Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.

The pressure to provide qualified teachers for all students has resulted in reform efforts. including the upgrading of credential and course requirements, as well as the proliferation of so-called alternative routes to teacher certification, which seek to create differentiated pathways into the classroom. In the present study, we compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found, suggesting that the policy of offering a variety of pathways leading to certification might be one that produces similarly qualified teachers.

A year-long PD program was provided to four NYC integrated algebra teachers. The PD comprised of teacher authoring of curriculum that incorporated TI-Nspire™1 technology. Teacher TPACK levels were measured through a TPACK Levels Rubric, created and validated by the authors. The rubric was used to assess the teachers’ written artifacts (lesson plans and authored curriculum materials) and observed behaviors (PD presentations and classroom teaching through observations). Results indicated that, first teachers’ TPACK scores for written artifacts paralleled those of PD presentations. Second, the classroom teaching was either at the same level or lower than written artifacts. Third, teachers did not improve with every lesson they developed; instead, their scores vacillated within the two or three lower TPACK levels. Finally, the students taught by the teachers with higher TPACK level had higher average score on the NYS Regents exam and higher passing rates.

Professional development (PD) has been identified as a critical mechanism that helps teachers increase students' achievement. However, the content and form of this mechanism varies widely. This study examines an ongoing PD for school teachers, which has been explicitly founded on a set of guiding principles associated with quality professional development. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations, are tested in a sample of 153 teachers. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. Regression results indicate that participation in this program is significantly related to teachers' scores on instruction only. The implications of this finding indicate that high-quality professional development does not always address all domains of teaching. Other implications derived from the findings point to the need for professional development opportunities to be ongoing and highly focused on improving inquiry-based instruction.