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California Teaching California Teaching Performance AssessmentPerformance Assessment

Background

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Preliminary Credential

Standards of Quality and EffectivenessStandards of Quality and Effectiveness for Teacher Preparation Programs for Teacher Preparation Programs

Induction

Clear Credential

Coursework

Fieldwork

Supervised Teaching

Teaching Performance Assessment (TPA)(embedded in program)

Other program requirements

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Teacher Preparation Teacher Preparation — SB 2042— 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

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SB 2042 TPA RequirementsSB 2042 TPA Requirements

Performance Assessment (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

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Performance AssessmentPerformance 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.

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Teaching Performance AssessmentTeaching 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).

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TTeaching eaching PPerformance erformance EExpectationsxpectations

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.

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TTeach

ing

PPerf

orm

an

ce

EExp

ecta

tion

s

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Relationship ReviewRelationship Review

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.

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The CalTPAThe 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

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Who Takes the TPA?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.

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California Teaching California Teaching Performance AssessmentPerformance Assessment

The Tasks:

An Overview

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CalTPA Task CharacteristicsCalTPA 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

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The Four CalTPA TasksThe Four CalTPA Tasks

Subject-Specific Pedagogy

Designing Instruction

Assessing Learning

Culminating Teaching Experience

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Subject-Specific PedagogySubject-Specific Pedagogy

This case study format task focuses on the candidate’s ability to relate subject matter skills and knowledge in accordance with K-12 Student Academic Content Standards to specific teaching methods and instructional approaches appropriate to the particular discipline.

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Subject-Specific PedagogySubject-Specific Pedagogy

Teaching Performance Expectations (TPEs) measured

A: Making Subject Matter Comprehensible to Students (TPE 1)

B: Assessing Student Learning (TPE 3)

C: Engaging and Supporting Students in Learning (TPE 4, 6, 7)

D: Planning Instruction and Designing Learning Experiences for Students (TPE 9)

The candidate is given

Four Case Studies: 1. Developmentally appropriate pedagogy, 2. Assessment practices, 3. Adaptation of content specific pedagogy for English learners, 4. Adaptation of content specific pedagogy for students with special needs.

The candidate submits

• A description and explanation of instructional strategies and student activities candidate would choose that address the learning goals and developmental needs of the student(s). (Case Study 1)

• An analysis of an assessment plan presented and identification of how the suggested additional assessment can the address a teacher’s dilemma. (Case Study 2)

• An adaptation of the content specific pedagogy presented for English learners including learning needs, strategies or activities, content accessibility, and assessment strategies. (Case Study 3)

• An adaptation of the content specific pedagogy presented for students with special needs, including strategies or activities, content accessibility, and assessment. (Case Study 4)

The candidate response provides evidence that demonstrates the teacher candidate’s ability to understand the connection between information about a class and designing developmentally appropriate activities, to understand and use a variety of assessments to determine students’ progress and to plan instruction, and to adapt lessons for an English learner and a student with special needs based on information given.

Principles of Content-Specific and Developmentally Appropriate Pedagogy

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CalTPA Passing ScoreCalTPA Passing Score

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

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TPA RemediationTPA 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.

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CalTPA AssessorCalTPA Assessor

The role of an assessor for the CalTPA is to

conduct a fair and equitable assessmentconduct a fair and equitable assessment of

each teacher candidate’s performance.

To eliminate bias, assessors use

professional judgmentprofessional judgment in conjunction with a

standardized scoring protocolstandardized scoring protocol on which they

have been calibrated annually.