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California Teaching Performance Assessment (CA TPA). Multiple and Single Subject Teaching Programs California State University, Los Angeles. What is the Teaching Performance Assessment (TPA)?. California mandated standardized teacher candidate performance assessment

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California teaching performance assessment ca tpa

California Teaching Performance Assessment (CA TPA)

Multiple and Single Subject Teaching Programs

California State University, Los Angeles


What is the teaching performance assessment tpa
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


What does the tpa assess
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


Example of the tpes
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


Overview of the teaching performance assessment tpa
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)


Overview of the teaching performance assessment
Overview of the Teaching Performance Assessment

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


Tpa in the multiple subject program course alignment
TPA in the Multiple SubjectProgram: Course Alignment


Tpa in the single subject program course alignment
TPA in the Single Subject Program:Course Alignment


Completing the tpa
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.


Task overviews
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/CandidateHandbook.pdf


1 subject specific pedagogy ssp
1. Subject-Specific Pedagogy (SSP)

In this task, you will respond to four cases studies. Let’s look at two examples:

  • Design a lesson that meets the needs of specific students (provided) and the reading/language arts content standards

  • Analyze a teacher’s 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


2 designing instruction di
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


3 assessing learning
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


4 culminating teaching experience cte
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


Scoring procedures
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


Assessors
Assessors

  • 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


Tpa performance scoring
TPA Performance Scoring clear, consistent, and convincing evidence of your abilities

  • 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


Score level criteria
Score Level Criteria clear, consistent, and convincing evidence of your abilities

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


Please note
Please Note: clear, consistent, and convincing evidence of your abilities

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


What if i don t achieve a passing score
What if I don’t Achieve a Passing Score? clear, consistent, and convincing evidence of your abilities

  • 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.


Use of the results
Use of the Results clear, consistent, and convincing evidence of your abilities

  • 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


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