Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States.
However, its national assimilation has become a target for both praise and critique among teacher educators.
In this article, the authors examine such diverse perspectives.
Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, they examine how they have responded to varied edTPA policy designs and program contexts.
Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance.
In the process, they contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.