California Teaching Performance Assessment CA TPA

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California Teaching Performance Assessment (CA
TPA)

• Multiple and Single Subject Teaching Programs
• California State University, Los Angeles

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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 the Blocks of the program
• 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 begin
  recommended for a Preliminary Credential

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Example of the TPEs

• 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.
• Subject-Specific Pedagogy (SSP)
• Designing Instruction (DI)
• Assessing Learning (AL)
• Culminating Teaching Experience (CTE)

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Overview of the Teaching Performance Assessment

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

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TPA in the Multiple Subject Program Course
Alignment
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TPA in the Single Subject ProgramCourse
Alignment
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Completing the TPA

• Students complete the TPA in Task Stream
• After completing a task, students print the
  Candidate Statement of Authenticity and the
  Certificate of Completion.
• Students submit both documents to the course
  instructor during the seventh week of the quarter.

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Task Overviews

• The following slides provide brief overviews of
  the four tasks.
• More complete information is available from the
  Commission on Teacher Credentialing at
  http//www.ctc.ca.gov/educator-prep/TPA-files/Cand
  idateHandbook.pdf

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1. Subject-Specific Pedagogy (SSP)

• In this task, you will respond to four cases
  studies. 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
• Responses should provide evidence of your
  ability to connect student characteristics to
  instructional planning

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2. Designing Instruction (DI)

• 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
• Reponses should demonstrate your ability to
  use what you learn about students to plan
  instruction

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3. Assessing Learning

• In this task, you will
• select a unit of study and learning goals 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
• Responses should provide evidence of your
  ability to assess student progress towards the
  learning goals

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4. Culminating Teaching Experience (CTE)

• 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

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Scoring Procedures

• Responses will be judged on the extent to which
  they provide clear, consistent, and convincing
  evidence of your abilities
• Responses are
• Scored on task-specific rubrics by trained
  assessors
• Scored holistically
• Scored with anonymity of students

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Assessors

• Assessors are university faculty, supervisors,
  master teachers, and other education
  professionals.
• (Course instructors will not score their own
  students work.)

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• 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 level of 3 is a passing score.
  Candidates must score a 3 or higher on each
  task to pass the TPA
• Candidates must pass TPA Tasks 1, 2, and 3 to be
  eligible for student teaching

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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

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Please Note

• At California State University, Los Angeles,
  candidates must pass Tasks 1, 2, and 3 to be
  eligible for student teaching.

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What if I dont Achieve a Passing Score?

• Candidate may receive additional advice and
  assistance from designated faculty and/or the TPA
  Coordinator
• Retake Required Task(s) up to two times
• A passing score of 3 or higher is required for
  each of the four tasks. Candidates must pass
  specified tasks before they can continue in the
  program. Candidates are allowed a total of three
  attempts to pass a task. If a candidate does not
  pass a task after three attempts, the candidate
  is permanently removed from the program.

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Use of the Results

• Formative information for use by the candidates
• Evidence of program effectiveness
• Formative information for use in an induction
  program
• Summative information as one basis for
• Permitting a candidate to continue in the program
• Recommending a candidate for a credential