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California Teaching California Teaching Performance AssessmentPerformance Assessment

Background

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Preliminary Credential

Standards of Quality and EffectivenessStandards of Quality and Effectiveness for Teacher Preparation Programs for Teacher Preparation Programs

Induction

Clear Credential

CourseworkFieldwork

Supervised TeachingTeaching Performance Assessment (TPA)

(embedded in program)

Other program requirements

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Teacher Preparation Teacher Preparation — SB 2042— SB 2042 Became law in 1998 Multiple Teacher Preparation Routes

•Intern •Blended •5th 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

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SB 2042 TPA RequirementsSB 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

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Performance AssessmentPerformance 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.

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Teaching Performance AssessmentTeaching 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).

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TTeaching eaching PPerformance erformance EExpectationsxpectations

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.

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TTeac

hing

PPer

form

ance

EEx

pect

atio

ns

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Relationship ReviewRelationship ReviewTPA

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.

TPEsStatements 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.

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The CalTPAThe 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

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Who Takes the TPA?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.

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California Teaching California Teaching Performance AssessmentPerformance Assessment

The Tasks:An Overview

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CalTPA Task CharacteristicsCalTPA 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

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The Four CalTPA TasksThe Four CalTPA Tasks

Subject-Specific Pedagogy

Designing Instruction

Assessing Learning

Culminating Teaching Experience

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Culminating Teaching ExperienceCulminating 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.

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Culminating Teaching Culminating Teaching ExperienceExperience

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.

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CalTPA Passing ScoreCalTPA Passing Score

Teacher candidates must achieve a minimum score of 3 or 4 across each of the four tasks of the CalTPA.

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TPA RemediationTPA 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.

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CalTPA AssessorCalTPA Assessor

The role of an assessor for the CalTPA is to conduct a fair and equitable assessmentconduct a fair and equitable assessment of each teacher candidate’s performance.

To eliminate bias, assessors use professional judgmentprofessional judgment in conjunction with a standardized scoring protocolstandardized scoring protocol on which they have been calibrated annually.