The Predictive Relationship Between GPA, Cooperating Teacher Assessment Ratings, and Practice Teacher Performance Assessments upon Successful Completion of a Summative Teacher Performance Assessment

Ensuring quality within teacher preparation programs is critical to the success of producing excellent teachers. Numerous studies focus on the influence teacher preparation programs have on emerging teacher self-efficacy, but few studies explore the correlation between teacher preparation programs and successful teaching performance. This quantitative, correlational research study explores how well cumulative GPA, cooperating teacher feedback scores, and practice teacher performance assessment scores can predict performance on Pearson’s edTPA. The data for this study is collected from institutional records of 72 students at a Midwestern school of education. The results indicate that GPA, cooperating teacher feedback scores, and practice teacher performance assessment scores have no statistically significant impact on edTPA scores. Implications of the findings are examined and recommendations for future research are made