Perception Versus Reality: edTPA Perceptions and Performance for Teacher Candidates of Color and Their Peers

• In Event: 47.096 - MTCC Roundtable Session 20
  In Roundtable Session: 47.096-3 - The Stakes Are High: Critically (Re)Assessing Teacher Education Practice

Abstract

Many states are enacting legislation that requires teacher candidates in Education Preparation Programs (EPPs) to complete edTPA—a performance-based assessment that measures a candidate’s skills and knowledge concerning planning, instruction, and assessment. Critics of this assessment have articulated that the high-stakes nature of edTPA is a barrier for licensing teacher candidates, and more specifically, students of color. The purpose of this study was to examine if differences exist among edTPA scores between White and Non-White teacher candidates, at a southeastern urban EPP, and investigate if teacher candidates’ perceptions of the supports they receive towards completing edTPA influenced their scores. Implications from this study should serve to provide actionable items that EPPs can use to support their teacher candidates of color.

Authors

• John Andrew Williams, Texas A&M University - College Station

• Laura Hart, University of North Carolina - Charlotte

• Robert F. Algozzine, University of North Carolina - Charlotte