Adopting the edTPA

Cross-systems processes and decisions in Wisconsin

Cheryl D Hanley-Maxwell, Marcie Wycoff-Horn

Research output: Contribution to journalArticle

Abstract

Adoption of the edTPA as part of new teacher licensing and/or program approval requirements has created heated discussions among teacher educators. Among the discussion topics is the supposition that state-level bureaucrats have been the sole source of the decision to require the edTPA, with little input from the preparation programs. This article describes how a university– state agency workgroup, in response to administrative code requirements, investigated various performance measures, identified and discussed many of the controversies, and then recommended adoption of the Teacher Performance Assessment (TPA/edTPA) to fulfill two assessment roles: (a) candidate licensing and (b) teacher education program evaluation. Also included is a discussion of the factors that led to the associated decisions.

Original languageEnglish (US)
Pages (from-to)260-268
Number of pages9
JournalTeacher Education and Special Education
Volume40
Issue number4
DOIs
StatePublished - Nov 1 2017

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teacher
performance assessment
candidacy
educator
university
evaluation
performance
education

Keywords

  • Accountability
  • Certification/licensure
  • Teacher preparation policy/service delivery

ASJC Scopus subject areas

  • Education

Cite this

Adopting the edTPA : Cross-systems processes and decisions in Wisconsin. / Hanley-Maxwell, Cheryl D; Wycoff-Horn, Marcie.

In: Teacher Education and Special Education, Vol. 40, No. 4, 01.11.2017, p. 260-268.

Research output: Contribution to journalArticle

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