With the implementation of the edTPA as a licensing requirement for many states, Educator Preparation Programs (EPPs) are continually looking for ways to improve their students’ performance on this assessment. By leveraging data from past edTPA ubmissions, EPPs can identify areas for improvement using simple Excel calculations and data analytics tools without a large investment of time and resources. Sharing these insights with content and clinical faculty allows instructors and supervisors to tailor instruction to the needs of their students as exemplified in the data and outcomes analyzed in this paper.

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There is very little research on educator preparation programs’ impact on teacher effectiveness and student learning (Darling-Hammond et al., 2005; Hagans & Powers, 2015; Korthagen, 2010; Okhremtchouk et al., 2009). This mixed methods study used a sequential explanatory approach (Creswell, 2009) to explore three research questions regarding the relationship between existing clinical supervision evaluations in a teacher preparation program and a newly adopted high-stakes standardized summative assessment for licensure. In phase one of this study, the question of the relationships between the scores on the clinical lesson plan and presentation evaluations and edTPA is explored using Pearson r correlation. In phase two of this study, the patterns and trends discovered in phase one were used to develop focus group questions to answer the questions regarding the areas the clinical lesson plan and presentation evaluations and edTPA best align and the extent to which the student teaching candidates, clinical supervisors, and cooperating teachers felt the feedback from the clinical lesson plan and presentation evaluations impacted performance on edTPA. Three focus groups were conducted; student teaching candidates, clinical supervisors, and cooperating teachers. In phase three, the data were analyzed together to develop a broad understanding of the problem (Creswell, 2009; Creswell, 2015) using a systematic coding process (Flick, 2013). Diane Laurillard’s ‘conversational framework’ as illustrated in Yorke (2003) was considered during the final analysis. The overall analysis revealed that, while all correlations were positive, little alignment existed among the rubrics. The stronger, more significant alignments included lesson planning and student engagement tasks. Areas with no significant results included the assessment tasks and those involving reflection and analysis. Where significant results existed, there were high expectations from the clinical supervisors and cooperating teachers for candidates to perform in these tasks, as well as reports of explicit feedback with opportunities to refine skills. The type, quality, and frequency of feedback, as well as perceptions that other factors impacted edTPA performance more than the candidates’ teaching practices; such as, writing skills, time management skills, and length of placement.

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The edTPA is a performance-based, subject specific, teacher performance assessment that is now being required for teacher licensure by 16 states, with more states moving towards implementation in the future. As part of the edTPA submission requirements, pre-service teachers must prepare, edit, and upload multiple digital video recordings of their teaching. This study aimed at exploring pre-service physical educator use and perceptions of the technology requirements of the edTPA process, as well as their perceptions of how well their educator preparation program prepared them for the technology requirements. A sample of edTPA completers were surveyed from two different states in the US (Tennessee & Wisconsin) that have fully adopted the assessment as requirement for teacher licensure. Principal investigators (PI's) purposefully solicited physical education teacher education programs (PETE) from within their state to request edTPA completer participation. Participants were asked to complete a survey that consisted of both quantitative and qualitative items about edTPA completer perceptions. A total of 24 participants completed the survey. Overall, survey responses showed that participants felt: (a) their teacher education program did an adequate job educating about selecting and editing video clips for edTPA upload, (b) they found difficulty in preparing consistent video clips that could both see and hear the three focus students, (c ) that the 20 minute video submitted to edTPA was not a good overall representation of their teaching ability, (d) that the recording/editing/uploading of video clips was a time consuming process, and (e) that it is imperative that pre-service teachers are given multiple practice attempts with technology and video prior to the actual edTPA. The findings of this study suggest that though pre-service teachers do not feel the edTPA videos are an accurate representation of their teaching ability, they did feel their PETE programs did a good job preparing them for the video recording process. In addition, most of the participants noted that they struggled to maintain audio and visual quality. The edTPA is widely a new assessment tool for most teacher education programs, with continual growth around the country on a yearly basis. It is essential for the PETE community to continually explore the most effective ways to prepare and educate pre-service teachers about how to navigate the technology requirements (Parkes & Powell, 2015).

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Residency II teacher candidates seeking education licensure at the southeastern public state university had low evaluation scores on their ability to provide feedback and modify instruction based on assessment. The purpose of this qualitative case study was to explore how 27 Residency II teacher candidates modified instruction based on assessment data during their field experience as indicated by the Tennessee Educator Acceleration Model (TEAM), Educational Teacher Performance Assessment (edTPA) Rubric 15 score, and self-reported qualitative surveys. The focus of the research questions included a conceptual framework for examining the level of assessment proficiency on the local and national assessments. The congruency of these three measures of data analysis addressed the courses and field experiences of Residency II clinical teacher candidates. The major findings were that teacher candidates were meeting expectations of the edTPA and TEAM; however, the preexisting teacher candidates' surveys indicated that there was a lack of satisfaction with their data training. Evidence indicated that the EDTPA and TEAM provided the quantitative measurements but did not provide the qualitative feedback to address any modifications in the instruction. The possible social change implications of this study involves the Residency II teacher candidates participating in an organized, 3-day workshop to have a purposeful experience where they learned collectively and enriched their field experiences while exceeding the required expectations of the edTPA and TEAM assessments.

Currently 706 teacher prep programs, across 38 states (AACTE, 2016), are participation in edTPA in some aspect. EdTPA, a performance-based assessment of teacher candidate quality and effectiveness, is now required in numerous states in order to receive licensure. Since its inception, participating special education teacher candidates have consistently scored lower overall than all other comparable disciplines.

Currently 626 teacher prep programs, across 47 states (AACTE, 2015), require teacher candidates complete and pass the edTPA, a performance-based assessment of teacher candidate quality and effectiveness in order to receive licensure. Since its inception, special education teacher candidates have consistently scored lower overall than all other comparable disciplines.

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