Pub Date : 2023-04-03DOI: 10.1080/1547688X.2023.2193226
Sarah A. Nagro, Anna Macedonia, Alexandra R. Raines, Jamie Day, Audra K. Parker, Seth A. Parsons, Christian Coogle, Kristien Zenkov
ABSTRACT The purpose of this systematic literature review was to understand the scope of research investigating perceptions of teachers educating students with disabilities. We documented the factors related to teacher perceptions of preparedness for successfully educating students with disabilities as well as the extent to which these factors were role or context specific. Twenty-two empirical studies from 2004 to 2020 were included in our systematic review. Nine factors for finding success when educating students with disabilities were synthesized from the body of literature and organized into three categories: professional capacity, instructional supports, and professional needs. Findings revealed that teacher perceptions were often differentiated between general education teachers (n = 3,919) and special education teachers (n = 2,809), but regardless of teaching context, the same nine factors for teaching success were present. Implications for increasing teacher success by cultivating school climate, structuring support, and connecting professional development are shared.
{"title":"A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities","authors":"Sarah A. Nagro, Anna Macedonia, Alexandra R. Raines, Jamie Day, Audra K. Parker, Seth A. Parsons, Christian Coogle, Kristien Zenkov","doi":"10.1080/1547688X.2023.2193226","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2193226","url":null,"abstract":"ABSTRACT The purpose of this systematic literature review was to understand the scope of research investigating perceptions of teachers educating students with disabilities. We documented the factors related to teacher perceptions of preparedness for successfully educating students with disabilities as well as the extent to which these factors were role or context specific. Twenty-two empirical studies from 2004 to 2020 were included in our systematic review. Nine factors for finding success when educating students with disabilities were synthesized from the body of literature and organized into three categories: professional capacity, instructional supports, and professional needs. Findings revealed that teacher perceptions were often differentiated between general education teachers (n = 3,919) and special education teachers (n = 2,809), but regardless of teaching context, the same nine factors for teaching success were present. Implications for increasing teacher success by cultivating school climate, structuring support, and connecting professional development are shared.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130789306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-02DOI: 10.1080/1547688X.2023.2182391
Noa Tal-Alon, Orly Shapira-Lishchinsky
ABSTRACT Disability disclosure is an issue that concerns people with invisible disabilities. To date, studies have not examined this issue among teachers with invisible physical disabilities, their colleagues, and school principals, simultaneously. The goal of the current study was to shed light on this phenomenon from various perspectives. The study was conducted in Israel and included 13 teachers with invisible physical disabilities, 10 school principals, and 10 professional colleagues of a teacher with an invisible disability. It was found that while principals and colleagues focused solely on how to avoid additional workload or any discomfort, the teachers with a disability aimed to leave a positive mark on their students. Notably, while the principals’ concerns regarding the teacher with disability focused on professional issues, the colleagues’ concerns focused on the personal interaction between them and the teacher. These findings revealed specific barriers that teachers with disabilities faced and allowed us to address how they could be removed in favor of the growing trends of inclusion of teachers with disabilities.
{"title":"Teachers’ Disability Disclosure: Multiple Points of View","authors":"Noa Tal-Alon, Orly Shapira-Lishchinsky","doi":"10.1080/1547688X.2023.2182391","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2182391","url":null,"abstract":"ABSTRACT Disability disclosure is an issue that concerns people with invisible disabilities. To date, studies have not examined this issue among teachers with invisible physical disabilities, their colleagues, and school principals, simultaneously. The goal of the current study was to shed light on this phenomenon from various perspectives. The study was conducted in Israel and included 13 teachers with invisible physical disabilities, 10 school principals, and 10 professional colleagues of a teacher with an invisible disability. It was found that while principals and colleagues focused solely on how to avoid additional workload or any discomfort, the teachers with a disability aimed to leave a positive mark on their students. Notably, while the principals’ concerns regarding the teacher with disability focused on professional issues, the colleagues’ concerns focused on the personal interaction between them and the teacher. These findings revealed specific barriers that teachers with disabilities faced and allowed us to address how they could be removed in favor of the growing trends of inclusion of teachers with disabilities.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114715424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1547688X.2023.2174279
Kelly M. Moser, Tianlan Wei
ABSTRACT In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a post-pandemic era. Consequently, all teachers need continued professional support and training related to online (and emergency remote) instruction. This mixed methods study explored the experiences of K-12 language teachers (English as a Second or Other Language [ESOL] and World Language [WL]) in rural Mississippi who engaged with one another through an online professional development (OPD) workshop designed to improve their knowledge and skills related to online language pedagogy. The 50 educators in this study reported significant improvements in their knowledge base, intentions to modify their praxis, and more positive perceptions of working with distance or remote learners. Additionally, the OPD led teachers to challenge their traditional professional identities thereby recognizing their new roles as rural teacher leaders, architects, and collaborators. The findings of this study can address gaps in rural teacher professional support during disrupted contexts including both the design of quality OPD experiences as well as the affordances of discussions related to post-pandemic language teaching.
{"title":"Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a Post-Pandemic Era","authors":"Kelly M. Moser, Tianlan Wei","doi":"10.1080/1547688X.2023.2174279","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2174279","url":null,"abstract":"ABSTRACT In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a post-pandemic era. Consequently, all teachers need continued professional support and training related to online (and emergency remote) instruction. This mixed methods study explored the experiences of K-12 language teachers (English as a Second or Other Language [ESOL] and World Language [WL]) in rural Mississippi who engaged with one another through an online professional development (OPD) workshop designed to improve their knowledge and skills related to online language pedagogy. The 50 educators in this study reported significant improvements in their knowledge base, intentions to modify their praxis, and more positive perceptions of working with distance or remote learners. Additionally, the OPD led teachers to challenge their traditional professional identities thereby recognizing their new roles as rural teacher leaders, architects, and collaborators. The findings of this study can address gaps in rural teacher professional support during disrupted contexts including both the design of quality OPD experiences as well as the affordances of discussions related to post-pandemic language teaching.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"24 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120925031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1547688X.2023.2172243
Laura V. Adair, G. Kim
ABSTRACT High rates of adolescent depression and anxiety indicate the current need to prepare and support secondary teachers in being responsive to students’ emotional and mental health. This article advances a view of secondary English teachers as critical witnesses of adolescent trauma. Through reviewing what critical witnessing is, highlighting the creativity and expertise of literacy educators who practice critical witnessing, naming core stances that critical witnessing asks of teachers, and discussing challenges of doing this work in secondary English classrooms, this article presents critical witnessing as a critical literacy practice that can help facilitate social transformation in secondary English education.
{"title":"Critical Witnessing as a Critical Literacy Practice in Secondary English Education","authors":"Laura V. Adair, G. Kim","doi":"10.1080/1547688X.2023.2172243","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2172243","url":null,"abstract":"ABSTRACT High rates of adolescent depression and anxiety indicate the current need to prepare and support secondary teachers in being responsive to students’ emotional and mental health. This article advances a view of secondary English teachers as critical witnesses of adolescent trauma. Through reviewing what critical witnessing is, highlighting the creativity and expertise of literacy educators who practice critical witnessing, naming core stances that critical witnessing asks of teachers, and discussing challenges of doing this work in secondary English classrooms, this article presents critical witnessing as a critical literacy practice that can help facilitate social transformation in secondary English education.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126590625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/1547688X.2023.2175941
H. Wilson, Diane Yendol‐Hoppey, Wanda G. Lastrapes
ABSTRACT Created as a partnership between the local school district, schools, community agencies, and university, the teacher residency program studied in this paper provided secondary teachers a clinically intensive pathway to learning to teach in urban classrooms, using co-teaching as the signature pedagogy. A current challenge related to teacher residencies is that few data exist connecting co-teaching to successful 8–12 student learning. This study explores the contributions of the urban teacher residency program’s co-teaching apprenticeship to student success. The effectiveness of the apprenticeship co-teaching was measured using student achievement data (including both state and district assessments). The findings demonstrate that students in classrooms with Teacher Residents made growth in achievement and made more academic growth than students who were in the comparison classrooms. Findings from this study demonstrate that even as residents learning to become teachers work side by side with their mentors, 8–12 students in urban classrooms show promising learning gains.
{"title":"Teacher Residents: Contributing to Secondary Student Success","authors":"H. Wilson, Diane Yendol‐Hoppey, Wanda G. Lastrapes","doi":"10.1080/1547688X.2023.2175941","DOIUrl":"https://doi.org/10.1080/1547688X.2023.2175941","url":null,"abstract":"ABSTRACT Created as a partnership between the local school district, schools, community agencies, and university, the teacher residency program studied in this paper provided secondary teachers a clinically intensive pathway to learning to teach in urban classrooms, using co-teaching as the signature pedagogy. A current challenge related to teacher residencies is that few data exist connecting co-teaching to successful 8–12 student learning. This study explores the contributions of the urban teacher residency program’s co-teaching apprenticeship to student success. The effectiveness of the apprenticeship co-teaching was measured using student achievement data (including both state and district assessments). The findings demonstrate that students in classrooms with Teacher Residents made growth in achievement and made more academic growth than students who were in the comparison classrooms. Findings from this study demonstrate that even as residents learning to become teachers work side by side with their mentors, 8–12 students in urban classrooms show promising learning gains.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131600744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/1547688x.2022.2151675
R. Bhansari, Caryn C. Park, Manka M. Varghese, Julia R. Daniels
{"title":"Forging Teacher Educator Identities: Embracing Friction through Critical Reflexivity","authors":"R. Bhansari, Caryn C. Park, Manka M. Varghese, Julia R. Daniels","doi":"10.1080/1547688x.2022.2151675","DOIUrl":"https://doi.org/10.1080/1547688x.2022.2151675","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126030588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1547688X.2022.2126053
Cara E. Furman
ABSTRACT How do we help teachers grow in accordance with their ethical ideals? Specifically, how do assessment practices fit within teachers’ sense of themselves as caring and professional early childhood educators? I pursue these questions by drawing on a collaborative blog. In doing so, I offer portraits of novice early childhood teachers as ethical agents committed to care and professionalism. I showcase how daily appeals to the developmental approach and milestone tracking informed these teachers’ professional ethics. I, then, describe how undergoing and reflecting upon alternative approaches to assessment served as a disruption, pushing the teachers to expand their conception of assessment to observe both who the child is alongside what they can do. In closing, I call for teacher education that teaches a range of assessment practices within a context that “confirms” the teachers’ ethical ideals.
{"title":"“How I Became a Better Teacher:” Expanding Assessment Practices Rooted in Ethical Ideals","authors":"Cara E. Furman","doi":"10.1080/1547688X.2022.2126053","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2126053","url":null,"abstract":"ABSTRACT How do we help teachers grow in accordance with their ethical ideals? Specifically, how do assessment practices fit within teachers’ sense of themselves as caring and professional early childhood educators? I pursue these questions by drawing on a collaborative blog. In doing so, I offer portraits of novice early childhood teachers as ethical agents committed to care and professionalism. I showcase how daily appeals to the developmental approach and milestone tracking informed these teachers’ professional ethics. I, then, describe how undergoing and reflecting upon alternative approaches to assessment served as a disruption, pushing the teachers to expand their conception of assessment to observe both who the child is alongside what they can do. In closing, I call for teacher education that teaches a range of assessment practices within a context that “confirms” the teachers’ ethical ideals.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129437994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1547688x.2022.2142714
Christine D. Clayton
ABSTRACT This commentary retells a conversation with New York State Regent Frances Wills about policymaking in ways that value the human enterprise of teaching. The conversation addresses the first two years of Regent Wills’ appointment to the state policymaking body which happens to coincide with the pandemic and significant shifts in New York’s educational policies. Topics discussed include widening the lens in policymaking, lessons from the pandemic, teacher recruitment, rethinking the edTPA, and humanizing the profession. The conversation is edited according to the traditions of portraiture to value the aesthetic of Regent Wills’ speech while presenting actual words from the taped transcript. While located in the particular context of New York State from 2020–2022, the conversation addresses national concerns such as the challenging task of recruiting and retaining a diverse community of dedicated teachers who can transform the profession.
{"title":"A Conversation with Regent Frances Wills: Humanizing Policymaking in Tumultuous Times","authors":"Christine D. Clayton","doi":"10.1080/1547688x.2022.2142714","DOIUrl":"https://doi.org/10.1080/1547688x.2022.2142714","url":null,"abstract":"ABSTRACT This commentary retells a conversation with New York State Regent Frances Wills about policymaking in ways that value the human enterprise of teaching. The conversation addresses the first two years of Regent Wills’ appointment to the state policymaking body which happens to coincide with the pandemic and significant shifts in New York’s educational policies. Topics discussed include widening the lens in policymaking, lessons from the pandemic, teacher recruitment, rethinking the edTPA, and humanizing the profession. The conversation is edited according to the traditions of portraiture to value the aesthetic of Regent Wills’ speech while presenting actual words from the taped transcript. While located in the particular context of New York State from 2020–2022, the conversation addresses national concerns such as the challenging task of recruiting and retaining a diverse community of dedicated teachers who can transform the profession.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"368 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120896002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/1547688x.2022.2145072
Joni S. Kolman
In the following section, we share two invited commentaries that focus on recent policy changes in New York State related to teacher recruitment, one of which was the decision to eliminate a requirement that all individuals must pass the Educative Teacher Performance Assessment (edTPA) prior to being awarded their teacher certification. The edTPA was ushered in as a teacher certification policy requirement in New York State in 2014 and has been an enduring point of controversy; it was eliminated by the state’s Board of Regents in April 2022. Teacher performance assessments (TPAs) for preservice teachers emerged in response to a need for better measures of teacher readiness than the standardized computer (or paper-and-pencil) subject exams that dominated the teacher certification testing landscape (Cochran-Smith et al., 2018; Darling-Hammond, Newton, & Wei, 2013; Peck, Young, & Zhang, 2021). Most teacher performance assessments require teacher candidates to submit a portfolio demonstrating their capacities related to lesson planning, instruction, and assessment with actual students in classrooms. Candidates completing a TPA submit some combination of lesson plans, student work samples, videos of their instruction, and reflections on their practice and student learning. These portfolios are scored by knowledgeable assessors using multiple rubrics. Although edTPA was mandated in New York State beginning in 2014, TPAs had been used for many years prior to assess preservice teacher readiness in other states. For example, the Teacher Work Sample (TWS) was initially developed at Western Oregon University in the 1990s (McConney, Shalock, & Schalock, 1998; Peck et al., 2021) and was then adapted and taken up by 11 university-based teacher education programs who worked collaboratively as members of the Renaissance Group (https:// www.wku.edu/rtwsc/about.php). California received much attention in the late 1990s and early 2000s for its TPA efforts. The CalTPA and Performance Assessment for California Teachers (PACT) were developed and piloted in 1998 and 2002, respectively, as a response to a California policy mandating successful completion of a TPA for certification. Today, the landscape for teacher performance assessments is mixed. Some states, like California, offer several approved teacher performance assessments from which institutions can choose (https://www.ctc.ca.gov/educator-prep/tpa), and edTPA is among the choices. New Hampshire developed its own TPA THE NEW EDUCATOR 2022, VOL. 18, NO. 4, 325–327 https://doi.org/10.1080/1547688X.2022.2145072
{"title":"Teacher Performance Assessments as Policy: Perspectives from New York State","authors":"Joni S. Kolman","doi":"10.1080/1547688x.2022.2145072","DOIUrl":"https://doi.org/10.1080/1547688x.2022.2145072","url":null,"abstract":"In the following section, we share two invited commentaries that focus on recent policy changes in New York State related to teacher recruitment, one of which was the decision to eliminate a requirement that all individuals must pass the Educative Teacher Performance Assessment (edTPA) prior to being awarded their teacher certification. The edTPA was ushered in as a teacher certification policy requirement in New York State in 2014 and has been an enduring point of controversy; it was eliminated by the state’s Board of Regents in April 2022. Teacher performance assessments (TPAs) for preservice teachers emerged in response to a need for better measures of teacher readiness than the standardized computer (or paper-and-pencil) subject exams that dominated the teacher certification testing landscape (Cochran-Smith et al., 2018; Darling-Hammond, Newton, & Wei, 2013; Peck, Young, & Zhang, 2021). Most teacher performance assessments require teacher candidates to submit a portfolio demonstrating their capacities related to lesson planning, instruction, and assessment with actual students in classrooms. Candidates completing a TPA submit some combination of lesson plans, student work samples, videos of their instruction, and reflections on their practice and student learning. These portfolios are scored by knowledgeable assessors using multiple rubrics. Although edTPA was mandated in New York State beginning in 2014, TPAs had been used for many years prior to assess preservice teacher readiness in other states. For example, the Teacher Work Sample (TWS) was initially developed at Western Oregon University in the 1990s (McConney, Shalock, & Schalock, 1998; Peck et al., 2021) and was then adapted and taken up by 11 university-based teacher education programs who worked collaboratively as members of the Renaissance Group (https:// www.wku.edu/rtwsc/about.php). California received much attention in the late 1990s and early 2000s for its TPA efforts. The CalTPA and Performance Assessment for California Teachers (PACT) were developed and piloted in 1998 and 2002, respectively, as a response to a California policy mandating successful completion of a TPA for certification. Today, the landscape for teacher performance assessments is mixed. Some states, like California, offer several approved teacher performance assessments from which institutions can choose (https://www.ctc.ca.gov/educator-prep/tpa), and edTPA is among the choices. New Hampshire developed its own TPA THE NEW EDUCATOR 2022, VOL. 18, NO. 4, 325–327 https://doi.org/10.1080/1547688X.2022.2145072","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114273566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/1547688X.2022.2112793
Beverly Falk
ABSTRACT This commentary discusses New York State’s recent decision to eliminate use of the edTPA, a performance assessment designed to be a profession-wide certification requirement. It first shares research supporting performance assessments as a powerful and valid means of assessing what individuals know and can do. It then argues that a common performance assessment requirement for the profession ensures that “what matters most” about the knowledge and skills needed for teaching is possessed by anyone entering the profession. The author’s experiences are shared to corroborate this claim, concluding with challenges that this viewpoint presents and recommendations to programs and states using edTPA for how to address them.
{"title":"In Support of a Profession-Wide Performance Assessment for Teacher Certification: Making What Really Matters Count","authors":"Beverly Falk","doi":"10.1080/1547688X.2022.2112793","DOIUrl":"https://doi.org/10.1080/1547688X.2022.2112793","url":null,"abstract":"ABSTRACT This commentary discusses New York State’s recent decision to eliminate use of the edTPA, a performance assessment designed to be a profession-wide certification requirement. It first shares research supporting performance assessments as a powerful and valid means of assessing what individuals know and can do. It then argues that a common performance assessment requirement for the profession ensures that “what matters most” about the knowledge and skills needed for teaching is possessed by anyone entering the profession. The author’s experiences are shared to corroborate this claim, concluding with challenges that this viewpoint presents and recommendations to programs and states using edTPA for how to address them.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"4 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114112168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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