1. 1 Teaching Performance Assessment California State University Fullerton Single Subject Credential Program Presentation developed by V. Costa, Department of Secondary Education (vcosta@fullerton.edu). Updated 10/08 by Marilyn Leuer, Department of Secondary Education(mleuer@fullerton.edu)

2. 2 What is the Teaching Performance Assessment (TPA)? California mandated standardized teacher candidate performance assessment. Measures aspects of the Teaching Performance Expectations (TPEs) Used to provide summative measure of documented teaching performance Embedded in teacher preparation experience coursework, fieldwork, and supervised teaching A passing TPA score is required to recommend a candidate for a Preliminary Credential

3. 3 What are the Purposes of the Teaching Performance Assessment? There are two major purposes for the Teaching Performance Assessment: 1. To help teacher candidates grow as professionals and showcase their skills to others. 2. To assure the education profession and the public that teachers who are prepared at California State University Fullerton meet the highest professional standards and are able to positively impact the learning of their students.

4. 4 Purpose 1: To help candidates grow as professionals and showcase their skills to others. As candidates progress through their teacher preparation program, taking courses in a variety of distinct areas, it may be difficult to tie the information together or to see how it is contributing to their growth as a professional. The TPA allows them to synthesize information from diverse course work in their content area, education courses, and student teaching experiences; and demonstrate knowledge and skills in the Teaching Performance Expectations.

5. 5 Purpose 2: Public Dissemination of Our Program Performance We are in an era of accountability for all professional fields, and teaching is no exception. Teacher education is subject to standards from a variety of sources at the local, state, and national levels: Title II of the Higher Education Act requires the reporting and ranking the quality of all teacher education programs in each state. See Title II State Reports Website)Title II State Reports Website The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). This organization requires specific documentation of the quality of all aspects of teacher education programs. We are the only Orange County institution accredited by NCATE and one of only 17 in California.National Council for Accreditation of Teacher Education (NCATE). The Single Subject Credential Program is accredited by the California Commission on Teacher Credentialing (CTC), which also requires specific documentation of the quality of all aspects of teacher education programs. California Commission on Teacher Credentialing (CTC), The CSU Dean’s Study is a system-wide reporting and ranking system which provides information on all CSU teacher preparation programs. See CSU Teacher Education Reports of Interest.CSU Teacher Education Reports of Interest

6. 6 What are other benefits to using the TPA? Program-wide implementation has increased faculty comfort level and understanding of TPEs Focus on TPA has led to improved program alignment Increased focus on modifications for English Learners, struggling readers, and special education students Increased focus on assessment of student learning Increased focus on standards-based pedagogy in the content-specific methods course Candidates can compare their performance to a standard and determine that that they are doing well or in what areas they need to improve Additional data provides increased capacity to meet NCATE requirement of documenting how our candidates effect K-12 student learning

7. 7 Special Merits of TPA 1, Subject-Specific Pedagogy FACILITATES INTRODUCTION OF THE TPA Because it is not dependent on the candidate being in the classroom, it may be used to introduce portions of the TPA during prerequisite/program coursework that focuses on students with special needs and English language learners. ALLOWS FOR EARLY ORIENTATION TO STUDENTS WITH SPECIAL NEEDS AND ENGLISH LANGUAGE LEARNERS Scenarios 3 and 4 of TPA 1 provide early orientation to the importance of engaging and supporting diverse learners. ALLOWS FOR EARLY ORIENTATION TO ASSESSMENT PLANNING Scenario 2 of TPA 1 provides an early orientation to the importance of planning for assessment. ALLOWS FOR EARLY ADMINISTRATION OF PART OF THE TPA It can be taken early because it doesn't require student teaching, and it allows students to learn how to provide a complete response and consider the characteristics of students. PROVIDES A FOCUS ON CONTENT KNOWLEDGE TPA 1 emphasizes content knowledge in ways that the other tasks do not. It requires students to consider specific topics within their subject area and insures that students have a broad foundation in the subject matter area. Without this task, students may not fully demonstrate a broad foundation of knowledge because they are required to select content area topics in TPA 2-4. PROVIDES A MID-POINT ASSESSMENT When administered at mid-point of program, TPA 1 may provide a mid-point assessment and allow early intervention.

8. 8 Another Benefit: The TPA/BTSA Induction Connection Our close partnership with Fullerton Joint Union High School District and Anaheim Union High School District BTSA Program has resulted in additional benefits: Our ST/I-3 Induction Plan provides documentation of TPA scores and identifies new teacher strengths and areas of needed improvement. FJUHSD and AUHSD employed candidates who earn a perfect score on the TPA qualify to apply for the districts’ BTSA Early Completion Option. Aligned with BTSA Program Evaluation (Reviewer Question Bank):Reviewer Question Bank In what ways were you able to incorporate information from your TPA/PACT or other pre-service assessment processes into the development of the IIP? In what ways are you able to incorporate information from the participating teachers’ TPA/PACT or other pre-service assessment processes into the development of the participating teachers’ IIP?

9. 9 Another Benefit: The TPA, CFASST, and National Board Certification Connection Student teachers are exposed to a performance assessment that is similar to what they will encounter in BTSA/CFASST activities and National Board Certification

10. 10 Similarities Between TPA, CFASST, an National Board Certification

11. 11 TPA Requirements Beginning Fall 2008 Readiness for Student Teaching In addition to positive fieldwork evaluations and successful completion of methods coursework, Candidates must pass TPA 1 to continue to student teaching semester (with minimal score of 3). Beginning Fall 2008, candidates must have submitted TPA 2 prior to the beginning of the student teaching semester. For Program Completion In addition to positive fieldwork evaluations and successful completion of student teaching seminar coursework, Candidates must pass TPA 2, 3, and 4 with minimal total score of 9 Candidates must have a completed and approved (by TPA Coordinator) STI-3 Induction Plan

12. Additional Program Revisions TPA Enhancement Seminar – variable units – for those who need to retake any tpa’s. Will be offered Winter Intersession and Summer. COE has purchased DVD cameras for required video in TPA 4. 12

13. 13 CSUF Single Subject Credential Program Faculty Training and Resource Development Ongoing emphasis for faculty and program materials: Each semester, EDSC 310, 340, and 410 part-time faculty are trained to deliver/revisit and practice content samples to support TPA 1. Supervisors are oriented to the TPA, TPEs, and supporting resources. Program TPA Website, lesson plan format, classroom management plan, assessment plan and evaluation forms are aligned with TPEs and/or TPA Task activities. Ongoing development of capacity: TPA Coordinator is state-certified in all tasks and conducts training for faculty. 7 full-time faculty are state-certified to assess in one or more of the TPA’s.

14. 14 Faculty Roles and Responsibilities EDSC 440S Professional Development District Director role Coordinate administration and scoring of TPA 1 in EDSC 440S classes Support PDD Coordinators through ongoing training and development of curriculum materials Coordinate administration of TPA 2 (with TPA Coordinator) TPA Coordinator role Conduct 460 seminar Coordinate the administration and scoring of TPA 2, 3, and 4, including training and support for assessors Collect and analyze data for accreditation purposes Maintain currency in TPA Tasks Support Single -Subject Credential Program faculty and supervisors through ongoing training and development of curriculum and supervision resources Secondary Education Department Chair and Single Subject Coordinator role Report data; analyze data across data sets Determine areas of and implement plans for program improvement

15. 15 EDSC 460 TPA Seminar Primary purpose is TPA administration Optional elements focus on strategies for supporting struggling readers, English learners, and students with special needs. Three Required Seminars 1 st Week Orientation to review TPA 2 Usually the 8 th week Midterm to submit TPA 2 and review TPA 3 Usually the 14th Week Final to submit TPA 3 and review ST/I-3 Form Feedback no longer allowed Instructor encourages emails, phone conferences, and face-to-face conferences to address general TPA questions. Instructor designs PRACTICE samples covering elements of the TPA students often find difficult. Students submit responses to the PRACTICE samples through Discussion Board on Blackboard. Instructor visits students in their content area seminars when asked. Instructor sends weekly emails of encouragement and reminders. Additional Resources Seminar is supported via Blackboard site and TPA Website.

16. 16 TPE: 12345678910111213 TPA 1:Subject-Specific Pedagogy TPA 2: Designing Instruction TPA 3: Assessing Learning TPA 4: Culminating Teaching Experience Matrix of TPA Tasks and TPEs Addressed

17. 17 Qualitative Language within each Score Level Scales from 1-4 (4 being the highest) Level 4:Appropriate, relevant, accurate, and clear or detailed Level 3:Appropriate, relevant, or accurate Level 2:Minimal, limited, cursory, inconsistent, and or ambiguous Level 1:Inappropriate, irrelevant, inaccurate or missing Passing score for our program: All TPA’s require a minimum score of 3.

18. 18 California TPA Tasks TPA 1: Subject- Specific Pedagogy TPA 2: Designing Instruction TPA 3: Assessing Learning TPA 4: Culminating Teaching Experience

19. 19 TPA 1: Principles of Subject-Specific Pedagogy: TPA 1 is content-specific. Based on the information given, a candidate responds to each of the four scenarios. Scenario 1: Developmentally Appropriate Pedagogy Scenario 2: Assessment Practice Scenario 3: Adaptation of Content-Specific Pedagogy for English Learners Scenario 4: Adaptation of Content-Specific Pedagogy for Students with Special Needs Responses should provide evidence that demonstrates ability to understand the connection between information about a class and designing developmentally appropriate pedagogy.

20. 20 TPEs Assessed in TPA 1 The following six TPEs are measured in this task: TPE 1: Specific pedagogical skills for subject matter instruction TPE 3: Interpretation & Use of assessments TPE 4: Making Content Accessible TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners TPE 9: Instructional Planning

21. 21 Scenario ONE: Developmentally Appropriate Pedagogy Candidate is Given: Elements of a unit Content Standards & Learning Goals A description of a class A set of developmental needs for students in the age range addressed Candidate Submits: A description of strategies and activities that address the goals of learning and the developmental needs of the students An explanation of why these are appropriate

22. 22 Scenario TWO: Assessment Practices Candidate is Given: Elements of a unit Content Standards & learning goals A teacher’s dilemma re: assessment An assessment plan An additional assessment Candidate Submits: An analysis of the assessment plan given A description of how the additional assessment can be used to improve the plan and address the teacher’s dilemma

23. 23 Scenario THREE: Adaptation for ELs Candidate is Given: Elements of 3 days in a unit Outline of plans for 2 days: strategies, activities & progress monitoring plan A description of an EL Samples of written & oral responses from the student Candidate Submits: An identification of two specific learning needs A strategy or activity within the given plan A suggested adaptation to the plan make the content accessible by this student An explanation of why the adaptation would be effective A description of next steps to facilitate the student’s English language Development

24. 24 Scenario FOUR: Adaptation for Students with Special Needs Candidate is Given: Elements of a unit: Content Standards & Learning goals Outline of plans for two days: strategies, activities and progress monitoring A description of a students with identified special needs Samples of written and oral responses from the student Candidate Submits A part of the plan that would be challenging for the student An explanation of why it would be challenging A suggested adaptation to the plan to make the content accessible An explanation of why the adaptation would be effective

25. 25 Designing Instruction TPA 2 GOALS STANDARDS STUDENT INFORMATION GROUPING SHARING RESULTS ADAPTATIONS RESOURCES STRATEGIES/ ACTIVITIES

26. 26 TPA 2: Designing Instruction Candidates demonstrate ability to learn important details about a classroom of students, an English learner, and a student who presents a different instructional challenge. Candidates plan instruction that is shaped by those student characteristics. Candidates demonstrate ability to connect learning about students to instructional planning.

27. 27 TPEs Assessed in TPA 2 The following seven TPEs are measured : TPE 1: Specific Pedagogical Skills for Multiple and Single Subject Teaching Assignments TPE 4: Making Content Accessible TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning About Students TPE 9: Instructional Planning TPE 13: Professional Growth

28. 28 Assessing Learning TPA 3 ENTRY-LEVEL PROGRESS- MONITORING SUMMATIVE

29. 29 TPA 3: Assessing Learning Candidates demonstrate ability to select a unit of study and learning goal(s) and to plan standards-based, developmentally appropriate student assessment activities for a group of students. In addition, candidates demonstrate ability to assess student learning and diagnose student needs from particular responses to the assessment activity. Candidates demonstrate ability to make assessment adaptations for two focus students: an English learner and a student with special needs. Candidates score, review, and analyze evidence of student learning. They reflect on assessment implications. ( Submit student work.)

30. 30 TPEs Assessed in TPA 3 The following six TPEs are measured: TPE 3: Interpretation and Use of Assessments TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning About Students TPE 9: Instructional Planning TPE 13: Professional Growth

31. 31 Culminating Teaching Experience TPA 4 REFLECT PLAN TEACH

32. 32 TPA 4: Culminating Teaching Experience Candidates demonstrate ability to design a lesson based on state-adopted academic content standards for students, implement that lesson making appropriate use of class time and instructional resources, meet the differing needs of individuals within the class, manage instruction and student interaction, assess student learning, and analyze the strengths and weaknesses of the lesson. Candidates demonstrate ability to make lesson adaptations for two focus students. Candidates demonstrate ability to analyze evidence of student learning and reflect upon instruction. Candidates submit a completed response, a video of the lesson taught, instructional artifacts, and samples of student work.

33. 33 TPEs Assessed in TPA 4 The following twelve TPEs are measured in this task: TPE 1: Specific Pedagogical Skills for Subject Matter Instruction TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices TPE 7: Teaching English Learners TPE 8: Learning About Students TPE 9: Instructional Planning TPE 10: Instructional Time TPE 11: School Environment TPE 13: Professional Growth

34. 34 Support Materials Lesson Plan Format http://ed.fullerton.edu/SecEd/Credential_Prog/EDSC440S/EDSC _440S_Materials/Lesson(Sample)Plan.doc http://ed.fullerton.edu/SecEd/Credential_Prog/EDSC440S/EDSC _440S_Materials/Lesson(Sample)Plan.doc Lesson Plan Side Guide http://ed.fullerton.edu/SecEd/STHandbook/PDF/LPF_Side_Guide.pdf http://ed.fullerton.edu/SecEd/STHandbook/PDF/LPF_Side_Guide.pdf Assessment Plan Format http://ed.fullerton.edu/seced/Credential_Prog/EDSC440S/EDSC_ 440S_Materials/Assessment%20Plan%20Assignment.doc http://ed.fullerton.edu/seced/Credential_Prog/EDSC440S/EDSC_ 440S_Materials/Assessment%20Plan%20Assignment.doc Task 1 ROE ST-2 (TPA Results and IIP) http://ed.fullerton.edu/seced/STHandbook/Forms/STI-3.doc http://ed.fullerton.edu/seced/STHandbook/Forms/STI-3.doc Website: http://ed.fullerton.edu/seced/TPA/Index.htmhttp://ed.fullerton.edu/seced/TPA/Index.htm