Optimizing edTPA support: faculty, supervisors and mentor teachers' roles in teacher candidate success

Purpose This study examined the effectiveness of university faculty, internship supervisor, and mentor teacher support practices for teacher candidates completing the Educative Teacher Performance Assessment (edTPA) at a small, faith-based private university in a mid-Atlantic state to determine: (1) what strategies did the teacher candidates utilize during their internship to successfully complete the edTPA, (2) what preparation (coursework or otherwise) did the teacher candidates have that supported them in successfully completing the edTPA, (3) what support provided by the university faculty, mentor teachers and/or university supervisors best supported the teacher candidates to successfully complete the edTPA and (4) how could the university faculty, mentors or university supervisors better support teacher candidates through the edTPA process? Design/methodology/approach The study explored the effectiveness of these supports through quantitative survey data (n = 42), open-ended responses on the survey (n = 34), and qualitative interviews with four top-performing candidates across various content areas. Findings Results indicated that candidates benefited from structured timelines, asynchronous course modules, synchronous discussions, and access to sample portfolios. However, challenges such as time constraints, complex edTPA language and limited instructor feedback were reported. While candidates found faculty, mentor teachers and university supervisors to be instrumental in their success, recommendations emerged for enhanced feedback mechanisms, increased peer collaboration opportunities and earlier exposure to edTPA-related coursework. Research limitations/implications The sample size on this mixed-methods study was small, with only a percentage of available teacher candidates completing the end-of-course survey, as it was not mandatory, and only four interviews were conducted. Future research is needed with a larger sample size to be able to investigate relationships between preparation, time spent and edTPA scores. Additionally, the two authors of this study were the edTPA course instructors, which could potentially lead to bias, although it should be noted that both instructors interviewed teacher candidates, and both were involved in independent analysis of data, to limit potential bias. Practical implications This study can serve as a practical guide for university faculty, university supervisors and mentor teachers supporting teacher candidates through edTPA, with actionable recommendations based on the perspectives of teacher candidates who have successfully completed their portfolios. Social implications This study emphasized the collaborative nature of supporting teacher candidates through edTPA by partnerships between mentors, supervisors and faculty as an effective means to optimize teacher candidate success on edTPA. Originality/value The study highlighted the importance of targeted instructional strategies in supporting teacher candidates through edTPA, offering insights for improving institutional edTPA preparation practices. This study contributes to the literature by offering insights from teacher candidates' perspectives and providing concrete recommendations for optimizing support structures in educator preparation programs implementing edTPA, including the critical role that partnerships with faculty, mentor teachers and supervisors together have in supporting teacher candidates.