1 California Teaching Performance Assessment Background

2 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. Preliminary Credential Standards of Quality and Effectiveness for Teacher Preparation Programs Induction Clear Credential Coursework Fieldwork Supervised Teaching Teaching Performance Assessment (TPA) (embedded in program) Other program requirements

3 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. Teacher Preparation — SB 2042  Became law in 1998  Multiple Teacher Preparation Routes Intern Blended5th 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. T eaching P erformance E xpectations 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. TPE T eaching P erformance E xpectations

9 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. Relationship 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.

10 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. The Four CalTPA Tasks  Subject-Specific Pedagogy  Designing Instruction  Assessing Learning  Culminating Teaching Experience

15 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. Culminating Teaching Experience In this six-step written and video recorded task, the candidate designs a standards-based lesson for a class of students and teaches that lesson to her/his students within the classroom setting, while making appropriate use of class time and instructional resources, meeting the differing needs of individual students within the class, managing instruction and interactions with and between students, and assessing student learning. Following the lesson, the candidate demonstrates the ability to analyze the strengths and weaknesses of the lesson. To promote reflective practice in teaching and to ensure equity to all candidates in the scoring of the task, a 20-minute unedited video of the lesson is made by the candidate and reviewed by the assessor.

16 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. Culminating Teaching Experience Academic Lesson Design, Implementation, and Reflection after Instruction Teaching Performance Expectations (TPEs) measured A.Making Subject Matter Comprehensible to Students (TPE 1) B.Assessing Student Learning (TPE 2, 3) C.Engaging and Supporting Students in Learning (TPE 4, 5, 6, 7) D.Planning Instruction and Designing Learning Experiences for Students (TPE 8, 9) E.Creating and Maintaining Effective Environments for Student Learning (TPE 10, 11) F.Developing as a Professional Educator (TPE 13) The candidate is given A six-step set of prompts to guide the planning, implementation, and analysis of a lesson. The candidate submits  Information on classroom environment  Instructional plan  Adaptations to the plan for the focus students  A video of teaching this lesson  An analysis of the lesson and student learning  Reflection on the lesson The candidate response provides evidence that demonstrates the teacher candidate’s ability to learn about students, describe the classroom environment, plan for instruction, make adaptations to the plan to meet student needs, teach and video the lesson, analyze the evidence of student learning and the effectiveness of the lesson, and reflect on the instructional experience.

17 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. CalTPA Passing Score  Teacher candidates must achieve a minimum score of 3 or 4 across each of the four tasks of the CalTPA.

18 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. 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 Copyright © 2008 by California Commission on Teacher Credentialing All rights reserved. CalTPA Assessor conduct a fair and equitable assessment The role of an assessor for the CalTPA is to conduct a fair and equitable assessment of each teacher candidate’s performance. professional judgment standardized scoring protocol To eliminate bias, assessors use professional judgment in conjunction with a standardized scoring protocol on which they have been calibrated annually.