Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Teacher Performance Assessment, Teaching Quality, Teacher Candidate, Teacher Education, Teacher Evaluation
Nearly a decade after the 1983 landmark report A Nation at Risk: The Imperative for Education Reform, the National Commission on Teaching and America’s Future (NCTAF) initiated action to reform education in the United States and established five policy recommendations “aimed at ensuring powerful teaching and learning in all communities as America’s schools and children enter the 21st century” (NCTAF, 1996, p. 4). More specifically, NCTAF sought to reform teacher preparation, professional development, and teacher recruitment with the essential outcome of improved teaching quality and accountability (NCTAF, 1996). Increased teaching quality may have resulted in improved student learning (Cochran-Smith & Villegas, 2015).
The national discourse on accountability of teacher preparation called for both teacher candidate essential knowledge and increased experiences in K-12 schools prior to entering the field as a new teacher (Hollins, 2011). The need for valid and reliable performance assessments, as a part of a system of multiple measures of teaching quality, provide critical information to preparation programs and state-level licensure officers has dominated accountability conversations (Darling-Hammond, 2010). Performance assessments such as the edTPA—developed collaboratively by teachers and teacher educators—represented the complexity of teaching and offered standards that have defined an expert profession (Darling-Hammond & Hyler, 2013).
Darling-Hammond (2010) noted, “[structured teacher performance assessments] have been found to be stronger predictors of teachers’ contributions to student learning gains than traditional teacher tests” (p.7). Possessing the ability to predict teaching quality in the profession by a teacher performance assessment during the pre-service phase of preparation offers exciting possibilities for the field. However, after an extensive review of the literature, no empirical research was discovered on the predictive validity of teaching quality by the edTPA.
Accompanying the edTPA as a measure of teaching quality in Minnesota, several institutions of higher education (IHE’s) in the Midwest have developed and implemented common metrics to evaluate, analyze, and improve teacher preparation programs. Specific to evaluating teaching quality in the field, the Common Metrics Supervisor Survey (CMSS) is administered to obtain a supervisor’s perception of a new teacher’s quality during the first year of teaching. Thus, in order to understand the relationship between the two valid and reliable measures of teaching quality, the study seeks to determine if the edTPA scores are predictive of CMSS results at the end of the first year of teaching.
Traver, Joel J., "An Analysis of the Relationship between Teacher Candidate Performance Assessment Results and Teaching Quality at the End of the First Year of Teaching" (2017). Culminating Projects in Education Administration and Leadership. 24.