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Rebuttal to Dover et al.


by Amee Adkins, Tracy Spesia & John Snakenborg — July 22, 2015

This commentary rebuts several questionable claims asserted by the Dover et al. (2015) commentary regarding the development and implementation of edTPA. Based on our deep and long-term involvement with the initiative, we counter their assertions drawing on a range of scholarly and experiential evidence that suggests their analysis is partial at best.


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Cite This Article as: Teachers College Record, Date Published: July 22, 2015
http://www.tcrecord.org ID Number: 18041, Date Accessed: 10/20/2017 3:17:17 AM

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About the Author
  • Amee Adkins
    Illinois State University
    E-mail Author
    AMEE ADKINS is a Professor and Senior Associate Dean in the College of Education at Illinois State University, a large school model for comprehensive educator preparation. She serves on the Illinois Licensure Board, is past-president of the state chapter for AACTE, and coordinates support efforts in the state for edTPA implementation.
  • Tracy Spesia
    University of St. Francis
    E-mail Author
    TRACY SPESIA is the Field Experience Coordinator with the University of St. Francis. She serves on the Joliet Township High School District 204 School Board and the Executive Board of the Illinois Association of Colleges for Teacher Education. She is a nationally trained scorer for edTPA.
  • John Snakenborg
    Dominican University
    E-mail Author
    JOHN SNAKENBORG is an assistant professor of special education at Dominican University in Illinois. His experience with edTPA includes being a scorer, a scorer supervisor and trainer, reviewing and preparing materials and portfolios for scorer training, participating in a working group that enacts changes to the special education handbook and support materials, and providing consulting services through AACTE's National Academy.
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