California Teaching Performance Assessment

1. California Teaching Performance Assessment Background

2. Standards of Quality and Effectiveness for Teacher Preparation Programs Coursework Fieldwork Supervised Teaching Teaching Performance Assessment (TPA) (embedded in program) Other program requirements Preliminary Credential Induction Clear Credential

3. Teacher Preparation — SB 2042 • Became law in 1998 • Multiple Teacher Preparation Routes •Intern •Blended •5th Year Post Bac • Standards-based credentialing system • Aligned with state-adopted K-12 academic content standards • Two-tiered credential structure •Teacher Prep •Induction • Introduced TPEs as extension of CSTP • Included TPA

4. SB 2042 TPA Requirements • PerformanceAssessment(mandated by SB 1209) • Aligned with CSTP and TPEs • Embedded within teacher prep program • Provides information for formative feedback and as a summative measure • Passing the TPA is required for recommendation for a Preliminary Credential • The TPA is one of many requirements a candidate must meet in order to recommended for a credential

5. Performance Assessment Is a form of testing that requires an individual to demonstrate the ability to perform specific tasks. Individuals develop their approaches to the task under specified conditions, knowing that their work will be evaluated according to defined standards.

6. Teaching Performance Assessment Is an assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the Teaching Performance Expectations (TPEs).

7. Teaching Performance Expectations A TPE is a statement describing an integrated set of knowledge, skills, and abilities that is significantly related to the job of a teacher, and that Preliminary Teaching Credential candidates in California should know and be able to do.

8. Teaching Performance Expectations

9. TPA An assessment that requires candidates to demonstrate through their performance with K-12 students that they have mastered the knowledge, skills and abilities required of a beginning teacher, as exemplified in the TPEs. TPEs Statements describing an integrated set of knowledge, skills, and abilities that are significantly related to the job of a teacher, and that CA beginning teachers should know and be able to do. Relationship Review

10. The CalTPA • Measures salient features of the Teaching Performance Expectations • Provides formative feedback as well as summative measurement of teaching performance • Embedded in teacher preparation experience

11. Who Takes the TPA? All candidates who start a Commission-approved multiple and single subject teacher preparation program as of July 1, 2008 must meet the teaching performance assessment requirement.

12. California Teaching Performance Assessment The Tasks: An Overview

13. CalTPA Task Characteristics • Distinct tasks measure the TPEs in multiple ways • Tasks develop in complexity • Explicit task prompts • Within a task, prompts are organized into steps to scaffold responses from a candidate that are connected and build upon each other • Specifications for focus students

14. The Four CalTPA Tasks • Subject-Specific Pedagogy • Designing Instruction • Assessing Learning • Culminating Teaching Experience

15. Designing Instruction This task requires the candidate to make appropriate connections between what the teacher knows about the students in his/her class and instructional planning for those students–whole class and two focus students. This written task contains a five-step set of prompts that focuses the candidate on first identifying and then applying the connections between their students' characteristics and learning needs and the teacher’s instructional planning, with adaptations for the focus students (EL and student with a different learning challenge).

16. Designing Instruction Connecting Instructional Planning to Student Characteristics for Academic Learning The candidate response provides evidence that demonstrates the teacher candidate’s ability to select a developmentally appropriate lesson based on state-adopted academic content standards for students, learn about students, plan for instruction, make adaptations to the plan to meet student needs, and reflect on the instructional planning.

17. CalTPA Passing Score • Teacher candidates must achieve a minimum score of 3 or 4 across each of the four tasks of the CalTPA.

18. TPA Remediation • Tasks receiving a score level 1 or 2 must be remediated and resubmitted. • The remediation process consists of meeting with designated instructors to develop a written remediation plan, making the appropriate revisions to the task, and resubmitting the task with the appropriate rescoring fee. • It is recommended that this process take place as soon s possible after the initial submission.

19. CalTPA Assessor The role of an assessor for the CalTPA is to conduct a fair and equitable assessment of each teacher candidate’s performance. To eliminate bias, assessors use professional judgmentin conjunction with a standardized scoring protocol on which they have been calibrated annually.