Teaching Performance Assessment, CalTPA, Teacher Education, Critical Race Theory, Professional Development
Performance assessments of teachers and/or teaching (TPA) are becoming part of the educational accountability landscape on an international scale. This article presents insight into the process three teacher educators have followed as their research evolves from a critical document analysis into a collaborative self-study of their programs and practices. The work is framed by critical race theory and guided by practices undertaken in becoming critically reflective educators. This piece represents the conversations and connections to research around the critical need for educators to examine bias-based assumptions and internalized deficit-thinking. The tools we have developed for our next steps into collaborative self-study will be presented as useful for any teacher education program or faculty who wish to embark upon a similar journey for research, professional growth, or in pursuit of equitable and socially just practices.
Ervin-Kassab, Lara; Escalante, Karen; and Soodjinda, Daniel
"The Start of a Conversation with Critical Friends: Can the CalTPA be Used as a Catalyst for Program and Professional Inquiry?,"
Journal of Critical Issues in Educational Practice: Vol. 11:
1, Article 1.
Available at: https://scholarworks.lib.csusb.edu/wie/vol11/iss1/1