Using Teacher Performance Assessment to Dismantle Injustice and Construct Possibilities in Teacher Education

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Taking Up Social Justice in Preservice Teacher Education (Table 34)

iPresentation URL: https://aera24-aera.ipostersessions.com/Default.aspx?s=EE-C1-DA-12-5C-CB-DD-22-71-27-F1-E2-64-C6-8C-09

Abstract

When their state removed the edTPA as a certification requirement, educators at a public institution embraced the opportunity to collaborate with faculty, school partners, and community members to develop a portfolio-based performance assessment that centers program values and goals along with state and professional standards. Assessment focused on the mission to create pathways to equitable, just futures through a critical approach to collaboration, persistence, care, and joy, and prioritized authentic relationships with students, families, teachers, schools, and communities to advance inclusive, culturally sustaining, evidence-based practices. This presentation shares the process of development, the product generated with faculty and community engagement, as well as the results of a content analysis of data collected during the first round of full implementation.

Authors

• Julie Gorlewski, Hunter College - CUNY

• Elisabeth Etopio, University at Buffalo - SUNY

• Joshua Skeans, University at Buffalo - SUNY

• Erin Kearney, University at Buffalo - SUNY

• Kristin Cipollone, University at Buffalo - SUNY

• Leah Bartlo, University at Buffalo - SUNY