This document provides an overview of the book "Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools". The book contains 11 chapters written by different authors that examine the edTPA (educative teacher performance assessment), a standardized test used in many US states as a requirement for teacher certification. The chapters analyze issues around the reliability and validity of edTPA, its impacts on teacher education programs and social justice teaching, and advocacy approaches in response to high-stakes assessments like edTPA.
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Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
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Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
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This is a North Central University course (EDR8205-1) essay: Week 1 Assignment: Analyze the Basics of a Quantitative Research Design. It is written in APA format, includes references, and has been graded (A).
Coteaching Benefits for School Librarians, Teachers, and StudentsJudi Moreillon
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Presentation of a proposed dissertation study at Teachers College, Columbia University.
Author: Sarah Benis Scheier-Dolberg
Website: sarahbsd.wordpress.com
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Link to NCPEA Presentation: http://prezi.com/6k0zxh8vdfly/the-future-as-we-see-it-junior-facultys-envisioning-of-mid-century-leadership/
The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership
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Dr. Michael Schwanenberger, Dr. Brad Bizzell, & Dr. Scarlet Chopin
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Presentation of a proposed dissertation study at Teachers College, Columbia University.
Author: Sarah Benis Scheier-Dolberg
Website: sarahbsd.wordpress.com
Teaching for Peace, Renewing the Spirit - TESOL 2014Cheryl Woelk
Educators can be re-energized through innovating new meaning and purpose by working with a team to integrate research in peacebuilding and English language teaching. This presentation describes a small group of Christian language educators who were renewed through collective reflective practice and research on infusing peacebuilding theory and practice into their teaching. A conceptual framework and practical suggestions for encouraging educators interested in integrating peacebuilding into their work as language teachers will be provided.
Link to NCPEA Presentation: http://prezi.com/6k0zxh8vdfly/the-future-as-we-see-it-junior-facultys-envisioning-of-mid-century-leadership/
The Future as We See it: Junior Faculty’s Envisioning of Mid-Century Leadership
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Evan Lefsky, Ph.D. is Director of Response to Intervention (RtI) and Leadership Services and a manager at PCG Education. He works jointly with the firm's regional offices on EdPlan™ student success planning projects. Dr. Lefsky has worked in the education field for 20 years and has taught at both the K–12 and college levels. Currently, he provides implementation and leadership support for large-scale RtI initiatives in Charlotte-Mecklenburg Schools and Wake County Schools in North Carolina, Miami-Dade Public Schools in Florida, and Fulton County Schools in Georgia. He is also Project Director for two Race to the Top grants from the Florida Department of Education. The first project provides leadership development to school board members, superintendents, senior district leadership, and principals from turnaround schools across the state. The second project provides Common Core State Standards (CCSS) implementation support for more than 630 charters schools across the state.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Biological screening of herbal drugs: Introduction and Need for
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. v
1 Introduction 1
Julie H. Carter and Hilary A. Lochte
2 Teacher Blame and Corporate Gain: edTPA and the
Takeover of Teacher Education 7
Julie H. Carter and Hilary A. Lochte
3 New York’s edTPA: The Perfect Solution to a Wrongly
Identified Problem 25
Karen DeMoss
4 Reliability and Validity of edTPA 47
James P. Lalley
5 Raising the Stakes: Objectifying Teaching in the edTPA
and Danielson Rubrics 79
Christine Clayton
6 “We Do Everything with edTPA” Interrupting and
Disrupting Teacher Education in Troubling Times 107
Brian D. Schultz and Alison G. Dover
Contents
5. vi Contents
7 Ensuring Quality Teacher Candidates: Does the edTPA
Answer the Call? 119
Mary Beth Ressler, Kathleen B. King, and Heidi Nelson
8 The edTPA: High-Stakes Assessment Versus Social
Justice Teaching in the Pacific Northwest 141
Jeff Edmundson
9 A Disability Studies in Education Analysis Using
Student and Faculty Perspectives of the Special
Education edTPA 157
Jessica Bacon and Sheila Blachman
10 How Do You Talk to a Politician About the edTPA?
Advocacy Through Inquiry and Social Justice Around
High-Stakes Assessment 177
Keith A. Lambert and Suzann Girtz
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 189
Bree Picower and Anne Marie Marshall
Index213
6. vii
Jessica Bacon, Ph.D. is an Assistant Professor in the Department of Early
Childhood, Literacy, and Special Education at Montclair State University, where
she teaches classes on inclusive education and disability studies. Dr. Bacon’s
work investigates the impact of educational policy and standards-based reform
movements on inclusive education. She has integrated her research and service
commitments by collaborating with community members who are parent-advo-
cates, self-advocates, teachers, and students with disabilities in order to advocate
for the inclusion of people with disabilities within schooling and community
systems.
Sheila Blachman, Ed.D. is a Doctoral Lecturer of Special Education in the
Department of Counseling, Leadership, Literacy, and Special Education at Lehman
College, City University of New York. As the Inclusion Facilitator for the Newtown
Board of Education in Newtown, CT., she works to support special education
teachers and design individualized educational programming for students with
special needs as well as consulting and training teachers, administrators, paraeduca-
tors, and parents in responsible inclusive practices in order to successfully meet the
needs of all students with special needs.
Julie H. Carter, Ph.D. is Associate Professor and Director of the Teaching
English to Speakers of Other Languages Program and directs US Student Teaching
Placements at D’Youville College in Buffalo, NY. Her work has been published in
the Journal of Educational Studies, The Urban Review, and various edited volumes.
Her research connects educational policy to classroom practice in urban educa-
tional contexts and attempts to privilege the voices of those most affected by edu-
cational policy decisions, teachers and their students.
Notes on Contributors
7. viii NOTES ON CONTRIBUTORS
Christine Clayton, Ph.D. is an Associate Professor of Adolescent Education at
Pace University in Pleasantville, NY, where she teaches courses on curriculum
design, content literacy, foundations, and teacher research. She is also co-
founder and Director of the Inquiry Learning Collaborative, a professional
development network that promotes teacher and student inquiry in secondary
schools.
Karen DeMoss, Ph.D. is Director of the Sustainable Funding Project out of Bank
Street College, facilitating a national effort to ensure quality teacher preparation.
She has worked in higher education and non-profit organizations, with a focus on
teacher and leader preparation for urban youth.
Dr. Alison G. Dover is an Assistant Professor in the Department of Secondary
Education at California State University, Fullerton. A former secondary English
Language Arts teacher, Dr. Dover’s teaching and research emphasizes urban edu-
cation, approaches to enacting justice in P-12 and teacher preparatory contexts,
and the relationship between education policy and P-12 practice. Dr. Dover’s
work has been published in the Journal of Adolescent Adult Literacy, Teachers
College Record, Action in Teacher Education, Equity Excellence in Education,
and Multicultural Perspectives. Her first book, Preparing to Teach Social Studies for
Social Justice: Becoming a Renegade, is forthcoming in 2016 from Teachers College
Press.
Jeff Edmundson, Ed.D. is recently retired as Director of Masters’ Degree
Programs in the Education Studies department at the University of Oregon, where
he helped create the new UOTeach graduate teacher education program.
Previously, he was Assistant Professor of Education, Lecturer, and Adjunct at
Portland State University. He also taught high school in Portland, Oregon, for 23
years.
Suzann Girtz, Ph.D. is an Associate Professor at Gonzaga University. A former
high school math and science teacher, Dr. Girtz has been teaching in higher educa-
tion for ten years. As the former Director of Assessment for the School of Education
at Gongaza University, Dr. Girtz oversaw the pilot and field-testing efforts for the
edTPA at her University. She teaches research and assessment methods to pre-
service educators at the graduate and undergraduate levels.
Kathleen B. King, Ph.D. is a clinical assistant professor of education at North
Central College, focusing on field experiences of undergraduate pre-service
teachers at North Central College as well as teaching in the graduate Educational
Leadership and Teacher Leader programs. She has served as a teacher, curricu-
lum director, assistant principal, principal, and district technology director in
K-12 schools, including a school recognized as a national service learning leader
school.
8. NOTES ON CONTRIBUTORS ix
James P. Lalley, Ph.D. is Professor of Education at D’Youville College in Buffalo,
NY. He has published on topics that include mastery learning, teaching methods,
and educational technology. Dr. Lalley is co-author of the Sage Publication
Standards and Mastery Learning and the Kendall-Hunt textbook Educational
Psychology.
Keith A. Lambert, Ed.D. is an Assistant Professor and Director of Student
Teaching at Whitworth University in Spokane, WA. Keith spent over 20 years as
classroom teacher, building administrator, and Assistant Superintendent in various
P-12 settings throughout Washington State. Keith currently serves as the final
instructor for candidates during their student teaching and edTPA assessment.
Hilary A. Lochte, Ph.D. is Professor and Chair of the Education Department at
D’Youville College in Buffalo, NY. Her research focuses on representations and
characterizations of African Americans in the elementary and secondary literary
cannon. She serves on various local committees working to address equity and
diversity issues in the Buffalo Public Schools. She teaches courses on diversity, lit-
eracy, and teacher education and is a published non-fiction children’s book author.
Anne Marie Marshall, Ph.D. is an Assistant Professor of Childhood Education at
Lehman College of the City University of New York. Her research interests focus
on pre-service mathematics teacher education and equity in mathematics
education.
Heidi Nelson is a Fulbright Scholar from North Central College who just com-
pleted her residency in a dual-language elementary classroom while successfully
completing edTPA as the first graduates required to do so for licensure.
Bree Picower, Ph.D. is an Associate Professor in the School of Education and
Human Services at Montclair State University. Her research focuses on issues of
race, social justice, and activism in education.
Mary Beth Ressler, Ph.D. began her career teaching English, speech, and theatre
courses in secondary schools, with a special interest in the diverse learning needs
of students and the voice of adolescents in literacy work. As an assistant professor
at North Central College, she has taught learning environment courses, literacy
courses, and content reading and reading foundation courses.
Brian D. Schultz is Professor and Chairperson of the Department of Educational
Inquiry and Curriculum Studies at Northeastern Illinois University in Chicago.
Brian’s teaching and research focus on developing democratic and progressive
education-based classrooms, curriculum as social action, and narrative inquiry.
With colleagues, he recently edited the Guide to Curriculum in Education and is
currently working on a book focused on finding ways to develop democratic, pro-
gressive, and social action-oriented classrooms in various contexts.
9. xi
List of Tables
Table 4.1 Reliability coefficients for internal consistency measures
of edTPA 71
Table 4.2 Reliability coefficients for internal consistency measures
of Praxis 72
Table 4.3 Test details and reliability for Praxis 73
Table 5.1 Architecture of the EdTPA 86
Table 5.2 Architecture of the Danielson framework (2011) 87
Table 9.1 Student survey questions 165
Table 11.1 Study demographic data 191