Understanding the World Language edTPA

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A volume in Contemporary Language EducationIn Understanding the World Language edTPA: Research-Based Policy and Practice, two researchers inthe forefront of world language edTPA discuss the new beginning teacher portfolio, including itsrequired elements, federal and state policies concerning teacher evaluation, and research from theirown programs. Higher education faculty members and language teacher preparation programcoordinators who would like to better understand edTPA requirements and gain suggestions fornecessary programmatic changes will find this book of interest.The book is composed of eight chapters. The authors begin by describing edTPA and how it became a national trend to assessbeginning teacher ability. In Chapter 2, the authors present ideas about curricular changes that may need to occur in traditionalworld language teacher education programs, as well as suggestions to assist teacher candidates as they begin to develop theirportfolios. Afterward, the authors discuss the context for learning (Chapter 3) and they begin with assessment, moving to planning, and then to instruction (Chapters 4, 5, 6). In each chapter, the authors discuss the work sample that teacher candidates must create, an analysis of a high-scoring portfolio, and steps to stimulate teacher candidates' professional thinking. In Chapter 7, the authorspresent activities for the methods classroom. In the final chapter, the authors provide a critical analysis of edTPA, ingeneral, and the world language edTPA, in particular.Understanding the World Language edTPA: Research-Based Policy and Practice providesreaders with a much-needed guide to inducting teacher candidates into the new portfoliorequirements, while helping higher education faculty make appropriate curricular changesto accommodate edTPA.