November 5, 2014
ICYMI: Now What? Using edTPA Data to Drive Program Improvement
With edTPA implementations growing nationwide, it is imperative that teacher preparation programs explore meaningful ways to feed that data back to faculty for program and unit improvement. Key to this work is engaging faculty in edTPA data analysis and examining issues and trends across content areas, program pathways, and portfolio components. Peck and McDonald (2013) found one of the most significant outcomes of implementing a standardized performance assessment was faculty-initiated change; therefore, creating venues for faculty to engage with, analyze, and dialogue about edTPA data is critical.
http://vimeo.com/82038906
At the 2013 edTPA Implementation Conference, ECU faculty—Drs. Diana Lys, Kristen Cuthrell, and Ellen Dobson—highlighted how the large teacher preparation program at East Carolina University uses edTPA data to inform program-level and unit-level decision making. Presenters shared two models of data use: 1) at the program level with a focus on student learning outcomes and continuous program improvement; and 2) a data summit at the unit level where faculty from across teacher education programs examined collective issues and identified action items for to drive unit improvement.
Conference organizers approached Drs. Diana Lys, Kristen Cuthrell, and Ellen Dobson to interview them about their session and related edTPA experiences. Video clips from these interviews are available on the ECU Pirate CODE-edTPA website or on the national edTPA website at 2013 National edTPA Implementation Conference.
edTPA is a teacher candidate performance assessment used in all initial teacher preparation programs at ECU, supporting the EPP’s efforts to meet NCATE Standards 1 and 2.
#ECU_CAEPisComing