The Contradictions and Consequences of the edTPA

• In Event: 29.045 - edTPA's Threats to Equity in Teacher Education: Policy Analysis at Statewide, Program, and Individual Levels

Abstract

As Dover et al. (2015) writes, "it seems the speed of edTPA implementation - fueled largely, perhaps, by the intense profitability of the privatization of teacher preparation - has both outpaced and precluded scholarly engagement" (p. 3) and puts forth a call for continued scholarship in this area.

This mixed methods study investigated the experiences of New York City teacher candidates and teacher educators with the elementary education edTPA portfolio. Sixty teacher candidates were surveyed and fourteen were interviewed. Additionally, eight teacher educators were interviewed. Data was analyzed using Bourdieu’s theories of capital, Foucault’s theories about power and discourse, and Stone’s policy paradoxes. Descriptive and inferential statistical tests were run. The qualitative data was coded using Saldaña (2013) methods. This study investigated the early implementation of a policy that is being considered in many states across the country. The high-stakes application and possibility of acceptance as a national certification exam has great implications.

In the “About the edTPA” and “edTPA FAQ” webpages, SCALE and AACTE state the goals, objectives, and benefits of the edTPA. Evidence from this study does not support that these statements are being met. In fact, in several instances, they are contradicted. It is a major concern that 73.8% of participants felt the edTPA interfered with their student teaching responsibilities. Additionally, with over 90% of participants finding the edTPA to be overwhelming and several participants reporting health issues related to the assessment, one has to wonder if the ends justify the means.

Although 60.6% of teacher candidates in the study used support services “often” or “always,” 93.4% still found the edTPA to be overwhelming. Additional interview data revealed that the teacher candidates needed emotional/psychological support to both sustain confidence and to combat the effects of stress and anxiety. This reality leads to two questions: 1) Is it ethical to have a certification test that creates such emotional/psychological strain? and 2) What does having a test with these affects prove? What is it trying to achieve?

Author

• Deborah Greenblatt, Manhattan College