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Examining Diverse Perspectives on edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly

Mon, April 8, 10:25 to 11:55am, Metro Toronto Convention Centre, 200 Level, Room 202C

Abstract

Since its development in 2009, edTPA has been rapidly implemented as a teacher performance assessment across the United States. However, its implementation has become a target for both praise and critique. Towards these ends, this study examines such diverse perspectives amongst local stakeholders. Highlighting the voices of administrators, faculty, staff, and teacher candidates (N = 71) across eight teacher preparation programs (TPPs) in two states, we evaluate how they have responded to varied edTPA policy designs and contexts. Results show both state policy design and institutional differences influence how these stakeholders have perceived and responded to edTPA. In the process, we contend edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing effective teachers.

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