Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools

by Julie H. Carter (Editor), Hilary A. Lochte (Editor)

Overview

Winner of the 2017 AESA Critic's Choice Book Award
This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.

Product Details

ISBN-13:	9781137560001
Publisher:	Palgrave Macmillan
Publication date:	12/20/2016
Sold by:	Barnes & Noble
Format:	eBook
Pages:	217
File size:	448 KB

About the Author

Julie H. Carter is Associate Professor of Education and Director of the Teaching English to Speakers of Other Languages Program at D’Youville College, USA. Her research interests include teacher identities, the influence of innovative pedagogies, and the impacts of educational policy on teachers. 
Hilary A. Lochte is Professor of Education and Education Department Chair at D’Youville College, USA. Her research interests include culturally relevant pedagogy in teacher education, diversity in children’s and young adult literature, and policy impacts on teacher education.

Table of Contents

Chapter 1. Introduction
Chapter 2. Teacher blame and corporate gain: edTPA and the takeover of teacher education 
Chapter 3. New York’s edTPA: The Perfect Solution to a Wrongly Identified Problem
Chapter 4. Reliability and Validity of edTPA
Chapter 5. Raising the stakes: Objectifying teaching in the edTPA and Danielson Rubrics
Chapter 6. “We Do Everything with edTPA”: Interrupting and Disrupting Teacher Education in Troubling Times
Chapter 7. Ensuring Quality Teacher Candidates: Does the edTPA Answer the Call?
Chapter 8. The edTPA: high-stakes assessment versus social justice teaching in the Pacific Northwest
Chapter 9. A Disability Studies in Education Analysis Using Student and Faculty Perspectives of the Special Education edTPA
Chapter 10. How do you talk to a politician about the edTPA? Advocacy through inquiry and social justice around high stakes assessment
Chapter 11. “Run like Hell” to “Look Before you Leap”: Teacher Educators’ Responses To Preparing Teachers For Diversity and Social Justice In The Wake Of edTPA

What People are Saying About This

From the Publisher

“This timely intervention pushes past the simplistic rhetoric that rationalizes high-stakes assessments for teachers. The authors raise troubling questions about validity, implementation, and impact of the edTPA, and deepen the debate about the broader meanings of this particular ‘reform.’ Essential reading for teacher education today.” (Kevin Kumashiro, Dean of the School of Education at the University of San Francisco, USA, and author of “Bad Teacher! How Blaming Teachers Distorts the Bigger Picture”)

“The struggle for the soul of teaching has moved into teacher education as corporate reformers have sought to bend the profession towards standardization and a focus on test scores. Anybody who wants to understand the edTPA and its role in current accountability schemes needs to read this important book.” (Wayne Au, Associate Professor in the School of Educational Studies, University of Washington Bothell, USA, and editor, “Rethinking Schools”)

Editorial Reviews

Winner of the 2017 AESA Critics’ Choice Book Award

From the Publisher