edTPA Preparation: Building Support Structures for Teacher Candidates

edTPA Preparation: Building Support Structures for Teacher Candidates

Randa Suleiman (Alverno College, USA) and Clavon Byrd (Cardinal Stritch University, USA)
DOI: 10.4018/978-1-4666-9929-8.ch010
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The purpose of this study was to discover and describe the effectiveness of edTPA mentoring and support program designed by the researchers measured by teacher candidates' perceptions. Within that research purpose, a research theory and/or model was constructed to describe a framework for effective preparation and teacher candidates' support program, which might lead to a successful completion/submission of edTPA entry and increase the probability of attaining a state teaching license. The research question was: What are the teacher candidates' perceptions of the edTPA preparation and support procedures designed by the researchers? This research utilized mixed method interactive program evaluation. An online survey collected teacher candidates' perceptions of mentoring and support for edTPA. The survey questions were organized around four constructs: Preparedness, understanding, submission and support from instructor, university supervisors, cooperating teacher, and resources. A comprehensive data analysis was conducted that identified areas of strength and need of the program.
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With the increased adoption of edTPA as a pre-service teacher performance assessment and licensing requirement by many states, schools of education preparation programs are facing increased pressure to effectively prepare teacher candidates to successfully complete a passing edTPA portfolio. This chapter presents the findings of a study that measured the effectiveness of the edTPA mentoring and support program for teacher candidates. The questions answered in this chapter are: How does the program at Cardinal Stritch University introduce and practice the edTPA? What forms of edTPA practice, support, resources have the program implemented in student teaching seminar? How does the assessment management system (Livetext) support edTPA? How well are the “support procedures” working for teacher candidates? What lessons have been learned from the implementation of the mentoring and support model?

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