‘It’s not that easy to solve’: edTPA and preservice teacher learning

Paugh, Patricia; Wendell, Kristen B.; Power, Christine; Gilbert, Michael J.

doi:10.1080/10476210.2017.1369025

Cited by 21 publications

(20 citation statements)

References 14 publications

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“…This links to a fourth principle, that the complexity of real classrooms must be recognised. As Paugh et al (2017) found, reflection is often stymied for many candidates who decide to prioritize easier cases or ignore complexity, essentially choosing between compliance with the TPA format and genuine inquiry-based decision-making. Fifth and finally, we note that practical issues, including the TPA's relationship to broader ITE coursework and moderation processes, also need to be taken into consideration.…”

Section: Discussionmentioning

confidence: 99%

The development of an Australian teacher performance assessment: lessons from the international literature

Stacey

Talbot

Buchanan

et al. 2019

Asia-Pacific Journal of Teacher Education

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The requirement for all Initial Teacher Education programmes in Australia to include a capstone teacher performance assessment (TPA) is relatively new. However, TPAs are common in other countries, particularly the United States. In this article, we report on a review of the literature instigated by the authors' involvement in the development of an Australian TPA. Through a systematic review of the international research literature, supplemented by a separate set of preliminary sources, we identify and explore a range of key considerations for the development of TPAs within the Australian context. We focus on common aspects of TPAs worldwide: planning and preparation, observations on and evidence of teaching practice, and student work samples. We then interrogate further issues related to TPAs including the role of schools, principals and teachers; relation to Initial Teacher Education coursework; fairness; validity and reliability; and rubric development. To conclude we present a series of guiding principles to support the development and implementation of such complex, high stakes, and increasingly mandated kinds of assessments.

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Section: Discussionmentioning

confidence: 99%

The development of an Australian teacher performance assessment: lessons from the international literature

Stacey

Talbot

Buchanan

et al. 2019

Asia-Pacific Journal of Teacher Education

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“…TPAs may also fail to capture the breadth of professional readiness, such as desirable attributes and dispositions (Hochstetler, 2014;Paugh, Wendell, Power, & Gilbert, 2018). Their high-stakes nature has also attracted criticism in that it may dissuade PSTs from undertaking creative lessons of a higher order of complexity (Heil & Berg, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing a Teaching Performance Assessment: An Australian Case Study

Buchanan¹,

Harb²,

Fitzgerald³

2020

AJTE

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This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quizknowledge to the exclusion of deeper, attitudinal learning outcomes.

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“…The student teachers shared that "I found that edTPA only provided a snapshot of a few days of teaching and not my development from January to May" and "It is concerned too much with a score and judges you on 15 minutes of your teaching." This "snapshot" approach might not document well the complex nature of the student teaching experience (Paugh et al, 2018). Moreover, the student teachers criticized the unhelpful feedback they received from the edTPA scoring: "I just wish there was more feedback given with the scores about how to improve rather than general statements."…”

mentioning

confidence: 99%

“…Moreover, the student teachers criticized the unhelpful feedback they received from the edTPA scoring: "I just wish there was more feedback given with the scores about how to improve rather than general statements." In order to improve teaching and learning, it is essential for student teachers to receive constructive, thoughtful feedback immediately, and to make necessary and thoughtful adjustments to improve their teaching (Paugh et al, 2018). These student teachers genuinely wanted to become better teachers.…”

mentioning

confidence: 99%

“…The student teachers shared that “I found that edTPA only provided a snapshot of a few days of teaching and not my development from January to May” and “It is concerned too much with a score and judges you on 15 minutes of your teaching.” This “snapshot” approach might not document well the complex nature of the student teaching experience (Paugh et al, 2018). Moreover, the student teachers criticized the unhelpful feedback they received from the edTPA scoring: “I just wish there was more feedback given with the scores about how to improve rather than general statements.” In order to improve teaching and learning, it is essential for student teachers to receive constructive, thoughtful feedback immediately, and to make necessary and thoughtful adjustments to improve their teaching (Paugh et al, 2018). These student teachers genuinely wanted to become better teachers.…”

mentioning

confidence: 99%

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