1. Transformative Practices Andrea Whittaker, Stanford University Sharon E. Russell, CalStateTEACH Teacher Performance Assessment: Use to Improve Candidate and Program Quality

2. History SB 2042: New Multiple and Secondary Credential Standards mandated a Teacher Performance Assessment Three Models Emerged CalTPA developed by ETS for CA Commission on Teacher Credentialing Performance Assessment for California Teachers (PACT) developed by a consortium of university lead by Stanford The Fresno Assessment of Student Teachers (FAST) developed by CSU Fresno University

3. Common Characteristics of the TPAs Series of formative and summative Pedagogical Tasks that measure the TPEs Video Sample of Teaching with K-12 Students Student Work Samples Candidate Reflection on Teaching and Learning Established Rubrics Assessor Training and Calibration Standards Passing Score Standards

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5. CalTPA Features Four interrelated tasks that increase in complexity: Task 1: Subject-Specific Pedagogy Task 2: Designing Learning Task 3: Assessing Learning Task 4: Culminating Teaching Experience with 20 minute unedited video of classroom teaching Holistic Rubric Assessors Calibrated on each task

6. The Fresno Assessment of Student Teachers (FAST) The Fresno Assessment of Student Teachers (FAST) is approved for use only by CSU Fresno The FAST system evaluates candidates based on four tasks. Comprehensive Lesson Plan Project and Site Visitation Project are completed during candidates’ initial student teaching placements Teaching Sample Project and the Holistic Proficiency Project are completed during final student teaching or internship.

7. Case Studies: San Jose State & CalStateTEACH Formative & Summative Data on Program Effectiveness Modified Curriculum to Embed Tasks Substitute TPA Tasks for other Assessments Deep and Continuing Faculty Professional Development

8. Transformative Practices When inquiry rather than compliance drives implementation = transformation Data used to identify gaps in curriculum (e.g. assessment, SPE) Increased expectation of evidence of K-8 student learning Focused reflection, analytic writing, & data use (candidates) Robust data warehouse

9. Discussion Think about your own campuses: Pair-Share: Generate Questions Respond to Questions

10. Conclusion What are your take- aways? Sharing out

11. National Initiative Teacher Performance Assessment Consortium Stanford, AACTE, CCSSO and 20 participating states Builds on NBPTS, CT BEST portfolio and PACT Pilot in Spring 2011 and Field Test in 2012 Four states have policies in place for statewide use beginning in 2013 Available for National Use (as reliable and valid assessment) in 2013