Californias Teaching Performance Assessment

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Californias Teaching Performance Assessment

• NCATE Partnership Clinic
• May 17, 2007

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Teaching 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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TPA Background
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SB 2042 Goals

• Creation of multiple, standards-based routes into
  teaching
• Alignment of teacher preparation standards with
  State adopted academic content and performance
  standards for students
• Embedding a teaching performance assessment in
  the teacher preparation program prior to earning
  a preliminary teaching credential
• Requiring new teachers to complete a two-year
  induction program during the first two years of
  teaching as a requirement for the professional
  teaching credential

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Teaching Performance ExpectationsWhat a
beginning teacher should know and be able to do

• A. Making Subject Matter Comprehensible to
  Students
• TPE 1 Specific Pedagogical Skills for
  Subject Matter Instruction
• B. Assessing Student Learning
• TPE 2 Monitoring Student Learning During
  Instruction
• TPE 3 Interpretation and Use of Assessments

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Teaching Performance Expectations (continued)

• C. 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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Teaching Performance Expectations (continued)

• D. Planning Instruction and Designing Learning
  Experiences for Students
• TPE 8 Learning about Students
• TPE 9 Instructional Planning

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Teaching Performance Expectations (continued)

• E. Creating and Maintaining Effective
  Environments for Student Learning
• TPE 10 Instructional Time
• TPE 11 Social Environment
• F. Developing as a Professional Educator
• TPE 12 Professional, Legal, and Ethical
  Obligations
• TPE 13 Professional Growth

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Who is Required to Take a Teaching Performance
Assessment?

• All candidates in Commission-approved multiple
  and single subject teacher preparation programs
  must meet the teaching performance assessment
  requirement starting in July 2008.

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Who Must Offer a Teaching Performance Assessment?

• All Commission-approved multiple and single
  subject teacher preparation programs must offer a
  teaching performance assessment that is embedded
  within the program for all candidates starting in
  July 2008.

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Who Scores the Candidates Performance?

• Trained and Calibrated Scorers include
• University teaching faculty, field supervisors,
  master teachers
• K-12 teachers, supervisors, support providers,
  administrators
• Retired faculty, teachers, administrators

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TPA Models

• In addition to the CA TPA, there may be
  alternatives, i.e. PACT
• All alternative TPA models require Commission
  approval
• Programs must implement an approved TPA model
• All models contain tasks that candidates complete
  to demonstrate mastery of the Teaching
  Performance Expectations

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Program Standards and the TPA

• The teacher preparation program must
• demonstrate the capacity to implement the TPA
  requirement in a manner that is valid, reliable
  and fair to the candidate. (Standard 19)

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Program Standards and the TPA (continued)

• The teacher preparation program must
• select qualified assessors and ensure that these
  assessors are properly trained and calibrated for
  their responsibilities. (Standard 20)

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Program Standards and the TPA (continued)

• The teacher preparation program must
• provide sufficient resources to administer the
  TPA and to report and maintain the outcomes data
  appropriately. (Standard 21)

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The California Teaching Performance Assessment
Model (CA TPA)

• Consists of a series of performance tasks that
  together measure the candidates performance on
  Californias Teaching Performance Expectations
• The performance tasks are completed during the
  teacher preparation program sequence

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Format of CA TPA Task

• Candidates are provided a CTC Candidate Handbook
  that includes task-specific templates, directions
  and scoring rubrics
• Candidates analyze the instructional needs of the
  students, including a student with special needs
  and an English learner
• Candidates develop instructional and assessment
  plans and reflect on their teaching
• Candidates submit written materials, including
  copies of all lesson plans, assessments, student
  work, and their own reflections

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CA TPA Scoring

• Each task has a specific scoring rubric that
  describes the characteristics of a candidates
  performance relative to that task
• 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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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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The CA TPA Tasks

• Subject Specific Pedagogy
• Designing Instruction
• Assessing Learning
• Culminating Teaching Experience

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Subject Specific Pedagogy Task

• This task requires candidates to use information
  provided within the prompt about particular
  students to identify appropriate subject-specific
  instruction and assessment plans, and to adapt
  this information for these students. This task
  is based on written scenarios provided to the
  candidate that describe students in hypothetical
  classrooms.

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Designing Instruction Task

• This task requires the candidate to make
  appropriate connections between what the teacher
  knows about the students in the class and
  instructional planning for those students.
• This task contains a five-step set of prompts
  that focuses the candidate on first identifying
  and then applying the connections between the
  students' characteristics and learning needs and
  the teachers instructional planning and
  adaptations for those specific students.

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Assessing Learning Task

• This task requires candidates to demonstrate the
  ability to design standards-based, appropriate
  student assessment activities using a
  standards-based lesson of the candidates choice.
  Assessment is designed for the whole class and
  adapted for an English learner and a student with
  special needs.
• Candidates demonstrate the ability to assess
  student learning and to diagnose student
  instructional needs based on the results of the
  assessment(s).

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Culminating Teaching Experience Task

• This task requires the candidate to design a
  standards-based lesson for a class of students
  and teach that lesson to the K-12 students, 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 ensure equity to all candidates in the scoring
  of the task, a videotape of the lesson is
  collected and reviewed as evidence during the
  scoring process.

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CA TPA Training Overview

• One-day Foundations and Orientation training
  (required for all new assessors)
• Two-day task-specific training for each task
• Subject Specific Pedagogy
• Planning Instruction
• Assessing Learning
• Culminating Teaching Experience

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Foundations and Orientation Day

• Introduces
• Basics of performance assessment
• Rubric-based scoring
• Bias considerations
• Overview of the tasks
• All new assessors must have this training prior
  to participating in Task Specific training

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Task Specific Training

• A two-day training with an in-depth focus on one
  of the CA TPA tasks. Assessor activities include
• Reviewing the performance activities required by
  the task
• Reviewing the correlations across the
• Task-specific rubric
• Record of Evidence (the required documentation
  for scoring)
• TPEs
• Examining and practicing sample candidate
  responses
• Calibration via review and scoring independent
  score cases

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Next Steps for TPA Users

• Institutions begin planning for local
  implementation (e.g., identify TPA coordinator,
  lead assessors, program assessors, training
  needs)
• Institutions participate in orientation and
  assessor training during 2006-08
• Implement the TPA as of July 1, 2008

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Start-Up Implementation Issues

• Program level
• What TPA model will the program select?
• Who has the responsibility for the TPA within the
  program?
• Will the program have one or more Lead
  Assessor-Trainers? If so, who will be selected?
• What will be the recordkeeping processes (i.e.,
  candidate scores, assessors assigned), and who
  will be responsible for recordkeeping/data
  collection, especially over time?
• How many assessors does the program need? In
  which tasks will each assessor be trained? Does
  the program already have some assessors in need
  of recalibration?

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Implementation Issues (continued)

• Candidate level
• How will information about the TPA requirement be
  communicated to candidates in the program?
• Where and how will TPA practice for candidates be
  embedded within the program?
• Where and how will candidates take and submit the
  actual TPA task for scoring purposes?

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California TPA

• www.ctc.ca.gov/educator-prep/TPA