Affiliation:
1. East Carolina University, USA
2. University of North Carolina at Chapel Hill, USA
Abstract
This chapter will share a model for teacher preparation programs to consider when attempting program improvement through the use of edTPA data. This model, regardless of the edTPA context, mandated or voluntary, provides a frame in which teacher education programs can begin using edTPA data for program improvement and can advance their data use towards transformative, institutional improvements. This additive model takes time, commitment, and vision in order to systematically create programmatic improvements. Performance assessment data provides the structure and information needed for units and programs to make these purposeful changes. The increasingly explicit culture of assessment in teacher education, in conjunction with the promise of valid and reliable performance assessments, invites teacher education programs to engage in third spaces with renewed focus.
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