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ABSTRACT
Drawing on situated learning and communities of practice, this teacher-research study examined multiple stakeholders’ perspectives about the purpose, design, and inaugural implementation of the edTPA, a teacher performance assessment mandated for state certification. Participants included teacher candidates, mentor teachers, a field placement supervisor, and a teacher educator involved with one English education program. Data included edTPA-related documents, artifacts from a student-teaching seminar, and interviews. Findings indicated differences in perspective. Mentors had the most negative views and the least information about the assessment, as well as the most skepticism about its positioning within the state’s reform agenda. Candidates and the field supervisor identified benefits and concerns about the impact on student teaching. The teacher educator expressed anger and fear related to the new mandate but, over time, identified some aspects of the assessment aligning with past practice. Implications for research and practice are suggested.
Notes
1. Participant names have been changed to protect individual identities.
Additional information
Notes on contributors
Kelly Chandler-Olcott
Kelly Chandler-Olcott is Laura J. and L. Douglas Meredith Professor for Teaching Excellence and associate dean for research in the School of Education at Syracuse University.
Sarah Fleming
Sarah Fleming is a full-time teacher of English at Westhill High School and a doctoral candidate in English Education at Syracuse University.