1. Performance Assessment for California Teachers PACT
Stanford University - CFLP STARTALK Teacher Program
July 25 - July 29, 2011
Helene Chan
San Jose State University

2. Agenda/Presentation Goals
Assess Participants’ Prior Knowledge
Share Rationale for Assessing CA’s Beginning Teacher Performance
Review the features of Main CA Assessment Tools/Processes with a Focus on PACT
Looking at PACT documents and sample teaching events
Understanding the language of the rubrics
Adjourn with Questions/Answers Period

3. California Standards for the Teaching Profession
Discuss your answers with your partner:
1. What are the two key features of the California Standards for the Teaching Profession (CSTP) regarding Program Preparation and Teacher Candidates’ Performance?
2. Name as many domains of each as possible.

4. CSTP Performance Measures
Teaching Performance Expectations (TPEs)
2. Teaching Performance Assessments (TPAs)

5. Domains of Teaching Performance Expectations /Assessments
A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
B. ASSESSING STUDENT LEARNING
C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING
D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS
E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
F. DEVELOPING AS A PROFESSIONAL EDUCATOR

6. Overview/Rationale for TPEs/TPAs
Part of the Standards and the “Leave no Student
or Teacher Untested” Movement
Key Features
Measure teacher candidate’s performance of Key areas of AB 2042 and CA Standards for the Teaching Profession
Focus on what a Beginning Teacher Needs to Know and Be Able to Do at the Onset of Her or His career.
Required for licensure in CA

7. Rationale for Establishing TPEs & TPAs
Key Organizing Questions:
What is the appropriate “Input” to Prepare Successful Future? (TPEs)
How Do we Know that the “Input” is Effective? (Need to Measure Program Effectiveness)
What is the Desirable “Output” of Teacher Education Programs? Need to Measure Candidates’ Performance)
How do We Know that the “Output” is Successful? (TPAs)

8. CA’s Approved Assessment Tools/Processes
Fresno Assessment of Student Teachers (FAST)
Overview/Key Features
California Teacher Performance Assessment (CAL-TPA)
Performance Assessment for California Teachers (PACT)
Review of Rubrics/Performance Tasks

9. Overview/Key Features: FAST
Developed by Fresno State as part of The Renaissance Group (TRG), a national consortium of institutions funded by a Title II Grant, dedicated to the preparation of educational professionals as an "institution-wide endeavor.”
Key Features
Assesses Candidates Ability to Teach 1-4 Week Unit
Assesses each of the Program’s TPEs in 7 Areas:
Students in Context, Content Analysis, Assessment Plan, Instructional Design, Decision Making, Analysis of Student Learning and Reflection

10. Overview/Key Features: CAL TPA
Developed by CTC in Collaboration with Representatives from Various CA Teacher Preparation Programs
Key Features
Requires Candidates’ to Complete Performance Tasks Related to the Subject that She/He is preparing to Teach and to the Preparation Program’s TPEs
Assesses Candidates in these areas:
Making Subject Matter Comprehensible, Assessing Student Learning, Supporting Student Learning, Instructional Design, Positive Learning Environments, Professionalism.

11. Overview/Key Features: PACT
Developed by Stanford in Consortia with Representatives from Several UC and CSU Teacher Preparation Programs.
Key Features
Authentic performance assessment of candidates’ developing instructional practices
Focuses on Candidates’ Planning, Teaching, Assessing and Reflecting on the Teaching Event
It is a state requirement for licensure

12. Teaching Performance Expectations
A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
1. Specific Pedagogical Skills for Subject Matter Instruction
B. ASSESSING STUDENT LEARNING
2. Monitoring Student Learning During Learning
3. Interpretation and Use of Assessments
C. ENGAGING AND SUPPORTING STUDENTS IN LEARNING
4. Making Content Accessible
5. Student Engagement
6. Developmentally Appropriate Teaching Practices
7. Teaching English Learners
D. PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS
8. Learning About Students
9. Instructional Planning
E. CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
10. Instructional Time
11. Social Environment
F. DEVELOPING AS A PROFESSIONAL EDUCATOR
12. Professional, Legal, and Ethical Obligations
13. Professional Growth

13. Architecture of the Teaching Event
Task
What to do
What to submit
1. Context
for Learning
(TPE’s 8)
Provide relevant information about your instructional context
Context form
Context commentary
2. Planning, Instruction,
and Assessment
(TPE’s 1,2,3,4,6,8,9,10,12)
Select a learning segment…
Create lesson plans…
Write commentary…
Record daily reflections…
Lesson Plans
Instructional materials
Planning commentary
3. Instructing
Students and Developing Communicative Proficiency
(TPE’s 1,2,3,4,5,6,10,11)
Review your plans…
Videotape the lesson(s)…
Select 2 video clips…
Write commentary….
Video clips
Lesson plan
Instruction commentary
4. Assessing
Student Learning
(TPE’s 2,3,4,5,13
Analyze whole-class performance…
Select student samples…
Student work samples
Eval. criteria or rubric
Assessment commentary
5. Reflecting on Teaching and Learning
(TPE’s 3,13)
Write daily reflections…
Write overall commentary…
Daily reflections
Reflective commentary

14. Basic Steps in Teaching
Learning Objective/Goal (based upon students in class – age, experience, ability, language proficiency)
Plan lesson to address learning objective or goal
Teach
Assess
Reflect

15. Basic steps in the teaching cycle:
Context
Academic Language (support embedded throughout cycle)
Planning
Instruction
Assessment
Reflection
PACT:
Context
Academic Language
(support embedded throughout cycle)
Planning
Instruction
Assessment
Reflection

16. Documents Teacher Candidate: TPEs
TE – Teaching Event – another word for the PACT document you are writing and submitting for scoring
TPEs – Teacher Performance Expectations – a set of 13 standards that must be met by all candidates seeking a teaching credential in CA. All of the PACT requirements are based upon the TPEs. Student: CA WL Content Standards
Teacher Candidate: TPEs
Teaching Event Candidate Handbook – contains all the instructions and writing prompts to help you complete your PACT teaching event.
Rubrics – THE MEAT OF PACT. These form the basis of how you will be scored. Focus on the language of the rubrics as you complete your teaching event.

17. Sample TE Candidate Handbook
World Languages
Teaching Event
Candidate Handbook
Performance
Assessment for
California
Teachers
© 2009 the PACT Consortium Last updated: August 27, 2010

18. Rubric Sample World Language Rubrics 2010-11

19. PACT: 12 Rubrics: Planning Instruction Assessment Reflection
What does PACT look like?
PACT:
Context
Planning
Instruction
Assessment
Reflection
Academic Language
(support embedded throughout cycle)
12 Rubrics:
Context
Rubric 1,2,3
Rubric 4,5
Rubric 6,7,8
Rubric 9,10
Rubric 11,12
(scored with evidence from all parts of teaching event)

20. How is PACT scored?
By university instructors and supervisors or trained PACT scorers
According to content area (Art, WL, HSS, Sci, Math, English)
Level 1-4
1 is poor
2 is expected
3 is very special
4 (only 2% of third-year teachers)
Passing overall score = level 2

21. Language of the rubrics
Do you notice the differences in language across each level?
Foreign Language Rubric

22. Components of PACT TEACHING EVENT Context for Learning Context form
Commentary
Task 1: Planning
Lesson plans for 3-5 consecutive hours of instruction
Task 2: Instruction
2 video clips
Instruction/activity
Discussion of results
Task 3: Assessment
Rubric to evaluate student work
Student work samples
Task 4: Reflection
Daily Reflections
Commentary (overall)
Task 5: Academic Language
Addressed throughout teaching event
TEACHING EVENT

23. What do you need to do now?
Understand the PACT documents
Think about what series of lessons you could teach (3-5 instructional hours).
What are your goals for your students in this lesson/unit?

24. PACT : KEEP IT SIMPLE Context Planning Instruction Assessment
Reflection
Select a central academic focus and explain location
What is it I want them to know and to what degree?
“rubber meets the road”
What did they learn? How do you know they know it?
How did it go for the students and how do you know this? What is the evidence?
I have groups: 1. 2. 3.
With needs:
Content, activities that will bring content to life for:
Adjustments (be prepared, what could go wrong?) practice, and checks for understanding for:
Authentic assessment, summative and formative for: 2
How do these results inform my next steps for :

25. Passing Standard
Candidates pass the Teaching Event if they pass* all five rubric categories (Planning, Instruction, Assessment, Reflection, and Academic Language) AND have no more than 2 failing scores of “1” across tasks.
To pass a category, candidates must have a majority (at least half) passing scores within the category. In Planning, 2 out of 3 scores must be a “2” or higher; in Instruction, Assessment, Reflection, and Academic Language, 1 out of 2 scores must be a “2” or higher.
12 Rubrics:
Planning Rubric 1,2,3
1 out of 3 scores can be a 1
Instruction Rubric 4,5
Assessment Rubric 6,7,8
Reflection Rubric 9,10
Acad Lang Rubric 11,12
I-A-R-AL 1 out of 2 scores can be a 1

26. What happens if I don’t pass?
Passing scores are required for CA credential.
Baseline expectation is adequate practice for a beginning teacher.
level 2 on 4 point rubrics
IF you carefully follow directions, we expect all candidates to pass.
Ample opportunity for support and revision, if you fall short in a particular area. 26

27. Role of the University Methods Instructor
Plan course syllabi that reflects both TPEs and TPAs (UBD)
Model each of the domains of the TPA during the course
Plan Candidate assignments which provide practice in addressing each of the domains
Focus course assessments on Candidates’ Performance--Employ the TPA assessment format

28. Role of the University Supervisor
With the Teaching Performance Expectations and the Student Teacher Final Evaluation in mind, ensure that the candidate has opportunities for appropriate experiences in the classroom.
Confer regularly with the student teacher and cooperating teacher.
Observe the student teacher in the classroom, provide the student teacher with verbal and written reports of those observations.

29. Role of the University Supervisor
Provide student teacher with periodic guidance, help and constructive criticism.
Review unit and lesson plans with the student teacher.
Confer with the cooperating teacher about the student teacher’s progress
Write a summative evaluation of the student teacher’s performance.

30. Role of the Cooperating Teacher
Provide the student teacher an orientation to the class. Introduce the student teacher to the class (context) and explain that the student teacher will serve as a teacher
Explain class goals and basic routines. Provide the student teacher with a curriculum syllabus, textbook, and other such material needed to get started

31. Role of the Cooperating Teacher
Help student teacher identify the special learning needs of students.
Confer with the student teacher to plan the scope and schedule of the student teacher’s responsibilities. Use the Teaching Performance Expectations and the Student Teacher Evaluation as guidelines for planning appropriate experiences throughout the semester
Review lesson and unit plans with the student teacher

32. Role of the Cooperating Teacher
Observe the student teacher, confer regularly to provide guidance, help, and feedback.
Communicate regularly with the university supervisor about the student teacher’s progress.
Provide the university supervisor with a final evaluation of the student teachers’ performance.

33. Questions/Comments/Reflections
Participants’ Reflections:
TPEs/TPAs
Assessment Tools/Processes
Personal Experiences in Supporting Candidates
Other Comments/Reflections