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Rethinking edTPA: The Use of InTASC Principles and Standards

Scholary Output:
Contribution to journal
Article
 Peer-review

Abstract

The Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers 1.0, developed by the Council of Chief State School Officers (CCSSO, 2013) in the United States, provide a set of expectations for essential knowledge, critical disposition, and performance needed for high-quality teaching. In this article, there are two parts. Part I addresses issues found in a current mandatory policy--edTPA. Part II explores how teacher educators can use the national teacher education standards to create a learning community where the voices of preservice teachers, teacher educators, and school personnel are equally valued.

Publication Information

Output type

Scholary Output:
Contribution to journal
Article
 Peer-review

Original language

English (US)

Pages from-to (Number of pages)

Pages 47-67 (21 pages)

Journal (Volume, Issue Number)

Journal of Educational Issues (Volume 4, Issue 1)

Publication milestones

  • Published - 01/01/2018

Publication status

Published - 01/01/2018

ISSN

2377-2263