University supervisors evaluate their teacher candidates’ edTPA portfolios using the local evaluation rubric provided by SCALE. The candidates receive a rating of emerging, proficient, or advanced. It is through this process that university supervisors provide local input and engage in a deeper understanding of edTPA through evaluation.
Published in Chapter:
An Organic Model for edTPA Exploration and Implementation
Carla Lynn Tanguay (Georgia State University, USA), Joyce E. Many (Georgia State University, USA), Mary Ariail (Independent Researcher, USA), Ruchi Bhatnagar (Georgia State University, USA), and Judith Emerson (Georgia State University, USA)
Copyright: © 2019
|Pages: 39
DOI: 10.4018/978-1-5225-8353-0.ch003
Abstract
Teacher educators share their experiences in response to the adoption of a high-stakes policy in Georgia regarding the use of edTPA®. Their efforts followed an organic model characterized by the inclusion of three important concepts: (1) distributed leadership, (2) ongoing communication, and (3) a commitment to the evolution of responsibilities and support structures. Stories highlight the importance of collegiality, shared decision making, and clear and open communication within the institution to ensure the success of a policy imperative at the grass-roots level. Since the policy of edTPA for licensure in Georgia carried high stakes for teacher educators and teacher candidates alike, the transition period allowed faculty to engage in conversations and practices that paid attention to the policy imperative, simultaneously allowing them time to consider how to conserve the values and cultural assets of the institution.