Adopting the edTPA: Cross-systems processes and decisions in Wisconsin

Cheryl Hanley-Maxwell, Marcie Wycoff-Horn

Research output: Contribution to journalArticlepeer-review


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
Issue number4
StatePublished - Nov 1 2017


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

ASJC Scopus subject areas

  • Education


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