Full Description
edTPA is the most widely-used performance assessment for pre-service teachers in the United States, and a requirement in many states for teaching licensure. Through edTPA, teacher candidates demonstrate their effectiveness in different aspects of teaching, including planning, instruction, assessment, analysis of teaching, and use of academic language.
This book is a practical guide for anyone involved in edTPA implementation. The chapters are written by experienced teacher educators who are leading successful edTPA programs in their own universities, who are in the field, and involved in the work. They represent diverse teacher preparation programs, each with their own strengths and challenges. This book addresses the challenges of edTPA, while providing practical strategies for educative and thoughtful implementation. Organized into four sections, each section explores a different aspect of edTPA implementation, and provides guidance for leading faculty and teacher candidates through edTPA.
Contents
Introduction, More Than a Score; Lisa Barron.
Acknowledgements.
Section I. Framework For Implementation.
Chapter 1. A Consequential Validity Framework for Performance Assessment Implementation Based on a Statewide Adoption of edTPA; Su Jung Kim and Mistilina Sato.
Chapter 2. Compliance, Affirmation, Alignment or Learning? Influencing the edTPA Process Through One's Stance; Maxine Alloway and Joan Lesh.
Chapter 3. Curriculum Mapping: Providing Structure and Space for edTPA; Benita Bruster and Lisa Barron.
Section II. Implementation Models.
Chapter 4. Sharing our Stories: Different Paths to edTPA Implementation Within the MD edTPA Collaborative; Angela L. Snyder, Althea Pennerman, Margaret Spicer, Amber Meyer, and Lisa Pallett.
Chapter 5. edTPA Essentials for Candidate Support and Success; Julie C. Baker, Amy Brown, Cherie Hook, and Allen Mathende.
Chapter 6. 1,800 Teacher Candidates Later: Lessons Learned With Large Program Implementation; Kristen Cuthrell, Elizabeth Fogarty, Diana Lys, Joy Stapleton, and Christina Tschida.
Chapter 7. Teacher Candidate edTPA Support: A Five-Pronged Approach; Doreen Keller, Lisa Laurier, and Keith Lambert.
Chapter 8. Your Road Map to the edTPA; Becky Hall and Catherine O'Callaghan.
Chapter 9. edTPA Steps to Success: Elementary Education Literacy Tasks 1-3; Rachael Schuetz.
Section III. Specialized Supports.
Chapter 10. Unpacking Elementary Mathematics edTPA: Making the Most Out of Methods Courses; Jennifer Renee Meadows and Leslie Ann Suters.
Chapter 11. Practical Strategies for Implementing the edTPA in K-12 Content Areas; Kathryn Davis.
Chapter 12. Supporting Teacher Candidates' Commentary Writing; Joseph Johnson, Kelly Jewell-Glasscock, and Amy Rader.
Chapter 13. The Use of Video to Examine Teaching; Melanie Hundley, Heather Johnson, and Amy Palmeri.
Chapter 14. The edTPA-PBL Union: A Program Journey; Ashlee Hover, John Lando Carter, Josh Tipton, Terry Goodin, and Heather Dillard.
Chapter 15. Using Nonfiction Literature Circles to Process the edTPA Handbooks and Supporting Documents; Kristen Pennycuff Trent, Alicia Laffoon, Malinda Hoskins Lloyd, Queen Ogbomo, Stephanie Richards, and Amy Leigh Rogers.
Chapter 16. Using Response to Intervention as a Model for Candidate Support for edTPA; Sarah Cannon, Erin Thomas Horne, and Cyndi Edgington.
Chapter 17. Framing Academic Language for Perservice Teachers; Melanie Hundley and Robin Jocius.
Section IV. Beyond Edtpa.
Chapter 18. Going Beyond Rubric Scores: Meaningful Use of edTPA Data; Lori Kroeger.
Chapter 19. edTPA Retake Process: Not a Call for Crisis Management; Elisa Palmer and Lori Kroeger.
Chapter 20. The Journey From Teacher Preparation to Induction; Pam Wetherington, Savannah Overby, and Caprisha Battle.
Chapter 21. Use of edTPA Rubric Constructs in Teacher Induction; Bryan S. Zugelder, Mark L'Esperance, Patrick J. Conetta, and Tiffany Watts.
About the Editor.
About the Contributors.
