State-Wide Implementation of EdTPA in Preparation for High-Stakes Testing: A Mixed-Methods Study of the Concerns of EdTPA Coordinators

Autor/inn/en	Many, Joyce E.; Bhatnagar, Ruchi; Tanguay, Carla; Favors-Welch, Shaneeka; Thomas, Clarice; Cannon, Susan Ophelia; Ogletree, Tamra; Kim, Jihye; Howrey, Shannon; An, Sohyun; Kurz, Karen; Wilson, Judi
Titel	State-Wide Implementation of EdTPA in Preparation for High-Stakes Testing: A Mixed-Methods Study of the Concerns of EdTPA Coordinators
Quelle	In: Education Policy Analysis Archives, 27 (2019) 122, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Performance Based Assessment; Preservice Teachers; High Stakes Tests; Teacher Certification; Coordinators; Adoption (Ideas); Testing; Program Implementation; Testing Programs; Professional Development; State Programs; Attitudes; Georgia; edTPA (Teacher Performance Assessment); Stages of Concern Questionnaire + Suchen Sie Ihr Suchwort? Leistungsermittlung; Koordinator; Ideas; Ideenfindung; Testdurchführung; Testen; Regierungsprogramm; Attitude; Einstellung; Verhalten
Abstract	This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators' "Stages of Concern," the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common "Stage of Concern" for edTPA coordinators was "Management." Coordinators' interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01