ABSTRACT
In this chapter, the authors disaggregate data from the growing number of tests required for teacher licensure, and write reports forecasting the disparate impact of those tests on candidates of Color. They critique the whiteness implicit in the literary canon, P-12 curriculum, success of the testing industry, and our own requirements. There is a problem with whiteness in teacher education. However, collective vision of just schooling is defined in response to a neoliberal, corporate, and exploitative educational landscape. As is the case of other neoliberal education reforms, teacher performance assessment (edTPA) has been criticized for better serving corporate bottom lines than teacher candidates: justice oriented scholars challenge its design, validity, cost, implementation, impact, and blatant disregard for contextually relevant practice. Ironically, some advocates argue that edTPA could encourage preparation programs to engage issues of cultural relevance. Ultimately, edTPA is yet another racist education policy, designed to colonize teaching and learning.
