(Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education

Luna, Sara Michael

doi:10.1177/1463949116677932

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…Current standardized tests do not include any of these features. In addition, the passing rates for many standardized tests used in teacher education vary widely by race (Gitomer & Qi, 2010; Goldhaber, Cowan, & Theobald, 2017; Michael Luna, 2016; Nettles et al, 2011), a fact that we need to be mindful of as we seek to create equitable admissions policies and foster greater diversity in the teaching workforce (Burke & Whitty, 2018).…”

Section: Are Tests Doing Their Job?mentioning

confidence: 99%

Should standardized testing define our profession?

Borden-King¹,

Gamas²,

Hintz³

et al. 2020

Phi Delta Kappan

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Accreditation agencies and organizations calling for higher academic standards in the teaching profession have called for increasing minimum grade point averages and scores on standardized tests. However, it’s not clear that these requirements actually improve teaching. Lisa Borden-King, Warren Gamas, Kathy Hintz, and Chelsie Hultz researched whether teacher candidates’ scores on the Core Academic Skills Tests for Educators or their grade point averages correlated with scores on final student-teaching evaluations. They found no correlation between test scores and GPAs and how well teacher candidates performed as student teachers. They propose that, instead of focusing on standardized tests as admission criteria, teacher education programs should incorporate more clinical practice time, with opportunities for feedback that candidates can use to improve their teaching or decide not to enter the profession.

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Section: Are Tests Doing Their Job?mentioning

confidence: 99%

Should standardized testing define our profession?

Borden-King¹,

Gamas²,

Hintz³

et al. 2020

Phi Delta Kappan

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show abstract

“…She argues that teacher candidates must “fit a certain mold,” defined by the edTPA assessment protocol. Michael Luna (2016) asserts the edTPA also forces people of diverse cultural and linguistic backgrounds to shift their voices and perspectives to align with the external standards set by the edTPA.…”

Section: Standardization and Its Impact On Teacher Educationmentioning

confidence: 99%

Critically engaging discourses on quality improvement: Political and pedagogical futures in early childhood education

Reinke

Peters

Castner

2018

Policy Futures in Education

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This article is a commentary developed by three early childhood teacher educators who are concerned about the negative consequences of contemporary policy trends in the United States. The commentary critically examines the influence of quality improvement in early childhood as it relates to environmental rating systems and the use of teacher performance assessments, more specifically, the Early Childhood Environmental Rating Scale and the Teacher Performance Assessment. The article concludes with a potential vision for early childhood scholars and practitioners—building solidarity to function as an emerging, powerful, ethical community of early childhood curriculum workers that thrives without consensus.

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“…Although there is a dearth of literature on the implementation of edTPA in special education programs, there have been a number of descriptive and research-based articles disseminated in other education fields describing concerns with corporate-fueled reform (Greenblatt & O’Hara, 2015) and implications for teacher education programs (Greenblatt, 2016; Michael-Luna, 2016). The purpose of this article is to provide perspective on the special education edTPA using a Critical Practice Approach to policy analysis.…”

Section: Introductionmentioning

confidence: 99%

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

Bartlett

Otis‐Wilborn

Peters

2017

Teacher Education and Special Education: The Journal of the Tea

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The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of this study is to report on a policy analysis of the edTPA in special education using a Critical Practice Approach. Researchers sought to find answers to the following questions: (a) What were the negotiations, decisions, and actions taken by special education teacher education programs in their efforts to appropriate the edTPA policy? and (b) To what extent did the appropriation process foster or empower “participation agency in the democratic production of policy?” Data were collected through in-depth phenomenological interviews with special education teacher educators in three different institutions. Findings suggest that teacher educators at each institution engaged in three general types of appropriation activities that were central to their efforts; embedding, co-opting, and reifying. This critical practical policy analysis helped to identify ways in which the edTPA policy appropriation process was and was not democratic and participatory; a process that recognizes contributions, expertise, and experience of local appropriators as well as factors that characterize the local context.

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(Re)defining “good teaching”: Teacher performance assessments and critical race theory in early childhood teacher education

Cited by 9 publications

References 8 publications

Should standardized testing define our profession?

Should standardized testing define our profession?

Critically engaging discourses on quality improvement: Political and pedagogical futures in early childhood education

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

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