Emerging Issues With Consequential Use of the edTPA: Overall and Through a Special Education Lens

  • Lama Bergstrand Othman, Rowand Robinson, Nancy F. Molfenter
  • Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children, July 2017, SAGE Publications
  • DOI: 10.1177/0888406417718251

Emerging Issues With Consequential Use of the edTPA: Overall and Through a Special Education Lens

What is it about?

The purpose of teacher preparation programs is to ensure that teachers are adequately equipped with the necessary knowledge and skills to support the various educational needs of their students. Nevertheless, a call for a uniform process through which teacher candidates can demonstrate their ability to meet their students’ educational needs using authentic learning environments has been called for. To that end, the American Association of College for Teachers Education (AACTE) partnered with the Stanford Center for Assessment to create a form of assessment that encompasses the three levels of teaching: planning, instruction, and assessment. This multileveled evaluation process is known as the Teacher Performance Assessment or the edTPA. The purpose of this article is to discuss some challenges that have arisen in connection with the implementation of the edTPA. The authors discuss issues such as time commitment, variability of school environments, inconsistent national implementations, and issues specific to special education.

Why is it important?

Discusses a new licensure requirement that affects teacher preparation programs in many states

Perspectives

Lama Bergstrand Othman

This article is important because the authors critique a new aspect of teacher licensure requirements.

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http://dx.doi.org/10.1177/0888406417718251

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