preservice teacher candidate
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Author(s):  
Holly Henderson Pinter ◽  
Kim K. Winter ◽  
Myra K. Watson

This chapter explores a number of issues for consideration when adopting and implementing edTPA as a summative performance-based assessment of preservice teacher candidate tasks. This chapter aims to offer guidance and support for programs in the beginning stages of implementation of edTPA. Each of the considerations includes a vignette from personal experiences at a regional comprehensive university in the southeast. Issues discussed include timeline for implementation, buy-in, decision-making processes, professional development and training, mapping, and next steps. The vignettes detail particular issues or concerns and include faculty, staff, and/or teacher candidates. Data used to develop the vignettes was collected via interviews, surveys, and reflections.


Author(s):  
Holly Henderson Pinter ◽  
Kim K. Winter ◽  
Myra K. Watson

This chapter explores a number of issues for consideration when adopting and implementing edTPA as a summative performance-based assessment of preservice teacher candidate tasks. This chapter aims to offer guidance and support for programs in the beginning stages of implementation of edTPA. Each of the considerations includes a vignette from personal experiences at a regional comprehensive university in the southeast. Issues discussed include timeline for implementation, buy-in, decision-making processes, professional development and training, mapping, and next steps. The vignettes detail particular issues or concerns and include faculty, staff, and/or teacher candidates. Data used to develop the vignettes was collected via interviews, surveys, and reflections.


2018 ◽  
Vol 11 (1) ◽  
pp. 137-151
Author(s):  
Michelle Schira Hagerman ◽  
Jessica Coleman

An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student’s lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed.


Author(s):  
Holly Henderson Pinter ◽  
Kim K. Winter ◽  
Myra K. Watson

This chapter explores a number of issues for consideration when adopting and implementing edTPA as a summative performance-based assessment of preservice teacher candidate tasks. This chapter aims to offer guidance and support for programs in the beginning stages of implementation of edTPA. Each of the considerations includes a vignette from personal experiences at a regional comprehensive university in the southeast. Issues discussed include timeline for implementation, buy-in, decision-making processes, professional development and training, mapping, and next steps. The vignettes detail particular issues or concerns and include faculty, staff, and/or teacher candidates. Data used to develop the vignettes was collected via interviews, surveys, and reflections.


2010 ◽  
Vol 104 (4) ◽  
pp. 258-261
Author(s):  
Lauren Matheson

During a walk around Toronto, Lauren Matheson noticed a shed being built in a very narrow corner of a triangular lot (see photographs 1, 2, and 3). The odd-shaped property made designing and building the shed difficult, but, thanks to a creative construction crew, the shed was built and by all accounts is well used. Lauren was then a preservice teacher candidate in Ron Lancaster's mathematics methods course, and he used images of the shed as the basis for his “Mathematical Lens” assignment. Lauren's photographs and questions are given here; the editors hope that readers agree that his work was worth an A+.


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