California Teaching Performance Assessment. Background. Standards of Quality and Effectiveness for Teacher Preparation Programs. Coursework Fieldwork Supervised Teaching Teaching Performance Assessment (TPA) (embedded in program) Other program requirements. Preliminary Credential.
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Teaching Performance Assessment (TPA)
(embedded in program)
Other program requirements
•Intern •Blended •5th Year Post Bac
•Teacher Prep •Induction
Is a form of testing that requires an individual to demonstrate the ability to perform specific tasks.
Individuals develop their approaches to the task under specified conditions, knowing that their work will be evaluated according to defined standards.
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).
A TPE is a statement describing an integrated set of knowledge, skills, and abilities that is significantly related to the job of a teacher, and that Preliminary Teaching Credential candidates in California should know and be able to do.
Teaching Performance Expectations
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 TPEs.
Statements describing an integrated set of knowledge, skills, and abilities that are significantly related to the job of a teacher, and that CA beginning teachers should know and be able to do.Relationship Review
All candidates who start a Commission-approved multiple and single subject teacher preparation program as of July 1, 2008 must meet the teaching performance assessment requirement.
This task requires the candidate to make appropriate connections between what the teacher knows about the students in his/her class and instructional planning for those students–whole class and two focus students.
This written task contains a five-step set of prompts that focuses the candidate on first identifying and then applying the connections between their students' characteristics and learning needs and the teacher’s instructional planning, with adaptations for the focus students (EL and student with a different learning challenge).
Connecting Instructional Planning to Student Characteristics for Academic Learning
The candidate response provides evidence that demonstrates the teacher candidate’s ability to select a developmentally appropriate lesson based on state-adopted academic content standards for students, learn about students, plan for instruction, make adaptations to the plan to meet student needs, and reflect on the instructional planning.
The role of an assessor for the CalTPA is to conduct a fair and equitable assessment of each teacher candidate’s performance.
To eliminate bias, assessors use professional judgmentin conjunction with a standardized scoring protocol on which they have been calibrated annually.