Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment

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Drew Polly
Erik J Byker


This design case describes the creation, implementation, and refinement of an online asynchronous teacher education course that supports elementary education teacher candidates in their design of learning segments in preparation for the high-stakes teacher education assessment, edTPA. edTPA is a performance-based assessment that is a requirement for teacher candidates to successfully complete to graduate and earn their initial teacher license. This design case will focus on the instructional design and assessment aspects of the edTPA assessment, in which candidates must design and implement a learning segment focused on a specific reading skill. The design case will include screen captures of the course, and describe the iterative design of developing the online course, as well as two cycles of revising the course based on data that includes feedback from candidates, input from faculty experts, as well as learning outcomes from the course and the high-stakes assessment. Data from teacher candidates who completed the course will be included to provide readers with a vicarious experience about the design case.

Article Details

How to Cite
Polly, D., & Byker, E. (2019). Preparing Teacher Candidates to Successfully Complete A High-Stakes Licensure Assessment. International Journal of Designs for Learning, 10(1), 147-154.
High Stakes Online Learning Design
Author Biographies

Drew Polly, University on North Carolina, Charlotte

Drew Polly is a professor in the Elementary Education program at the University of North Carolina at Charlotte. His research interests focuses on facilitating teachers’ design and enactment of learner-centered pedagogies in their classrooms.

Erik J Byker, University on North Carolina, Charlotte

Erik Jon Byker is an Associate Professor in the Department of Reading and Elementary Education at the University on North Carolina at Charlotte. His research is international and comparative in scope and he has conducted ethnographic field studies in England, Cuba, India, South Africa, South Korea and across the United States related to educational technology integration and global education.