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Creating Faculty Buy-In for edTPA and Other Performance-Based Assessments
Abstract
As candidate performance-based assessments like edTPA grow in use nationally, facilitating faculty buy-in of the assessment processes becomes paramount for implementation success. Many faculty, used to an environment of academic freedom and autonomous curriculum choices, may balk at the notion of implementing a structured assessment like edTPA across their teacher preparation programs. Identifying obstacles and developing responses that allow faculty a voice while maintaining a respectful and open dialogue becomes crucial. The selection of faculty leadership to carry out the initiative, the decision to score the products locally by faculty or externally through a third party, and a discussion of the impact of adopting the assessment on faculty workload are all part of this work. Developing appropriate faculty supports and resources and involving faculty in processes to embed knowledge and skills related to the assessment into formative coursework can prove to be invaluable strategies for EPPs going through these processes.
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