Teaching Performance Assessment

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Teaching Performance Assessment
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• California State University Fullerton
• Single Subject Credential Program

Presentation developed by V. Costa, Department of
Secondary Education (vcosta_at_fullerton.edu).
Updated 10/08 by Marilyn Leuer, Department of
Secondary Education(mleuer_at_fullerton.edu)
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What is the Teaching Performance Assessment (TPA)?
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• California mandated standardized teacher
  candidate performance assessment.
• Measures aspects of the Teaching Performance
  Expectations (TPEs)
• Used to provide formative feedback as well as a
  summative measure of documented teaching
  performance
• Embedded in teacher preparation experience
• coursework, fieldwork, and supervised teaching
• A passing TPA score is required to recommend a
  candidate for a Preliminary Credential

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What are the Purposes of the Teaching Performance
Assessment?
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• There are two major purposes for the Teaching
  Performance Assessment
• To help teacher candidates grow as professionals
  and showcase their skills to others.
• To assure the education profession and the public
  that teachers who are prepared at California
  State University Fullerton meet the highest
  professional standards and are able to positively
  impact the learning of their students.

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Purpose 1 To help candidates grow as
professionals and showcase their skills to others.
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• As candidates progress through their teacher
  preparation program, taking courses in a variety
  of distinct areas, it may be difficult to tie the
  information together or to see how it is
  contributing to their growth as a professional.
  The TPA allows them to
• synthesize information from diverse course work
  in their content area, education courses, and
  student teaching experiences and
• demonstrate knowledge and skills in the Teaching
  Performance Expectations.

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Purpose 2 Public Dissemination of Our Program
Performance
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• We are in an era of accountability for all
  professional fields, and teaching is no
  exception. Teacher education is subject to
  standards from a variety of sources at the local,
  state, and national levels
• Title II of the Higher Education Act requires the
  reporting and ranking the quality of all teacher
  education programs in each state. See Title II
  State Reports Website)
• The College of Education is accredited by the
  National Council for Accreditation of Teacher
  Education (NCATE). This organization requires
  specific documentation of the quality of all
  aspects of teacher education programs. We are
  the only Orange County institution accredited by
  NCATE and one of only 17 in California.
• The Single Subject Credential Program is
  accredited by the California Commission on
  Teacher Credentialing (CTC), which also requires
  specific documentation of the quality of all
  aspects of teacher education programs.
• The CSU Deans Study is a system-wide reporting
  and ranking system which provides information on
  all CSU teacher preparation programs. See CSU
  Teacher Education Reports of Interest.

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What are other benefits to using the TPA?
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• Program-wide implementation has increased faculty
  comfort level and understanding of TPEs
• Focus on TPA has led to improved program
  alignment
• Increased focus on modifications for English
  Learners, struggling readers, and special
  education students
• Increased focus on assessment of student learning
• Increased focus on standards-based pedagogy in
  the content-specific methods course
• Candidates can compare their performance to a
  standard and determine that that they are doing
  well or in what areas they need to improve
• Additional data provides increased capacity to
  meet NCATE requirement of documenting how our
  candidates effect K-12 student learning

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Special Merits of Task 1

• FACILITATES INTRODUCTION AND PRACTICE OF THE TPA
• Because it is not dependent on the candidate
  being in the classroom, it may be used to
  introduce and practice portions of the TPA during
  prerequisite/program coursework that focuses on
  students with special needs and English language
  learners.
• ALLOWS FOR EARLY ORIENTATION TO STUDENTS WITH
  SPECIAL NEEDS AND ENGLISH LANGUAGE LEARNERS
• Scenarios 3 and 4 of TPA 1 provide early
  orientation to the importance of engaging and
  supporting diverse learners.
• ALLOWS FOR EARLY ORIENTATION TO ASSESSMENT
  PLANNING
• Scenario 2 of Task 1 provides an early
  orientation to the importance of planning for
  assessment.
• ALLOWS FOR EARLY ADMINISTRATION OF PART OF THE
  TPA
• It can be taken early because it doesn't require
  student teaching, and it allows students to learn
  how to provide a complete response and consider
  the characteristics of students. 
• PROVIDES A FOCUS ON CONTENT KNOWLEDGE
• Task 1 emphasizes content knowledge in ways that
  the other tasks do not. It requires students to
  consider specific topics within their subject
  area and insures that students have a broad
  foundation in the subject matter area. Without
  this task, students may not fully demonstrate a
  broad foundation of knowledge because they get to
  select content area topics in Tasks 2-4.
• PROVIDES A MID-POINT ASSESSMENT
• When administered at mid-point of program, Task 1
  may provide a mid-point assessment and allow
  early intervention.

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Another Benefit The TPA/BTSA Induction
Connection
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• Our close partnership with Fullerton Joint Union
  High School District and Anaheim Union High
  School District BTSA Program has resulted in
  additional benefits
• Our ST/I-3 Induction Plan provides documentation
  of TPA scores and identifies new teacher
  strengths and areas of needed improvement.
• FJUHSD and AUHSD employed candidates who earn a
  perfect score on the TPA qualify to apply for the
  districts BTSA Early Completion Option.
• Aligned with BTSA Program Evaluation (Reviewer
  Question Bank)
• Q for PT In what ways were you able to
  incorporate information from you TPA/PACT or
  other pre-service assessment processes into the
  development of the IIP?
• Q for SP In what ways are you able to
  incorporate information from the participating
  teachers TPA/PACT or other pre-service
  assessment processes into the development of the
  participating teachers IIP?

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Another Benefit The TPA, CFASST, and National
Board Certification Connection

• Student teachers are exposed to a performance
  assessment that is similar to what they will
  encounter in BTSA/CFASST activities and National
  Board Certification

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Similarities Between TPA, CFASST, an National
Board Certification
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TPA Requirements Beginning Fall 2008

• Readiness for Student Teaching
• In addition to positive fieldwork evaluations and
  successful completion of methods coursework,
• Candidates must pass TPA 1 to continue to student
  teaching semester (with minimal score of 3).
• Beginning Fall 2008, candidates must have
  submitted TPA 2 prior to the beginning of the
  student teaching semester.
• For Program Completion
• In addition to positive fieldwork evaluations and
  successful completion of student teaching seminar
  coursework,
• Candidates must pass TPA 2, 3, 4 with minimal
  total score of 9
• Candidates must have a completed and approved (by
  TPA Coordinator) STI-3 Induction Plan

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Additional Program Revisions

• EDSC 499 TPA Enhancement Seminar variable units
  for those who need to retake any tpas. Will
  be offered Winter Intersession and Summer.
• COE has purchased DVD cameras for videotaping.

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CSUF Single Subject Credential ProgramFaculty
Training and Resource Development
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• Ongoing emphasis for faculty and program
  materials
• Each semester, EDSC 310, 340, and 410 part-time
  faculty are trained to deliver/revisit and
  practice content samples to support TPA 1.
• Supervisors are oriented to the TPA, TPEs, and
  supporting resources.
• Program TPA Website, lesson plan format,
  classroom management plan, assessment plan and
  evaluation forms are aligned with TPEs and/or TPA
  Task activities
• Ongoing development of capacity
• TPA Coordinator is state-certified in all tasks
  and conducts training for faculty.
• 7 full-time faculty are state-certified to assess
  in one or more Tasks

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Faculty Roles and Responsibilities

• EDSC 440S Professional Development District
  Director role
• Coordinate administration and scoring of TPA 1 in
  EDSC 440S classes
• Support PDD Coordinators through ongoing training
  and development of curriculum materials
• Coordinate administration of TPA 2 (with TPA
  Coordinator)
• TPA Coordinator role
• Conduct 460 seminar
• Coordinate the administration and scoring of TPA
  2, 3, (and 4), including training and support for
  assessors.
• Collect and analyze data for accreditation
  purposes
• Maintain currency in TPA Tasks
• Support Single -Subject Credential Program
  faculty and supervisors through ongoing training
  and development of curriculum and supervision
  resources
• Secondary Education Department Chair and Single
  Subject Coordinator role
• Report data analyze data across data sets
• Determine areas of and implement plans for
  program improvement

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EDSC 460 TPA Seminar
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• Primary purpose is TPA administration
• Optional seminars focus on strategies for
  supporting struggling readers, English learners,
  and students with special needs.
• TWO Required Seminars
• 1st Week Orientation to review TPA 3
• 8th week Midterm to submit TPA 3 and review TPA 4
• Review STI3 Form
• Feedback is no longer allowed
• Instructor encourages emails, phone conferences,
  and face-to-face conferences to address general
  TPA questions.
• Instructor designs PRACTICE samples covering
  elements of the TPA students often find
  difficult.
• Students submit responses to the PRACTICE samples
  through Discussion Board on Blackboard. These are
  graded.
• Instructor visits students in their content area
  seminars when asked.
• Instructor sends weekly emails of encouragement
  and reminders.
• Additional Resources
• Seminar is supported via Blackboard site and TPA
  Website.

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Matrix of TPA Tasks and TPEs Addressed
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Qualitative Language within each Score Level
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• Scales from 1-4 (4 being the highest)
• 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
• Passing score for our program
• All TPAs require a minimum score of 3.

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California TPA Tasks
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• TPA 1 Subject- Specific Pedagogy
• TPA 2 Designing Instruction
• TPA 3 Assessing Learning
• TPA 4 Culminating Teaching Experience

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Task 1 Principles of Subject-Specific Pedagogy
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• TPA 1 is content-specific.
• Based on the information given, a candidate
  responds to each of the four scenarios.
• Scenario 1 Developmentally Appropriate Pedagogy
• Scenario 2 Assessment Practice
• Scenario 3 Adaptation of Content-Specific
  Pedagogy for English Learners
• Scenario 4 Adaptation of Content-Specific
  Pedagogy for Students with Special Needs
• Responses should provide evidence that
  demonstrates ability to understand the connection
  between information about a class and designing
  developmentally appropriate pedagogy.

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TPEs Assessed in TPA 1
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• The following six TPEs are measured in this task
• TPE 1 Specific pedagogical skills for subject
  matter instruction
• TPE 3 Interpretation Use of assessments
• TPE 4 Making Content Accessible
• TPE 6 Developmentally Appropriate Teaching
  Practices
• TPE 7 Teaching English Learners
• TPE 9 Instructional Planning

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Scenario ONE Developmentally Appropriate Pedagogy
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• Candidate Submits
• A description of strategies and activities that
  address the goals of learning and the
  developmental needs of the students
• An explanation of why these are appropriate

• Candidate is Given
• Elements of a unit
• Content Standards Learning Goals
• A description of a class
• A set of developmental needs for students in the
  age range addressed

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Scenario TWO Assessment Practices
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• Candidate is Given
• Elements of a unit
• Content Standards learning goals
• A teachers dilemma re assessment
• An assessment plan
• An additional assessment

• Candidate Submits
• An analysis of the assessment plan given
• A description of how the additional assessment
  can be used to improve the plan and address the
  teachers dilemma

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Scenario THREE Adaptation for ELs
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• Candidate is Given
• Elements of 3 days in a unit
• Outline of plans for 2 days strategies,
  activities progress monitoring plan
• A description of an EL
• Samples of written oral responses from the
  student

• Candidate Submits
• An identification of two specific learning needs
• A strategy or activity within the given plan
• A suggested adaptation to the plan make the
  content accessible by this student
• An explanation of why the adaptation would be
  effective
• A description of next steps to facilitate the
  students English language Development

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Scenario FOUR Adaptation for Students with
Special Needs
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• Candidate is Given
• Elements of a unit
• Content Standards Learning goals
• Outline of plans for two days strategies,
  activities and progress monitoring
• A description of a students with identified
  special needs
• Samples of written and oral responses from the
  student

• Candidate Submits
• A part of the plan that would be challenging for
  the student
• An explanation of why it would be challenging
• A suggested adaptation to the plan to make the
  content accessible
• An explanation of why the adaptation would be
  effective

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0
STANDARDS
STUDENT INFORMATION
GOALS
STRATEGIES/ACTIVITIES
GROUPING
RESOURCES
SHARING RESULTS
ADAPTATIONS
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TPA 2 Designing Instruction
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• Candidates demonstrate ability to learn important
  details about a classroom of students, an English
  learner, and a student who presents a different
  instructional challenge. Candidates plan
  instruction that is shaped by those student
  characteristics.
• Candidates demonstrate ability to connect
  learning about students to instructional
  planning.

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TPEs Assessed in TPA 2
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• The following seven TPEs are measured in this
  task
• TPE 1 Specific Pedagogical Skills for Multiple
  and Single Subject Teaching Assignments
• TPE 4 Making Content Accessible
• TPE 6 Developmentally Appropriate Teaching
  Practices
• TPE 7 Teaching English Learners
• TPE 8 Learning About Students
• TPE 9 Instructional Planning
• TPE 13 Professional Growth

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0
ENTRY-LEVEL
PROGRESS-MONITORING
SUMMATIVE
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TPA 3 Assessing Learning
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• Candidates demonstrate ability to select a unit
  of study and learning goal(s) and to plan
  standards-based, developmentally appropriate
  student assessment activities for a group of
  students.
• In addition, candidates demonstrate ability to
  assess student learning and diagnose student
  needs from particular responses to the assessment
  activity.
• Candidates demonstrate ability to make assessment
  adaptations for two focus students an English
  learner and a student with special needs.
• Candidates score, review, and analyze and submit
  evidence of student learning and reflect on
  assessment implications.

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TPEs Assessed in TPA 3
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• The following six TPEs are measured in this task
• TPE 3 Interpretation and Use of Assessments
• TPE 6 Developmentally Appropriate Teaching
  Practices
• TPE 7 Teaching English Learners
• TPE 8 Learning About Students
• TPE 9 Instructional Planning
• TPE 13 Professional Growth

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0
PLAN
REFLECT
TEACH
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TPA 4 Culminating Teaching Experience
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• Candidates demonstrate ability to design a lesson
  based on state-adopted academic content standards
  for students, implement that 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.
• Candidates demonstrate ability to make lesson
  adaptations for two focus students.
• Candidates demonstrate ability to analyze
  evidence of student learning and reflect upon
  instruction.
• Candidates submit a completed response, a video
  of the lesson taught, instructional artifacts,
  and samples of student work.

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TPEs Assessed in TPA 4
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• The following twelve TPEs are measured in this
  task
• TPE 1 Specific Pedagogical Skills for Subject
  Matter Instruction
• TPE 2 Monitoring Student Learning During
  Instruction
• TPE 3 Interpretation and Use of Assessments
• TPE 4 Making Content Accessible
• TPE 5 Student Engagement
• TPE 6 Developmentally Appropriate Teaching
  Practices
• TPE 7 Teaching English Learners
• TPE 8 Learning About Students
• TPE 9 Instructional Planning
• TPE 10 Instructional Time
• TPE 11 School Environment
• TPE 13 Professional Growth

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TPA Scores by Cohort (4)
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Support Materials

• Lesson Plan Format http//ed.fullerton.edu/SecEd/C
  redential_Prog/EDSC440S/EDSC_440S_Materials/Lesson
  (Sample)Plan.doc
• Lesson Plan Side Guide http//ed.fullerton.edu/Sec
  Ed/STHandbook/PDF/LPF_Side_Guide.pdf
• Assessment Plan Format http//ed.fullerton.edu/sec
  ed/Credential_Prog/EDSC440S/EDSC_440S_Materials/As
  sessment20Plan20Assignment.doc
• Task 1 ROE
• ST-2 (TPA Results and IIP) http//ed.fullerton.edu
  /seced/STHandbook/Forms/STI-3.doc
• Website http//ed.fullerton.edu/seced/TPA/Index.h
  tm