TEACHING PERFORMANCE ASSESSMENT IMPLEMENTATION UPDATE

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TEACHING PERFORMANCE ASSESSMENTIMPLEMENTATION
UPDATE

• October 2008

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CALIFORNIAIS A NATIONAL LEADER
We are the first and only state in the nation to
require a teaching performance assessment as a
credentialing requirement.
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Whats New with the Teaching Performance
Assessment (TPA)

• Required statewide implementation of an approved
  TPA began July 1, 2008, per SB 1209
• CTC model is the California TPA (CalTPA)
• Two alternative TPA models approved by the
  Commission PACT (Performance Assessment for
  California Teachers) and FAST (Fresno Assessment
  of Student
• Teachers), for CSU Fresno
• only)

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Common Features of the Three Approved TPA Models

• Based on the Teaching Performance Expectations
  (TPEs)
• Require candidates to perform specified
  tasks/activities with K-12 students
• Require candidate orientation and practice in the
  TPA tasks/activities
• Embed tasks within the teacher preparation
  program sequence
• Provide assessor training, calibration and
  recalibration

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Common Features of Approved TPA Models (continued)

• Use a rubric-based score of 1-4 (different models
  may require different minimum score levels)
• Require double scoring to maintain scoring
  reliability
• Provide feedback to candidates
• Provide opportunities for candidates to retake a
  task if needed
• Provide candidate information useful for
  induction

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Who is Required to Take the Teaching Performance
Assessment?

• All candidates starting approved multiple and
  single subject teacher preparation programs on or
  after July 1, 2008 must meet the teaching
  performance assessment
• requirement
• Early Completion Option
• Intern candidates are subject
• to the TPA requirement

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Who Are the Assessors of Candidate Performance?

• University teaching faculty, field supervisors,
  master teachers
• K-12 teachers, supervisors, support providers,
  administrators
• Retired faculty, teachers, administrators
• Other education professionals

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Performance Scoring

• Each task has a specific scoring rubric
  describing the characteristics of a candidates
  performance relative to that task and the TPEs
• Each rubric has four score levels, ranging from a
  low of 1 to a high of 4
• Scorers (assessors) are trained and calibrated
  to apply each rubric to candidate performance

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TPA DATA

• Will be used in Title II reporting
• State-level data collection and reporting
  guidelines will be coming soon
• Programs should be collecting program-level data
  already

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Use of TPA Results

• Formative information for use by the candidate
• Summative information as one basis for the
  recommendation of a candidate for a credential
• Evidence of program effectiveness
• Formative information for use in an induction
  program

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USE OF TPA RESULTS IN INDUCTION
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Program Standards Relating to TPA Implementation

• Teacher Preparation Program Standards 19-21
• Standard 19 Assessment Administered for
  Validity, Accuracy and Fairness
• Standard 20 Assessor Qualifications and Training
• Standard 21 Assessment Administration, Resources
  and Reporting

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Information and Technical Assistance for Teacher
Preparation Programs

• TPA Implementation Task Force comprised of
  stakeholder representatives has been meeting
  since 2007 to discuss common implementation
  issues such as communications with the field and
  with other stakeholders, video recording
  procedures, and transition to induction

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Information and Technical Assistance for Teacher
Preparation Programs (cont.)

• TPA technical assistance is available from CTC
  staff and from developers of PACT and FAST

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Update on TPA Development Work

• TPA model developers are working during 2008-09
  on addressing all of the Single Subject content
  areas. The specific content areas being worked on
  may vary depending on the TPA model.
• Full implementation of all Single Subject content
  areas is expected for July 1, 2009.
• During 2008-09, programs may continue to assess
  these single subject candidates under Interim
  Standard 19 or may propose another alternative.

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How You Can Help the TPA Implementation Process

• Participate in TPA orientation training
• Share your knowledge about the TPA with other
  stakeholders and community members
• Become a trained assessor in one or more TPA
  models
• Volunteer to help pilot the CalTPA
  Subject-Specific Pedagogy task for single subject
  content areas

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CalTPA Contacts
Wayne Bacer wbacer_at_ctc.ca.gov Suzanne
Sullivan ssullivan_at_ctc.ca.gov Phyllis Jacobson
pjacobson_at_ctc.ca.gov To register for
training Nick Pearce npearce_at_ctc.ca.gov
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Other TPA Contacts

• For PACT Kendyll Stansbury kendylls_at_stanford.edu
• PACT website http//www.pacttpa.org/
• For FAST Susan Macy smacy_at_csufresno.edu