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

Craig De Voto, Jennifer D. Olson, Jessica J. Gottlieb

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.

Original languageEnglish
Pages (from-to)42-55
Number of pages14
JournalJournal of Teacher Education
Volume72
Issue number1
DOIs
StatePublished - Jan 2021

Keywords

  • case study
  • edTPA
  • education policy
  • qualitative research
  • teacher education preparation

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