Teacher Performance Assessment and Accountability Reforms: The Impacts of edTPA on Teaching and Schools

222 Pages·2017·2.186 MB·English

by  Julie H. Carter, Hilary A. Lochte (eds.)

Teacher
Performance
Assessment and
Accountability
Reforms
The Impacts of edTPA on
Teaching and Schools
Edited by Julie H. Carter
and Hilary A. Lochte
Teacher Performance Assessment and
Accountability Reforms
Julie H. Carter • Hilary A. Lochte
Editors
Teacher Performance
Assessment and
Accountability
Reforms
The Impacts of edTPA on Teaching and Schools
Editors
Julie H. Carter Hilary A. Lochte
D’Youville College D’Youville College
Buffalo, New York, USA Buffalo, New York, USA
ISBN 978-1-137-55999-9 ISBN 978-1-137-56000-1 (eBook)
DOI 10.1057/978-1-137-56000-1
Library of Congress Control Number: 2016957535
© The Editor(s) (if applicable) and The Author(s) 2017
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C
ontents
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
v
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
Index 213
n C
otes on ontributors
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.
vii
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.
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.
L t
ist of abLes
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
xi