Chapter 5: The Perspective of a Preservice Teacher Program on Adopting a Performance-Based Assessment (edTPA): Aligning Program Standards and Expectations with edTPA

Perspectives of a K–12 and secondary teacher licensure program are shared with regard to the implementation and ongoing supports of the edTPA as a performance-based assessment for preservice teachers. Key guiding questions highlight: (1) the impetus and curricular change process within teacher preparation programs, (2) the logistical structures and supports developed and utilized, (3) the collaborative work between university faculty and professional development school (PDS) partners’ implementation, (4) the “fit” of the edTPA within the joint culture of the partnership, and (5) the guiding force of support from the state in accomplishing a quality result for teacher candidates (TCs). Current and future plans for data usage are also shared.