California Teacher Performance Assessment

1. California Teacher Performance Assessment (CalTPA)

2. What is it? • California mandatedand 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

3. Overview of the TPAs • The TPAs 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)

4. 1. Subject-Specific Pedagogy (SSP) In this task, you will respond to four case studies. • Lesson Design • Assessment Practices • Adaptations for English Language Learners • Adaptations for Students with Special Needs

5. 2. Designing Instruction (DI) For 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., Gifted and Talented Education (GATE), learning or physical disability). • Plan instruction that is shaped by those student characteristics.

6. 3. Assessing Learning (AL) For this Task you will: • Select a unit of study and learning goal(s) and plan a standards-based, developmentally-appropriate student assessment. • Make assessment adaptations for two focus students: an English learner and a student with a formally identified special need. • Administer the assessment to all students in the class. • Score, review, and analyze evidence of student learning and reflect on the implications of this evidence.

7. 4. Culminating Teaching Experience (CTE) • For this Task you will: • Designa lesson based on state-adopted standards • Adaptthe lesson to meet the needs of two focus students: an English learner, and a student who presents a different instructional challenge (e.g., GATE, learning or physical disability) • Implementthe lesson, meeting the differing needs of the focus students (Video of the lesson will be submitted) • Assessstudent learning • Analyze evidence of student learning and reflect on your instruction

8. 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.

9. 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

10. Has the PANIC set in?!

11. How I Can Help! • TPA Workshops • Individualized Interaction • Collaboration • Guiding Prompts • TPA Resou0rces • Task Templates • Scoring Rubrics • Candidate Handbook

12. Visit! The California Commission on Teacher Credentialing http://www.ctc.ca.gov/educator-prep/TPA-program-materials.html

13. Questions? sgriffin1@antioch.edu