California Teaching Performance Assessment CA TPA

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CaliforniaTeaching Performance Assessment (CA
TPA)

• Multiple Subject Credential Program
• California State University, Fullerton
• January 2008

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What is the Teaching Performance Assessment (TPA)?

• California mandated standardized teacher
  candidate performance assessment
• Used to provide formative feedback to candidates
  as they progress through the program as well as a
  summative measure of documented teaching
  performance
• Embedded in teacher preparation experience that
  includes coursework, fieldwork and student
  teaching
• A passing TPA score is required to recommend a
  candidate for a Preliminary Credential

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What Does the TPA Assess?

• The TPA measures the Teaching
  Performance Expectations (TPEs)
• The TPEs describe what California teachers need
  to know and be able to do before being
  recommended for a Preliminary Credential.

An example Engaging and Supporting Students in
Learning TPE 4 Making Content Accessible TPE 5
Student Engagement TPE 6 Developmentally
Appropriate Teaching Methods TPE 7 Teaching
English Learners
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Overview of the Teaching Performance Assessment
(TPA)

• The TPA consists of four tasks that are sequenced
  and increase in complexity.

Task 1 Principles of Content-Specific and
Developmentally Appropriate Pedagogy Task 2
Designing Instruction Task 3 Assessing
Learning Task 4 Culminating Teaching
Experience
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Overview of the Teaching Performance Assessment
(TPA)

• The four tasks are embedded within the credential
  program and sequenced accordingly

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Task Overviews

• The following slides provide brief overviews of
  the four tasks. Additional resources are
  available on the Multiple Subject Credential
  Program website.
• http//ed.fullerton.edu/EDEL/MSCP.html

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Task 1 Content-Specific and Developmentally
Appropriate Pedagogy
In this task, you will respond to four
hypothetical classroom scenarios. Lets look at
two examples

• Design a lesson that meets the needs of specific
  students (provided) and the reading/language arts
  content standards.
• Analyze a teachers assessment plan for a math
  unit. Recommend alternative assessments and
  provide recommendations for additional
  assessments and use assessments to guide
  instruction.

This task is completed in the first semester.
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Task 2 Designing Instruction
In this task, you will

• learn important details about a classroom of
  students (an actual classroom), an English
  learner, and a student who presents a different
  instructional challenge (e.g., GATE, learning or
  physical disability).
• plan instruction that is shaped by those student
  characteristics.

This task is completed in the first semester.
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Task 3 Assessing Learning
In this task, you will

• select a unit of study and learning goals(s) and
  plan standards-based, developmentally appropriate
  student assessment.
• make assessment adaptations for two focus
  students an English learner and a student with
  identified special needs.
• score, review, and analyze evidence of student
  learning and reflect on assessment implications
  of this evidence.

This task is completed in the second semester.
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Task 4 Culminating Teaching Experience
In this task, you will

• design a lesson based on state-adopted standards.
• implement the lesson, meeting the differing needs
  of individuals within the class and managing
  instruction and student interactions. (Video of
  the lesson will be submitted.)
• assess student learning.
• analyze evidence of student learning and reflect
  on your instruction.

This task is completed in the final (2nd or 3rd)
semester.
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How Will My Responses be Scored?

• Responses are
• scored on task-specific rubrics by trained
  assessors.
• scored holistically.
• scored with anonymity of students.
• Assessors are university faculty, supervisors,
  master teachers, and other education
  professionals. (Course instructors will not
  score their own students work.)
• Responses will be judged on the extent to which
  they
• provide clear, consistent, and convincing
• evidence of your abilities.

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TPA Performance Scoring

• Each task has a specific scoring rubric that
  describes the characteristics of a candidates
  performance relative to the task.
• Each rubric has a score level ranging from a low
  of 1 to a high of 4.
• A score of 3 is a passing score. Candidates
  must score a 3 or higher on each task to pass
  the TPA.

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Score Level Criteria

• Your responses will be judged on the extent to
  which they
• provide clear, consistent, and convincing
• evidence of your abilities.
• 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

Pass
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Use of the Results

• Formative information for use by the candidates
• 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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How We Will Support You

• The program is designed to support your growth as
  a beginning teacher, including achieving the
  TPEs.
• TPA resources
• TPA task templates
• Examples of completed assessments
• Scoring rubrics
• TPA Candidate Handbook
• Your block (i.e., peers, instructors,
  supervisors, cooperating teachers block
  leader) will provide clarification and support.

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What if I Dont Achieve a Passing Score?

• Candidates will receive additional advice and
  assistance from designated faculty and/or the TPA
  Coordinator.
• Retake Required Task(s)

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Final Comments

• Enjoy the learning process and the learning
  community at CSUF! Were glad that youre here!

• Additional TPA information will be provided.
  (submission deadlines, forms, guidelines,
  etc.)
• As you complete the TPA Tasks,
• review the directions for each task carefully and
  look over the task-specific rubrics.
• review the TPEs to note what is being measured.

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If you have any questions or concerns, please
contact Dr. Kim Norman, TPA Coordinator, at
knorman_at_fullerton.edu