Education Commons^™

Conflicting Perspectives: A Comparison Of Edtpa Intended Outcomes To Actual Experiences Of Teacher Candidates And Educators In New York City Schools, Deborah Greenblatt

Journal of Inquiry and Action in Education

The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a “standards-based assessment.” As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states.

This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions with teacher candidates and teacher educators …

Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross

Maine Policy Review

As do many states, Maine has requirements and standards aimed at having “well-qualified” teachers. While few dispute the need for such standards, Flynn Ross brings attention to one case in Portland where use of a standardized exam to certify new teachers was preventing well-qualified—but culturally and linguistically diverse—teachers from becoming certified. She chronicles the successful attempts of one group to petition the Maine State Board of Education to allow greater flexibility in the testing standards. In doing so, she points to a larger truth that well-intentioned policy goals may seek to achieve a greater good, but may at the same …