Posts Tagged ‘edTPA’

#AACTE19 Opening Keynote Speakers Discuss Accountability in Teacher Education


Opening keynote speakers Marilyn Cochran-Smith of Boston College and Marvin Lynn of Portland State University, explored the challenges with accountability in teacher education in a provocative discussion on Friday, February 22.

Cochran-Smith is the Cawthorne Professor of Teacher Education for Urban Schools in the Lynch School of Education at Boston College. A teacher educator for more than 40 years, she stressed that teacher educators are passionate about accountability for the learning and development of the teacher candidates they work with, as well as the students, families, and communities the future teachers will serve.

“I have never met a teacher educator who didn’t feel accountable and who didn’t want to be accountable for his/her work,” said Cochran-Smith. “The trouble with teacher education accountability is not with accountability itself; it’s what teacher education has been held accountable for.”

The Value of AACTE’s Annual Meeting: A Testimonial

AACTE is pleased to share excerpts from a testimonial by one of the 2019 Annual Meeting attendees, Tracy Spesia of the University of Saint Francis in Joliet, IL. In a letter to AACTE President and CEO Lynn M. Gangone, Spesia shared how the AACTE Annual Meeting has consistently influenced and brought value to her work as the edTPA coordinator at her institution:

“It was a professional and personal pleasure to attend the 71st AACTE Annual Meeting in Louisville. This annual conference’s tremendous impact on me, and the ripple impact it has had on my college and community, is clear.  I actually have the documentation to prove it! 

In 2010, I accepted the full-time position of Field Experience Coordinator (and Partnership Liaison) at the University of St. Francis. In 2012, my dean asked me to assume the edTPA coordinator position. The toolbox needed some new tools. By a stroke of luck, the AACTE annual conference was in nearby Chicago in spring 2013, and the dean suggested I attend to learn more about edTPA.  I had never heard of AACTE. I had no idea what edTPA was about. I had never really attended a professional conference.  This opportunity marks such a turning point in my career.

Preparing Future Teachers to Change Lives Inside and Outside the Classroom

This column originally appeared in Chatanoogan.com and is reposted with permission.

With education on the forefront of conversations in our community, it is now more urgent than ever that we send passionate teachers into the classroom with the knowledge, resources, and drive to lead our schools through this transformation.

As director of the University of Tennessee at Chattanooga School of Education, I am charged with providing our students with a high-quality education and preparing them for the classroom. Our program trains and prepares the bulk of teachers entering Hamilton County Schools from high school to their own classrooms and beyond.

East Carolina to Host State Induction Program

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East Carolina University (ECU) has been named the new institutional home of the North Carolina New Teacher Support Program (NC NTSP), which provides university-based professional development and on-site instructional coaching for new teachers throughout the state.

The NC NTSP aims to boost the effectiveness and reduce attrition among early-career teachers in order to raise student achievement, especially in historically disadvantaged and underserved school districts.

Originally launched with federal Race to the Top grant funds in 2012, the program now operates with funding from the state legislature, which allows districts to enroll teachers in the program at a subsidized rate. Nine universities in the UNC System provide the instructional support in partnership with 53 school districts around the state.

Engage With edTPA at Quality Support Workshop

This event is cancelled until further notice.

AACTE is excited to announce a series of sessions at the 2018 AACTE Quality Support Workshop focused on inquiry-based implementation of edTPA. This strand of sessions, facilitated by an edTPA representative and an experienced user of the assessment, is among several choices of concurrent workshops on offer August 2-4 in Columbus, Ohio.

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The three edTPA sessions will be led by Mel Horton, associate dean at Sacred Heart University (CT), along with Kellie Crawford from Evaluation Systems Group of Pearson. Part 1 is for experienced edTPA users as well as those who are new to or interested in learning about edTPA. Parts 2 and 3 build on the first session and are designed for more experienced edTPA users.

The first interactive workshop will begin with an overview of edTPA constructs as sources of candidate evidence related to equitable teaching practices within a multiple measurement assessment system. You will get to:

Yearlong Residency Prepares Strong TESOL Candidates

Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In these final videos of the series, educators discuss the significance of getting to know students well and how the yearlong clinical experience helps TESOL candidates prepare for edTPA–and beyond.


Participants in the clinical partnerships of the SUNY Oswego School of Education say one of the significant benefits of a yearlong residency is that teachers get to know their students well and engage deeply in their community.

A Retrospective Look at edTPA Implementation: 5 Years of Policy and Practice

The views expressed in this post do not necessarily reflect the views of AACTE.

The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with AACTE to invite practitioners and administrators from PK-12 schools and educator preparation programs (EPPs) to provide a retrospective look at the influence of edTPA since consequential use began in fall 2013. The panel participants presented their views of the benefits and challenges of educative edTPA implementation in different policy contexts; how actionable evidence from edTPA has informed their programs, teaching, and scholarship; and connections across the full continuum of professional learning and development for teachers. The March 2 panel at the 2018 AACTE Annual Meeting in Baltimore featured two new teachers who have completed edTPA over the past 5 years, a PK-12 administrator, EPP and state leaders, and two faculty scholars.

SCALE, UNC System Showcase Use of edTPA Rubrics in Induction Coaching

The views expressed in this post do not necessarily reflect the views of AACTE.

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The Stanford Center for Assessment, Learning, and Equity (SCALE) partnered with the University of North Carolina (UNC) System to present at the 2018 AACTE Annual Meeting in Baltimore a unique model of using edTPA rubric constructs. The team showcased how edTPA’s critical dimensions of teaching (planning, instruction, and assessment) apply to the instructional coaching of novice teachers during teacher induction, with a trajectory for growth through teacher leadership and beyond. The March 1 presentation included a brief overview of the professional growth plan used in preservice preparation and how it can be used after teacher candidates graduate.

Member Voices: Insights From AACTE Workshop Inform Use of edTPA for Developing Equitable Teaching Practice

The views expressed in this post do not necessarily reflect the views of AACTE.

At the College of Education at Minnesota State University, Mankato (MNSU), our strategic vision is to inspire lifelong learning and professional engagement through racial consciousness, social justice, and inclusion within a global context. Our collective energy as a faculty is spent engaging in conversations, professional development, and research to ensure that our instructional approaches foster cultural proficiency in our teacher candidates.

To enhance that collective learning, several MNSU faculty attended the “edTPA and Equity” strand during the August AACTE Quality Support Workshop held in Minneapolis. The sessions, facilitated by teams of local teacher educators and national experts, examined how edTPA constructs address equitable teaching and learning practices and considered how candidates can engage in the assessment as a reflective opportunity to learn about equitable teaching practices.

How Teacher Education Can Elevate Teacher Quality: Highlights From Sept./Oct. JTE

Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!

  • In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.

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