Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

Performance-Based Assessment in 21st Century Teacher Education Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-8353-0.CH005

Charmion B. Rush, Karena Cooper-Duffy

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Abstract

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

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通过电子绩效评估和edTPA指导在线研究生特殊教育考生

随着在线教师培训项目的不断发展，指导edTPA候选人的过程可能会带来各种挑战。因此，教师培训项目必须配备为在线候选人提供指导，因为他们完成了edTPA所需的可操作项目。从现场主管的角度出发，本章概述了西卡罗莱纳大学在其在线课程中为学生提供有效的临床和教师候选人经验的当前过程。本章的目的是为研究生特殊教育教师通过在线硕士课程寻求初始许可提供指导结构。本章将包括1)指导在线学生完成电子档案过程的挑战，2)探索为教师候选人提供的结构，以满足edTPA的要求，以及3)在电子绩效评估和edTPA的实践和应用中对教师准备计划和教师候选人准备的建议。

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Performance-Based Assessment in 21st Century Teacher Education

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