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 language | English (US) |
|---|---|
| Pages (from-to) | 260-268 |
| Number of pages | 9 |
| Journal | Teacher Education and Special Education |
| Volume | 40 |
| Issue number | 4 |
| DOIs | |
| State | Published - Nov 1 2017 |
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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 journal › Article
}
TY - JOUR
T1 - Adopting the edTPA
T2 - Cross-systems processes and decisions in Wisconsin
AU - Hanley-Maxwell, Cheryl D
AU - Wycoff-Horn, Marcie
PY - 2017/11/1
Y1 - 2017/11/1
N2 - 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.
AB - 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.
KW - Accountability
KW - Certification/licensure
KW - Teacher preparation policy/service delivery
UR - http://www.scopus.com/inward/record.url?scp=85049224011&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049224011&partnerID=8YFLogxK
U2 - 10.1177/0888406417729411
DO - 10.1177/0888406417729411
M3 - Article
VL - 40
SP - 260
EP - 268
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
SN - 0888-4064
IS - 4
ER -