Performance Assessment for California Teachers (PACT) Prepared by the CSUS College of Education for Our Field Partners in the Teacher Preparation Programs October 27, 2008

TPA – Teaching Performance Assessment History  Credential program standards per SB 2042 require a TPA.  SB 1209 required the TPA to take effect on July 1,  Three options have been approved: ETS TPA (CalTPA) Performance Assessment for California Teachers (PACT) Fresno Assessment for Student Teachers (for use at CSU Fresno only)  Sacramento State has selected the PACT (more info about PACT at:

The TPA: Basic Principles  A summative assessment that is part of a comprehensive formative and summative assessment system administered by the program  Candidate demonstrates competence in all Teaching Performance Expectations (TPEs)  Candidate performance evaluated in a systematic manner by trained & calibrated assessors  Candidate performance is predictive of future effectiveness, as measured by the California Standards for the Teaching Profession (CSTPs)

TPEs & CSTPs: A Comparison TPE DomainCSTP Standard A: Making subject matter comprehensible to students  3: Understanding & organizing subject matter for student learning B: Assessing student learning  5: Assessing student learning D: Planning instruction & designing learning experiences for students  1: Engaging & supporting all students in learning D: Planning instruction & designing learning experiences for students  4: Planning instruction & designing learning experiences for all students E: Creating & maintaining effective environments for student learning  2: Creating & maintaining effective environments for student learning F: Developing as a professional  6: Developing as a professional educator

Development of the Performance Assessment for California Teachers (PACT)  UC-Berkeley  UC-Davis  UC-Irvine  UCLA  UC-Riverside  UC-San Diego  UC-Santa Barbara  UC-Santa Cruz  CSU-Dominguez Hills  More info about PACT at:  Sacramento State  San Diego State  San Francisco State  San Jose State  Stanford  Mills College  USC  San Diego City Schools Intern Program

Anatomy of the Teaching Event

Steps towards full implementation of the PACT Assessment System  Establish and maintain on-going feedback loop about the impact of the Teaching Event (if any) on our field partners.  Train assessors – two day training focused on preparation to score content-specific Teaching Events.  Develop calibration process for use prior to each scoring session.  Develop intake/assignment/scoring system to ensure scoring, reporting of scores, and informing candidates follow state-approved guidelines.  Refine support systems (technical, logistical, etc.) for candidates.  Refine program (coursework, student teaching expectations) as needed AND as suggested through analysis of candidate performance data.

PACT & Implications for our Field Partners Candidates must submit a video tape of their teaching. Candidates must also include samples of student work in their Teaching Event documentation. Parental permission forms Use of video equipment in classrooms Candidates will typically require some latitude in developing lesson plans. In addition, all independent teaching subject to the Teaching Event must be completed prior to the 12 th week of the semester. Implications for curriculum goals and pacing schedules

PACT & Implications for our Field Partners  Enhanced communication processes and structures with our partners so that districts, schools, and personnel have information they need to support pre-service candidates.  Sufficient support for candidates in intern positions  Technology needs – video cameras, electronic data management systems (e.g., TASK Stream)  Taking teachers’ time into consideration give no or limited funding  Other issues?

Items of concern – District Perspectives Shared at Superintendents’ Breakfast  Sample videos for candidates to view so they have models  Parents’ perspective: can students be opted out? Does this distort the quality and authenticity of the video segment? It is important that different options be made available to schools and districts. Students with behavior issues should not be excluded from the video.  MS teaching event – why choose just between literacy or math? Move toward both – adds value to children/schools

Next Steps identified by Superintendents  Semi-annual meeting with CSUS CoE to continue collaborative discussions about programs and future directions  “Lead the Way” project to interest middle school students in teaching careers

Issues Identified by Cooperating Teachers