Teaching to the Teacher Certification Test: Justice and Efficacy in edTPA-Aligned Urban Teacher Education

• In Event: 31.045 - Challenging and Dismantling Gates: Reframing Assessment, Evaluation, and Teacher Certification

Abstract

Successful completion of the edTPA is a requirement for New York State certification, and yet it was introduced with little time for programs to prepare. This has been particularly challenging for faculty in institutions that serve highly diverse candidate populations, such as those whose experiences are presented in this study. We know little about what shaped the type of assistance faculty provided beyond the guidelines provided by SCALE. Through this qualitative study, we investigate the lived experiences of faculty members in urban schools of education who supported diverse teacher candidates during the first semester of edTPA implementation. Our initial analysis suggests that teacher educators’ stances on preparation, assessment, evaluation, and justice in education are drivers for their decisions around support.

Authors

• Joni Kolman, City College of New York - CUNY

• Andrew Robert Ratner, City College of New York - CUNY