Susan A Hildebrandt & Peter B Swanson 
Researching edTPA Promises and Problems 

Teacher effectiveness and licensure in the United States continue to be scrutinized at the state and national levels. At present, 40 states plus the District of Columbia have adopted ed TPA to inform initial teacher licensure and/or certification decisions (American Association of Colleges for Teacher Education, n.d.). ed TPA is designed to measure novice teachers’ readiness to teach their content area, with a focus on student learning and principles from research and theory (SCALE, 2015). Composed of planning, instruction, and assessment tasks, ed TPA portfolios seek to provide evidence of teacher candidate readiness in three areas: (1) intended teaching, (2) enacted teaching, and (3) the impact of teaching on student learning. Specifically, ed TPA measures teacher candidates’ ability to: develop knowledge of subject matter, content standards, and subject-specific pedagogy develop and apply knowledge of varied students’ needs consider research and theory about how students learn reflect on and analyze evidence of the effects of instruction on student learning (p. 1)Teacher candidates create extensive portfolios that include written commentaries explaining each task and video excerpts of a recorded teaching event. Teacher candidates must submit evidence to show their teaching prowess and pay $300, at present, to Pearson Education for their portfolio to be evaluated by external reviewers.In this volume, researchers share their experiences working with ed TPA in three areas of language learning: English Language Arts, English to Speakers of Other Languages, and World Languages. The volume provides empirical research in the areas of multicultural perspectives, pedagogical practices, and ed TPA (in)compatibility. Findings are of interest to multiple stakeholders such as teacher candidates, mentor teachers, teacher preparation faculty members and program coordinators, and administrators.