Fulfilling our educative mission: A response to edTPA critique

Authors

  • Andrea Whittaker Stanford Center for Assessment, Learning and Equity (SCALE) http://orcid.org/0000-0003-2662-8827
  • Raymond L. Pecheone Stanford Center for Assessment, Learning and Equity (SCALE)
  • Kendyll Stansbury Stanford Center for Assessment, Learning and Equity (SCALE)

DOI:

https://doi.org/10.14507/epaa.26.3720

Keywords:

edTPA, teacher education, assessment, education reforms

Abstract

Stanford Center for Assessment, Learning, and Equity (SCALE) provides a commentary on the manuscripts in this special issue, responding to criticisms of edTPA as an assessment that narrows the curriculum, heavily relies on students’ academic writing skills, and creates additional burdens for teacher candidates. The commentary highlights how edTPA is intended to strengthen teacher candidates’ teaching and provides suggestions for educative implementation that could improve teacher education programs.

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Author Biographies

Andrea Whittaker, Stanford Center for Assessment, Learning and Equity (SCALE)

Andrea Whittaker received her doctorate in Educational Psychology at Stanford University. She is currently Director of Teacher Performance Assessment at SCALE and National Director for edTPA. For 15 years prior to joining edTPA’s design and implementation team, Andrea served on the faculty of the College of Education at San José State University where she taught courses in literacy, multicultural and psychological foundations, and assessment. Andrea’s research interests include teaching standards and assessment, professional development and teacher education policies and practice.

Raymond L. Pecheone, Stanford Center for Assessment, Learning and Equity (SCALE)

Dr. Pecheone is a Professor of Practice at Stanford University and the founder and Executive Director of the Stanford Center for Assessment Learning, and Equity (SCALE), which focuses on the development of innovative performance assessments for students, teachers and administrators at the school, district and state levels. Pecheone’s leadership as Co-director of the first Assessment Development Lab for the National Board for Professional Teaching Standards was instrumental in developing the framework for the assessment highly accomplished teaching.  Pecheone and Linda Darling Hammond chaired a policy group that established the INTASC teaching standards and situated the program within the Counsel of Chief State School Officers. Currently, Dr. Pecheone and SCALE lead the development and implementation of edTPA, which is used in 40 states and over 750 IHEs nationally.

Kendyll Stansbury, Stanford Center for Assessment, Learning and Equity (SCALE)

Kendyll Stansbury received her doctorate in education from Stanford University.  She currently is an assessment specialist at SCALE with 30 years of experience in teacher assessment. She began her career in assessment by piloting, analyzing, and comparing assessments for teachers in induction programs for WestEd and the California Commission on Teacher Credentialing.  She has worked on developing assessments for experienced teachers seeking to add an authorization to teach English learners for WestEd, and now works on developing preservice teacher and experienced teacher assessments for SCALE.  She has also worked on developing student assessments for vocational students and science students.

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Published

2018-03-05

How to Cite

Whittaker, A., Pecheone, R. L., & Stansbury, K. (2018). Fulfilling our educative mission: A response to edTPA critique. Education Policy Analysis Archives, 26, 30. https://doi.org/10.14507/epaa.26.3720

Issue

Vol. 26 (2018)

Section

Navigating the Contested Terrain of Teacher Education Policy and Practice

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