The Teacher Performance Assessment (edTPA) is an evaluation tool currently used across several states. The supposition is that teacher candidate performance can be measured. The express purpose of this instrument is to determine whether teacher candidates are ready to enter the classroom. Creators of the edTPA believe that this evaluation tool and the standards-based movement of which the Interstate Teacher Assessment and Support Consortium (InTASC), the National Board for Professional Teaching Standards (NBPTS), and the Common Core State Standards (CCSS) play a part is more “rigorous” then other measures and will raise the bar for teachers entering the profession. Proponents and opponents alike expect the edTPA to radically reform the teacher preparation profession. The following essay explains why and how teacher education is changing due to edTPA. I reflect upon what are the curricular implications for teacher candidates, education faculty and teacher preparation organizations as a result of increased regulations, standardization, and an audit culture that reduces teaching and learning to the acquisition of mechanistic knowledge (performativity).
Price, T.A. (2016). Curricular reflections in the USA: Teaching teachers the edTPA. European Journal of Curriculum Studies. 3(1), 377-386.