CA Teacher Performance Assessments Orientation

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CA Teacher Performance Assessments Orientation

• Claremont Graduate University
• Teacher Education

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Overview of the California Teaching Performance
Assessment (CA TPA)
Senate Bill 2042 (Chapter 548, Statutes of
1998), signed by the governor in 1998, requires
all multiple and single subject preliminary
credential candidates attending fifth year,
intern, or blended teacher preparation programs
in California to pass a Teaching Performance
Assessment (TPA). This assessment is designed
to give you the opportunity to develop, refine,
and demonstrate your teaching knowledge, skills,
and abilities during your teacher preparation
program.
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California Commission on Teacher Credentialing
and the CA TPA

• The California Commission on Teacher
  Credentialing (CCTC), along with the Educational
  Testing Service (ETS) and the educational
  community, developed the CA TPA.
• This performance assessment measures the domains
  of the Teaching Performance Expectations (TPEs)
  that describe what California teachers need to
  know and be able to do before being recommended
  for a Preliminary Credential.

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Teacher Performance Expectations

• Making Subject Matter Comprehensible to Students
• TPE 1 - Specific Pedagogical Skills for Subject
  Matter Instruction
• Assessing Student Learning
• TPE 2 - Monitoring Student Learning During
  Instruction
• TPE 3 - Interpretation and Use of Assessments
• Engaging and Supporting Students in Learning
• TPE 4 - Making Content Accessible
• TPE 5 - Student Engagement
• TPE 6 - Developmentally Appropriate Teaching
  Practices
• TPE 7 - Teaching English Learners

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Teacher Performance Expectations

• Planning Instruction and Designing Learning
  Experiences for Students
• TPE 8 - Learning About Students
• TPE 9 - Instructional Planning
• Creating and Maintaining Effective Environments
  for Student Learning
• TPE 10 - Instructional Time
• TPE 11 - Social Environment
• Developing as a Professional Educator
• TPE 12 Professional, Legal, and Ethical
  Obligations
• TPE 13 - Professional Growth

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The CA Teacher Performance Assessments (TPAs) are
directly linked to the CA Teacher Performance
Expectations(TPEs)
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Overview of the Teaching Performance Assessment
Tasks
There are four inter-related yet separate tasks
that are sequenced and increase in complexity as
you move through them.
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• CA Teacher Performance Assessments
• Subject-Specific Pedagogy Task (TPA Task 1)
• Designing Instruction Task (TPA Task 2)
• Assessing Learning Task (TPA Task 3)
• Culminating Teaching Experience Task
• (TPA Task 4)

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TPE Subject-Specific Pedagogy (TPA Task 1) Designing Instruction (TPA Task 2) Assessing Learning (TPA Task 3) Culminating Teaching Experience (TPA Task 4)
1 Measured Measured Measured
2 Measured Measured
3 Measured Measured
4 Measured Measured Measured
5 Measured
6 Measured Measured Measured Measured
7 Measured Measured Measured Measured
8 Measured Measured Measured
9 Measured Measured Measured
10 Measured
11 Measured
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13 Measured Measured Measured

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Principles of Subject-Specific Pedagogy(TPA Task
1)

• In this task interns will
• Demonstrate their knowledge of content-specific
  pedagogy and developmentally appropriate pedagogy
  related to their subject/credential.
• Respond to four content-specific scenarios
  demonstrating their ability to address
  developmentally appropriate pedagogy, assessment
  practices, adaptation of content for English
  learners, and adaptation of content for students
  with special needs.
• Submit their completed response on August 4, 2008.

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Designing Instruction (TPA Task 2)

• In this task interns will
• Demonstrate their ability to learn important
  details about a classroom of students, an English
  learner, and a student who presents a different
  instructional challenge.
• Plan instruction that is shaped by those
  students characteristics.
• Demonstrate their ability to connect learning
  about students to instructional planning.
• Submit their task with accompanying artifacts in
  TLP II.

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Classroom Assessment of Academic Learning Goals
(TPA Task 3)

• In this task interns will
• Select a unit of study and learning goal(s) to
  plan a standards-based, developmentally
  appropriate student assessment.
• Make assessment adaptations for two focus
  students an English learner and a student with
  an identified special need.
• Score, review, and analyze evidence of student
  learning and reflect on assessment implications
  of this evidence.
• Submit a completed response, the assessment(s),
  selected students assessment responses, and, if
  appropriate, scoring scales, rubrics, and/or
  scoring guides as artifacts. This is submitted
  during TLP III.

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Academic Lesson Design, Implementation, and
Reflection after Instruction (TPA Task 4)

• In this task interns will
• Design a lesson based on state-adopted academic
  content standards for students, implement the
  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.
• Make lesson adaptations for two focus students.
• Analyze evidence of student learning and reflect
  upon instruction.
• Submit a completed response, a DVD of the lesson
  taught, instructional artifacts, and samples of
  student work. This is submitted during TLP IV.

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How Your Response Is Scored

• Task-specific rubrics (score levels 1-4)
• Score level 1 is the lowest and score level 4 is
  the highest
• Score level 3 and above is a passing score.
• All interns must pass all four TPAs in order to
  apply for a preliminary credential
• Score level 2 tasks are read twice or more to
  verify score
• Trained assessors score tasks (instructors will
  not score their own students tasks)
• Identified by TPA ID Number only

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KEY SCORE LEVEL CRITERIA

• LEVEL 4 Appropriate, relevant, accurate, and
  clear or detailed. Purposefully connected and
  reinforced across the response. Clear,
  consistent, and convincing.
• LEVEL 3 Appropriate, relevant, or accurate,
  Connected across response. Clear.

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KEY SCORE LEVEL CRITERIA

• LEVEL 2 Minimal, limited, cursory, inconsistent,
  and/or ambiguous, Weakly connected across
  response and may be inconsistent. Partial.
• LEVEL 1 Inappropriate, irrelevant, inaccurate or
  missing. Unconnected across response. Little or
  nothing.

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How You Will Receive Support

• Score level 4 Benchmark and rubrics for TPA Task
  1 are provided as reference
• Instructors will supply course instruction
  related to appropriate pedagogy reflected on TPA
  tasks
• Tasks steps will be reviewed during TLP II and
  III instruction
• CA TPA resource materials are available on the
  Teacher Education website, including the TPA
  Candidate Handbook (CCTC).
• Templates for all tasks are located on the
  Teacher Education website with additional support
  materials

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Remember

• The focus is not for you to be perfect, the focus
  is to learn from your planning, your students,
  your assessments
• Review the TPEs as you complete the task to note
  what is being measured
• Review the task-specific rubrics (based on the
  TPEs)
• Note that the format for all tasks is similar
• Dont procrastinate -- jump in and do it!

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CA Teacher Performance Assessments Pacing at CGU
Subject-Specific Pedagogy Task This task is
completed by all interns during Summer
2008 Designing Instruction This task is
completed by all interns in TLP II. Assessing
Learning This task is completed by all interns
in TLP III. Culminating Teaching Experience
This task is introduced in TLP III and completed
by all interns in TLP IV.