To TPA or Not to TPA: An Examination of the Role of the Teacher Performance Assessment for Elementary Special Education Teacher Candidates

• In Event: AERA Graduate Student Research-in-Progress Session 3
  In Roundtable Session: Research Perspectives on Special Education and Students With Disabilities (Table 12)

Abstract

The purpose of this multi-method qualitative study is to examine SpEd teacher training in the context of the implementation of knowledge and skills in content areas such as writing instruction to support EL students with disabilities. Components of the first cycle of the CalTPA (California teacher performance assessment) will be used to investigate knowledge and skills necessary in special education teacher development. Any notable change in knowledge and skills will be shown through a comparison of three data sources. A pre and post-preparation knowledge questionnaire, pre and post-preparation video analyses, and conclusive reflective interviews will be used. Throughout this process, self reflection of practice will be examined as a potential critical component to Adult Learning theory.

Author

• Han Lee, UCLA