by 24 teacher-candidates, as well as faculty narratives. Findings include: several benefits that candidates identified, teaching to the test during class seminars, the validity of the edTPA, various complications with the language and writing of the exam and the impact of the edTPA on student’s fieldwork. We discuss the results of this study in light of current and future directions of the field of inclusive and special education.

Authors

• Jessica K. Bacon, Montclair State University

• Sheila Blachman, Lehman College