Confronting the edTPA in Connecticut:
Recommendations for Teacher Candidate Quality, Sustainability, and Empowerment
Co-authored by UConn faculty Cara Bernard, Douglas Kaufman, Mark Kohan, and Dodd Center Director Glenn Mitoma, the policy paper, Confronting the edTPA in Connecticut: Recommendations for Teacher Candidate Quality, Sustainability, and Empowerment, presents concerns and recommendations regarding the state’s adoption of the edTPA teacher candidate assessment. Based on a program evaluation conducted with students, faculty, and cooperating teachers in the University of Connecticut’s teacher education program, the paper documents the experiences of participants and impacts of the implementation of edTPA.
The paper finds the concerns with the diminishment of candidate learning, the perpetuation of inequitable systems, and application of developmentally inappropriate standards that are concomitant with the implementation of edTPA.
Given these concerns and impacts, the report recommends policymakers suspend the current planned implementation of the edTPA in Connecticut and work collaboratively with stakeholders in the state to develop a teacher candidate assessment that is developmentally appropriate for teacher candidates, flexibly evaluates candidate in the range of teacher education programs in Connecticut, and supports the state’s goal of recruiting more minority teachers.
This paper reflects the views solely of the authors. The views expressed in it are not necessarily those of the Thomas J. Dodd Research Center, UConn Global, or the University of Connecticut.