The unintended consequences of edTPA

07.31.16 | Learning on the EDge | 5 Comments

By Christopher Bjork and Irving Epstein

As educators who work with college students interested in becoming teachers, we wholeheartedly agree that the education system needs intelligent, committed, well-prepared individuals staffing its classrooms. Teachers should be held to high standards and continually work to improve their practice. We recognize the benefits of “using multiple measures of teacher performance” (Sato, 2014, p. 2) to identify the strengths and weaknesses of both teachers and teacher education programs. And while the edTPA assessment system was designed to produce such outcomes, we believe that the system is a dangerous and inappropriate tool for assessing the capabilities of pre-service teachers.

The realization that the edTPA has indeed proven detrimental to our students’ growth and professional development prompted us to write this essay, as previous reports on edTPA have not adequately considered the practical implications of the new licensure requirements.

]The edTPA has proven detrimental to our students’ growth and professional development [
edTPA was developed based upon the insights gained from previous performance-based assessments of teaching such as the National Board for Professional Teaching Standards, the California Teacher Performance Assessment, and the Performance Assessment for California Teachers. These instruments were considered more rigorous and authentic measures of instructional competence than the multiple-choice written examinations that previously served as entry points into the teaching profession in most states. TPAs require applicants to videotape themselves teaching, collect and analyze student work samples, and critically analyze their pedagogical performance (Sato, Wei, & Darling-Hammond, 2008). Advocates of these assessments convincingly argue that “dynamic assessments can help to elevate instructional quality” (Meuwissen & Choppin, 2015, 4). These activities do demand a level of intellectual engagement more deeply than is the case with standardized teaching tests, such as PRAXIS. However, teaching includes a polymorphous set of activities whose relevance depends on their dynamic, interrelated, and contextually specific nature, and the edTPA has the effect of privileging some of the elements of teaching at the expense of others.

Because our teacher education programs have always required students to carry out tasks associated with meaningful professional development, we assumed that introduction of the edTPA would have minimal effect on our programs. Before adoption of edTPA, we required students to videotape classroom interactions and critically evaluate them. In other cases, we asked pupils to comment on the disciplinary knowledge they acquired outside their education courses and to analyze how various disciplinary approaches to the liberal arts were applied to classroom situations. And in still other cases, students had the space to express their emerging professional identities in personal terms. Indeed, because these requirements were in some ways more comprehensive and more rigorous than what is demanded of edTPA test takers, we remained determined not to allow the new requirement to distort the principles that guided teacher preparation at our institutions.

Given the time pressures that force us to accommodate the natural rhythms of professional development to the practical realities of edTPA completion, we, like many of our colleagues at other institutions, have felt obligated to redesign student teaching seminars so they effectively function as edTPA prep courses. As students struggled to make sense of the edTPA handbooks, we have allocated substantial time guiding in preparing their portfolios. To make room for such test prep, we have cancelled guest presentations by mentor teachers from local schools, reduced time previously set aside for student teachers to collaboratively develop curriculum, and devoted less time to working with students in collecting data for their action research projects.

Our initial plans to treat edTPA as an inconsequential encumbrance proved inadvisable in several ways. The process of preparing their edTPA portfolios exacerbates the substantial pressure experienced by student teachers. Keep in mind that, in order to meet deadlines for licensure, student teachers must videotape themselves only a few weeks after they begin their placements. Many have yet to develop their “teaching legs.” But if they delay this task, they will fall behind on the other components of edTPA. As a result, the lessons that determine whether they will be awarded teaching credentials focus on performance during the very beginning of their apprenticeship. By way of comparison, we wonder how a doctor’s performance would be judged during the initial days of her medical residency.

Student teachers relate that edTPA requirements actually undermine their development as educators. As one recently shared in an e-mail, “participating in edTPA has thus far been a process of responding to scores of prewritten, mundane ‘reflection’ questions, having to drastically narrow my creative choices when it comes to planning and teaching lessons, and draining my checking account to pay for it all. This high-stakes evaluation causes undue stress for me and my peers. edTPA is dehumanizing.”

The demands associated with edTPA also have created many of the “agency tensions” described by Meuwissen & Choppin (2015) in their study of the effects of edTPA. It has become increasingly difficult to place student teachers in local schools. Many teachers who previously mentored students are no longer willing to do so, due to perceptions about the extensive demands associated with edTPA. As a result, the pool of potential teacher mentors has shrunk. Logistical challenges associated with obtaining consent forms from videotaped students, setting aside consecutive blocks of instructional time for edTPA filming, and collecting student work samples have created additional complications. For teachers who are experiencing challenges associated with introduction of the Common Core and new teacher evaluation systems (APPR in New York and PARCC testing in Illinois), edTPA is one testing instrument they have some degree of control over — they can choose not to have anything to do with it. Indeed, the fact that Pearson Publishing administers both the edTPA and other state assessment instruments has fueled public anger over the fact that a private corporation is profiting from state-mandated assessment imperatives (Dover et al., 2015).

Our view is that the costs of implementing the edTPA greatly outweigh the perceived benefits. Are students better prepared to face the challenges associated with teaching? We think not. Graduates of our programs received more thorough, developmentally appropriate, and effective preparation before the new licensure policies were implemented; the locally controlled, formative instruments and practices (Cochran-Smith et al., 2013) that previously anchored their education better equipped them with the skills and attitudes to succeed in the classroom. We urge educators working in states that have yet to add edTPA to the list of teacher licensure requirements to resist pressures to accept what might appear to be an inevitable change, and encourage those who, like us, work in states that have adopted the edTPA as a high-stakes assessment instrument, to lobby for its elimination as a mandated licensure requirement.


Cochran-Smith, M., Piazza, P., & Power, C. (2013). The politics of accountability: Assessing teacher education in the United States. The Education Forum, 77 (1), 6-27.

Dover, A., Schultz, B., Smith, K., & Duggan, T. (2015, March 30). Who’s preparing our candidate? edTPA, localized knowledge and the outsourcing of teacher evaluation. Teachers College Record. ID Number: 17914.

Meuwissen, K. & Choppin, J. (2015). Preservice teachers’ adaptions to tensions associated with the edTPA during its early implementation in New York and Washington States. Education Policy Analysis Archives, 23 (103), 1-29.

Sato, M. (2014). What is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65 (5), 421-434.

Sato, M., Wei, R.C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of national board certification. American Educational Research Journal, 45 (3), 669-700.


About CHRISTOPHER BJORK (, @chbjork1) is a professor of education at Vassar College, Poughkeepsie, N.Y. IRVING EPSTEIN is a professor and director of teacher education at Illinois Wesleyan University, Bloomington, Ill. Bjork last wrote for Kappan in April 2005, when he co-authored with Ryoko Tsuneyoshi, “Education reform in Japan: Competing visions for the future” Phi Delta Kappan, 86 (8), 619-626.

Comments on The unintended consequences of edTPA

  1. Andrea Whittaker says:

    For an alternative perspective, see how programs have implemented edTPA with educative benefit –

    Well-prepared teachers inspire student learning
    Phi Delta Kappan, Vol. 97, No. 7 (April 2016): 8-13.
    By Raymond L. Pecheone and Andrea Whittaker

  2. Dan Brown says:

    I serve as co-director of Educators Rising, which is powered by PDK. I support edTPA’s role in setting and assessing clear, high expectations for preservice teachers need to know and do as they aim to enter the profession.

    EdTPA’s work served as a guiding document in the crafting of Educators Rising Standards, and we support SCALE and AACTE’s work to help students engage with and succeed on edTPA. As a profession, we need a strong standard for what practitioners should demonstrate before they receive their classroom keys. Educators Rising has been proud to welcome SCALE and AACTE to our conferences and chapters to help students take their first steps on the road to accomplished teaching.

    I disagree with the idea that edTPA is too time-consuming or too hard. The authors of the blog contend that the videotaping, which happens in the second semester of senior year, is too early. EdTPA healthily encourages educator preparation programs to provide students with significant clinical experiences throughout their time as preservice educators so that by the second semester of senior year, they have cultivated enough of their “teaching legs” to demonstrate basic competence. I don’t want my children or anyone else’s taught by a rookie who can’t pass the edTPA.

    Andrea Whittaker and Ray Pecheone make the case concisely in the April 2016 Kappan magazine:

    • Dallas Hart says:

      It is easy to say as someone who doesn’t have to participate in edTPA that it is a good idea. Student teaching is a full-time job that requires 100% of our time and energy. Adding edTPA on top of it is pushing our average hours per week to 84, which is extrememly unhealthy and unfair to the children we are educating. My cohort is averaging 4-5 hours of sleep per night. EdTPA is redundant and an unnecessary burden on students who have already proven themselves through state licensure exams. It is always insulting when people who don’t have to experience or be victimized by someone say it is a good idea. You would not have the same perspective of this exam if you were a participant.

  3. Marilee Coles-Ritchie says:

    Why support a standardized assessment for teachers ($300 + to Pearson) when teacher educators have rubrics and face to face feedback methods to help determine readiness? Teacher educators are professionals who can best determine a student teacher’s needs, not a corporation.

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