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 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

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. Relationship Review TPEs TPA
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.
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.

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.
Teaching Performance Expectations (TPEs) measured
A: Making Subject Matter Comprehensible to Students (TPE 1)
C: Engaging and Supporting Students in Learning (TPE 4, 6, 7)
D: Planning Instruction and Designing Learning Experiences for Students (TPE 8, 9)
F: Developing as a Professional Educator (TPE 13)
The candidate is given
A five-step set of prompts to guide the collection of important information about two students and instructional planning that is shaped by the characteristics of the students.
The candidate submits
Information about a selected class, content area, subject matter, state-adopted academic content standards for students and a unit of study
A description of methods that can be used to learn about student information about two focus students
A plan for academic instruction, including standards to be addressed, goals, and strategies.
Adaptations to the plan for the two focus students
A reflection on connecting student characteristics to 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 judgment in conjunction with a standardized scoring protocol on which they have been calibrated annually.