ABSTRACT
Key policy actors over time have taken great relish in publicly flogging first the teachers and then teacher education, declaring the system unaccountable and in need of repair. Indeed, often the very teacher education faculty who require teacher candidates to videotape other people's children "opt out" their own children from being videotaped. Various responses to "consequential the teacher performance assessment (edTPA)" can be documented, shedding light on the nature of this new teacher education milieu and on faculty working conditions in the institutions of higher education. In the first instance, faculty and educational administrators use accommodation as a response to consequential edTPA. Technologies like edTPA pre-determine what counts as official evidence, placing the otherwise expansive, liberating act of education under microscopic view. In each response that follows of accommodation, resistance, and critical analysis, a "curricular lens" describes the story beneath "consequential" edTPA.
