TY - JOUR
T1 - State-wide implementation of edTPA in preparation for high-stakes testing
T2 - A mixed-methods study of the concerns of edTPA coordinators
AU - Many, Joyce E.
AU - Bhatnagar, Ruchi
AU - Tanguay, Carla
AU - Favors-Welch, Shaneeka
AU - Thomas, Clarice
AU - Cannon, Susan Ophelia
AU - Ogletree, Tamra
AU - Kim, Jihye
AU - Howrey, Shannon
AU - An, Sohyun
AU - Kurz, Karen
AU - Wilson, Judi
N1 - Publisher Copyright:
© 2019, Arizona State University. All rights reserved.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
KW - EdTPA policy
KW - Stages of concern
KW - Teacher education accountability
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U2 - 10.14507/epaa.27.4460
DO - 10.14507/epaa.27.4460
M3 - Article
AN - SCOPUS:85073618187
SN - 1068-2341
VL - 27
SP - 1
EP - 29
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
ER -