Abstract
This article provides insight into how a required, clinically based national teacher performance assessment for candidates becoming English-as-a-second-language specialists in many U.S. states, the Education Teacher Performance Assessment (edTPA), engenders a focus on language instruction in the content-based classroom. This assessment’s focus on language within the content areas provides a positive washback opportunity to strengthen teacher candidates' language instruction in teaching English to speakers of other languages (TESOL) preparation programs connected to partner schools in which classrooms often provide sheltered content with minimal language instruction. We share how, in our large Masters of Arts program in TESOL, we have purposefully integrated the edTPA into supervised student teaching with positive results for teacher candidates as well as host classrooms.
