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Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.
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Henning, N., Dover, A. G., Dotson, E. K., Agarwal-Rangath, R., Clayton, C. D., Donovan, M. K., Cannon, S. O., Cross, S. B., & Dunn, A. H. (2018). Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE. Education Policy Analysis Archives, 26, 31. https://doi.org/10.14507/epaa.26.3745
Navigating the Contested Terrain of Teacher Education Policy and Practice