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Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA
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Author(s): Jana Lynn Hunzicker (Bradley University, USA), Cecile M. Arquette (Bradley University, USA), Peter Olson (California State Polytechnic University – Pomona, USA) and Douglas Atkins (Whittier Primary School, USA)
Copyright: 2017
Pages: 23
Source title: Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1624-8.ch045

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Abstract

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

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