Forty-one states and 928 teacher preparation programs across the United States are using the Teaching Performance Assessment (edTPA) as an evaluation tool to determine teacher readiness and/or meet licensure requirements. Nationwide, pre-service special education teachers struggle to demonstrate proficiency in specific areas of the edTPA (i.e., plan assessments to monitor and support student learning, analyze teaching effectiveness, and incorporate learner feedback into future learning goals). A commonality across these areas is the incorporation of self-determination skills (e.g., self-regulation) into student learning. Assisting pre-service special education teachers to help students become more self-determined may increase these lower scores on the edTPA. More importantly, increasing self-determination is particularly important for students with disabilities in rural areas who often face challenges related to poverty, decreased opportunities for post-school employment, and underemployment due to geographic location and isolation. This article provides a description of how a special education department sought to assist pre-service special educators in embedding self-regulatory behaviors within lesson plans to better promote self-determination for their students in rural communities across eastern North Carolina.

中文翻译：

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edTPA：协助农村特殊教育教师候选人将自我调节技能纳入规划和教学

美国 41 个州和 928 个教师准备计划正在使用教学绩效评估 (edTPA) 作为评估工具，以确定教师准备情况和/或满足执照要求。在全国范围内，职前特殊教育教师努力证明其在 edTPA 特定领域的熟练程度（即，计划评估以监测和支持学生学习、分析教学效果，并将学习者反馈纳入未来的学习目标）。这些领域的一个共同点是将自决技能（例如，自我调节）纳入学生学习中。协助职前特殊教育教师帮助学生变得更加自主可能会提高 edTPA 的这些较低分数。更重要的是，对于农村地区的残疾学生来说，增强自决权尤为重要，他们经常面临与贫困、毕业后就业机会减少以及由于地理位置和与世隔绝而导致就业不足的挑战。本文描述了特殊教育部门如何寻求协助职前特殊教育工作者将自我调节行为嵌入课程计划中，以更好地促进北卡罗来纳州东部农村社区学生的自决。