<i>What About Bilingualism?</i>A Critical Reflection on the edTPA With Teachers of Emergent Bilinguals

Kleyn, Tatyana; López, Dina; Makar, Carmina

doi:10.1080/15235882.2015.1017029

Cited by 16 publications

(12 citation statements)

References 11 publications

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“…Kleyn, Lopez, and Makar (), like Liu and Milman (), found that the implementation of the edTPA provided candidates with an opportunity to gather information about and reflect on the backgrounds of the students in their classes in order to adjust instruction. Their study of the effects of implementing the edTPA in the fields of teaching English as a second or other language (TESOL), bilingual special education, and bilingual childhood education found that the Context for Learning section of the edTPA portfolio, which requires teacher candidates to describe their students using demographic data related to the district, school, and classroom, as well as Task 3, which prompts candidates to consider assessment data for an entire class as well as for individual students, necessitated further reflection on student backgrounds and how unique learning needs should inform their pedagogy.…”

Section: Review Of Literaturementioning

confidence: 99%

“…A number of studies have also found that collaborative relationships between candidates, supervisors, and mentor teachers changed as a result of the edTPA process. Kleyn et al () found that teacher candidates relied on each other for encouragement and clarification, a logical result of the stipulation that other stakeholders, such as university supervisors and mentor teachers, not review and comment on candidates’ work. Similarly, Sandholtz and Shea () revealed a changing role for university supervisors, particularly when their perspectives regarding teacher candidate performance did not align with scores and outcomes on edTPA assessments, thus underlining the need for multiple methods of evaluation, including observations by university supervisors, in order to ensure valid and well‐rounded assessment.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Taken together, this body of research has indicated that the process of building an edTPA portfolio has had an impact on both candidates’ experiences during clinical practice (also known as student teaching) as well as the roles of stakeholders during this period. While some positive aspects were found, such as increased focus on student backgrounds and learning contexts (Kleyn et al, ; Liu & Milman, ), other findings raised questions about diversity and inequality within the edTPA standardized assessment as well as the alignment of the edTPA with other methods of evaluation (Lachuck & Koellner, ; Liu & Milman, ; Sandholtz & Shea, ). In addition, others found that edTPA assessments prompted a reconsideration of stakeholder roles or programmatic design for teacher preparation course sequences (Kleyn et al, ; Meuwissen & Choppin, ; Sandholtz & Shea, ).…”

Section: Review Of Literaturementioning

confidence: 99%

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An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Russell

Devall

2016

Foreign Language Annals

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The authors examined the outcomes on several measures of world language teacher preparedness, including university‐ and state‐mandated summative evaluations and the edTPA portfolio assessment, for seven world language teacher candidates during their final semester of clinical practice. The candidates were enrolled in an initial certification program (Spanish P–12) at the same university in Georgia. The results revealed that edTPA scores were not well aligned with mentor teachers’ and supervisors’ evaluations on the university‐wide instrument and that measures of teacher content knowledge and target language proficiency did not correlate well with candidates’ edTPA scores. The disparity between edTPA scores and other measures of teacher preparation was most apparent for the two nonnative English speakers. The findings suggest that candidates whose primary language is not English may need additional support with academic English. Moreover, the present study found that candidates, mentors, and supervisors lacked an understanding of how the various university, state, and national assessments fit together to measure the knowledge, skills, and dispositions that are necessary for effectively teaching a world language. Training on the content and purpose of the edTPA may be needed so that stakeholders understand the benefit of having a national‐level view of candidates’ knowledge and skills.

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Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

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An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Russell

Devall

2016

Foreign Language Annals

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“…However, the claim that TPA's will correct the kinds of educational injustices alluded to in this commentary is not grounded in evidence provided by SCALE. In contrasts, testimonials and emerging evidence suggest that there may be some differential impacts for immigrant and linguistically diverse candidates (Luna, 2016) and those preparing to work with students particular learning and linguistic needs (Kleyn, Lopez, & Makar, 2015). Teacher educators and multiple media outlets have raised some concerns that the costs of the edTPA are prohibitive for economically disadvantaged students who aspire to teach (Edmundson, 2017).…”

Section: Agreements and Blind Spotsmentioning

confidence: 99%

Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

Henning

Dover

Dotson

et al. 2018

EPAA

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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.Navegando por el terreno disputado de la política y la práctica de la formación docente: Los autores responden a SCALE Resumen: Stanford Center for Assessment, Learning and Equity (SCALE) ofreció un comentario sobre los manuscritos en la primera parte de esta edicion especial, que destacó los beneficios de edTPA y la necesidad de dichos programas de evaluación para mejorar la formación docente y para fortalecer las prácticas docentes. A la vez, los autores respondieron al comentario SCALE. Las respuestas de los autores plantean inquietudes sobre la equidad, la rectitud y las consecuencias involuntarias de las evaluaciones del desempeño docente. Estas respuestas revelan la necesidad de un diálogo continuo sobre las formas de mejorar la formación docente y fortalecer la profesión docente. Palabras clave: SCALE; edTPA; educación docente; evaluación Navegando no terreno disputado da política e prática da formação de professores: Os autores respondem a SCALE Resumo: Stanford Center for Assessment, Learning and Equity Stanford (SCALE) ofereceu um comentário sobre os manuscritos na primeira parte desta edição especial, que destacou os benefícios do edTPA e a necessidade de tais programas de avaliação para melhorar a formação de professores e fortalecer práticas de ensino. Ao mesmo tempo, os autores responderam ao comentário SCALE. As respostas dos autores levantam preocupações sobre equidade, retidão e as conseqüências involuntárias das avaliações de desempenho dos professores. Essas respostas revelam a necessidade de um diálogo contínuo sobre formas de melhorar a formação de professores e fortalecer a profissão docente. Palavras-chave: SCALE; edTPA; educação de professores; avaliação Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALEStanford 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. is a PhD candidate in the Educational Pol...

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“…Concerns continue to be raised on cheating, narrowed the curriculum, and reduced interests and engagement in non edTPA tested areas (Au, 2013;Madeloni & Gorlewski, 2013;Sohyun, 2016). Content area specific edTPAs such as edTPAs for bilingual teacher education and art teacher education were challenged for failure to address emergent and contextual needs (Kleyn, López, & Makar, 2015;Parke & Powell, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

edTPA as a Tool to Measure Teacher Readiness: A Case Study on First Year Teachers

Zhou

2018

ger

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What About Bilingualism?A Critical Reflection on the edTPA With Teachers of Emergent Bilinguals

Cited by 16 publications

References 11 publications

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

An Examination of the edTPA Portfolio Assessment and Other Measures of Teacher Preparation and Readiness

Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

edTPA as a Tool to Measure Teacher Readiness: A Case Study on First Year Teachers

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