Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE

Authors

Nick Henning, California State University, FullertonFollow
Alison G. Dover, California State University, FullertonFollow
Erica Dotson, Clayton State UniversityFollow
Ruchi Argwal Rangnath, University of San FranciscoFollow
Christine Clayton, Pace UniversityFollow
Martha K. Donovan, Georgia State UniversityFollow
Susan Ophelia Cannon, Georgia State UniversityFollow
Stephanie Behm Cross, Georgia State UniversityFollow
Alyssa Dunn, Michigan State UniversityFollow

Document Type

Article

Publication Date

2018

Abstract

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.

Comments

Originally published in:

Henning, N., Dover, A. G., Dotson, E. K., Agarwal-Rangath, R., Clayton, C. D., Donovan, M. K., . . . Dunn, A. (2018). Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE. Education Policy Analysis Archives, 26(31). https://doi.org/10.14507/epaa.26.3745.

DOI

https://doi.org/10.14507/epaa.26.3745

Recommended Citation

Henning, N., Dover, A. G., Dotson, E. K., Agarwal-Rangath, R., Clayton, C. D., Donovan, M. K., . . . Dunn, A. (2018). Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE. Education Policy Analysis Archives, 26(31). https://doi.org/10.14507/epaa.26.3745.