Dr. Diana Lys, Director of the Office of Assessment and Accreditation
I recently had the pleasure and honor of delivering the keynote address for the 2015 edTPA Mid-Atlantic Implementation Conference in Towson, Maryland. As a longtime supporter and champion of observation- and performance-based educator preparation and assessment, I was eager to share with peers from across the nation who are at different places on their journey with edTPA.
First, I wanted to commend each person for being there. By the virtue of their attendance and leadership, participants were helping shift the negative tone of dialogue around teacher preparation by highlighting innovative practices and committing to positive change. At the core of the narrative is a shared rallying call to ensure each teacher candidate enters tomorrow’s classroom ready to teach.
Quality teacher preparation matters, and too much external criticism of teacher preparation exists for the field to be fighting against itself. As a field, we have a moral obligation to prepare the best possible beginning teachers for school children; to ensure each graduate is ready for his or her first day of school. edTPA is a positive, uniting step forward.
For example, teacher educators are practically drowning in data. Yet what are we doing with it? In a program without actionable teacher candidate performance data, program improvement efforts often lack momentum or direction. At East Carolina University, our faculty were convinced our students were well prepared, but we couldn’t prove it. Something was missing. That something was a shared, validated summative assessment confirming the program’s outcomes.
Common Data Get Oars “Rowing in Unison”
Today, we use edTPA data to plan our program-improvement journey. By using a common performance assessment, all of the institution’s oars begin rowing in unison. The educative nature of edTPA helps programs to identify strengths and gaps and offers direction for improvements.
edTPA data help to build a culture of inquiry; again, the educative nature of edTPA has a uniting power for faculty, bringing them together to examine candidate portfolios and to assess their programs at a deeper level. In many ways, edTPA helped to break down the tall, isolating silos in teacher education.
edTPA is one improvement that launched others. We are developing new embedded signature assessments as formative metrics prior to edTPA. We are reconceptualizing our clinical practice through a 2:1 coteaching model, and early data and partner feedback are very positive.
As director of assessment and accreditation, I can’t underscore enough the power and value of edTPA in our accreditation process for the Council for the Accreditation of Educator Preparation—a process that builds like a wave. edTPA was an essential uniting factor across our educator preparation programs, allowing us to surf that wave rather than letting it pummel us into the sand. With the right leadership, edTPA:
- Provides valid and reliable candidate performance data
- Fosters a culture of evidence in your teacher preparation program
- Informs evidence-based program improvement
Let’s Not Waste Our Time
In a recent commencement speech to her son’s graduating class, ABC news correspondent Martha Raddatz said, “Don’t waste your time on those who don’t bring out the best in you.”
Similarly, let’s not waste our time on assessments that don’t bring out the best in our candidates and our programs. Let’s not waste our time on assessments that don’t inform our program improvement efforts and that fail to drive our programs in a positive direction.
Let’s focus the energy of our people, our program improvement efforts, and our analysis on data that are valid, reliable, and content and context specific.
And finally, let’s not be silent about what is best—what matters for the field. Make our voices heard as we endeavor to expand our reach with edTPA—blog, tweet, post, share your stories.
This article was also published to the EdPrepMatters blog at http://edprepmatters.net/2015/06/member-voices-edtpa-data-help-ensure-readiness-to-teach/