The edTPA and Physical Education Teacher Education: Working in Tandem to Prepare Successful Teachers

Abstract

Very few articles, chapters or professional presentations exist that are devoted to implementing the Teacher Performance Assessment (edTPA) within physical education teacher education (PETE) programs. Given the climate of high-stakes assessment permeating both K–12 schools and educator preparation programs, it is encouraging to know that the best teaching practices of the edTPA closely match the expectations of exemplary physical education teachers. The purpose of this article is to share the best practices PETE programs may implement to help candidates be successful, not only in completing the edTPA, but also in becoming quality physical education teachers. This overview will examine how the edTPA was implemented at a PETE program in a small university that was chosen as a pilot for the Teaching Performance Assessment Consortium of the Stanford Center for Assessment, Learning, and Equity. The PETE program implemented the three tasks of the edTPA over a four-year period, specifically focusing on the areas of: (1) using K–12 students' prior experience and knowledge to plan lessons, (2) designing differentiated lessons to meet all children's needs, (3) using formative and summative assessments and implementing specific feedback for students of differing abilities, (4) teaching academic language in physical education, and (5) analyzing teaching through video recordings.