(Re)defining "Good Teaching": Teacher Performance Assessments' Influence on Admissions and Completions of Early Childhood Preservice Teachers

• In Event: Roundtable Session 52
  In Roundtable Session: Shifting Landscapes in Early Childhood Teacher Education: (Re)connecting, (Re)defining, (Re)designing, and Troubling

Abstract

There is a dearth of evidence on how new state-based professional accreditation standards (TPA) certification requirements have affected teacher preparation program admissions and completions. Who is being admitted? Who is completing programs? The purpose of this paper is to investigate: How has TPA affected the acceptance rate and the completion rate of linguistically and ethnically diverse early childhood pre-service teachers in an urban school of education? Using three tenants of Critical Race Theory, (1) Critique of Colorblindness, (2) Whiteness as Property, and (3) Interest-Convergence, this study analyzes the state and local policies for teacher certification along side admissions and completion data from one early childhood graduate program over a three-year period, before, during and after the implementation of edTPA.

Author

• Sara C. Michael-Luna, Queens College - CUNY