November 7, 2014
ICYMI: Implementing edTPA in Small Teacher Prep Programs
In small teacher preparation programs, the issue of implementation and scale-up of using a standardized performance assessment, like edTPA, can be challenging. Peck and McDonald (2013) found one of the most significant outcomes of implementing a standardized performance assessment was faculty-initiated change. In small teacher preparation programs – those with five or fewer faculty and approximately 30 graduates annually – how do faculty lead systemic change in an edTPA implementation with fidelity and rigor?
http://vimeo.com/82036694
At the 2013 edTPA Implementation Conference in San Diego, four ECU teacher education faculty shared their experiences and how each is initiating change through their edTPA implementation.
- Barbara Brehm, Birth through Kindergarten Education
- Ann Bullock, Middle Grades Education
- Sharilyn Steadman, English Education
- Michele Wallen, Health Education
Faculty shared models of communication, the development of common signature assessments, content-specific sticking points, and early successes as part of the session. These programs proved that big change can be had with a small, committed team of faculty focused on a common goal.
Learn more about their experiences through video interviews posted 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
http://vimeo.com/82043080