Using Teaching Performance Assessments to Enact Systematic Change

• In Event: AERA Roundtable Session 3
  In Roundtable Session: A Wicked Problem: Diversifying California's Teacher Workforce

Abstract

How do teacher preparation programs develop candidates who successfully demonstrate their knowledge, skills and abilities in relation to the teaching performance expectations (TPEs) and successfully complete the Teaching Performance Assessments (TPAs)? Do the TPEs and TPAs promote equity and social justice?

Researchers, policymakers, and practitioners agree that educational outcomes for students are improved when knowledgeable and effective educators are involved (Darling Hammond, 2010). The profession has made strides in defining effective practice for all learners by setting high standards and requiring some form of performance assessment for licensure (American Association of Colleges for Teacher Education, 2013; Council of Chief State School Officers, 2012; Darling Hammond, 2010). Teaching Performance Assessments are grounded in clinical practice and provide opportunities for teacher candidates to practice and hone skills and instructional strategies that support student learning (Darling Hammond, 2010; Darling-Hammond, Newton & Wei, 2012). As such, these assessments serve as educative tools for candidates as well as authentic measures of teacher readiness to begin practice (Darling-Hammond, 2010).

Performance assessments can also improve faculty-level and program-level supports for candidates, and refine the shared language used to define practice (Peck, McDonald, 2013; Peck, Singer-Gabella, Sloan, & Lin, 2014). Teacher preparation institutions gain insight into the strengths and weaknesses of their programs based on their candidates’ performance on these assessments, thus allowing for continuous program improvement. The sustained and focused evaluation of teacher educator preparation programs remains what is important and necessary to develop effective teachers (Darling-Hammond, 2010).

Using data collected from teacher candidates attending a mid-sized public university teacher credential program, this presentation will explore whether candidates felt their program prepared them to view PK-12 students, social emotional learning, curriculum, and instructional practices through an asset oriented, equity, culturally sustaining, student-centered lens. Data collection also included TPA scores and teacher candidate demographics.

Survey responses were coded, divided into categories connected to research, approaches, and practices that could support equity and social justice enacted by teacher candidates. Initial findings suggest candidates have a developing but limited understanding which aligns with the lighted handed effort the TPEs take at addressing systemic change.

This presentation will look at how standards for the teaching profession and Teaching Performance Assessments can support programs taking responsibility for guiding teachers to move from systemic deficit to asset based thinking, confronting social and educational inequities in the classroom, and reflection towards advocacy in pedagogical and policy change.

Author

• Karen Escalante, California State University - San Bernardino