California Teaching Performance Assessment CA TPA

1. CaliforniaTeaching Performance Assessment (CA TPA) Multiple Subject Credential Program California State University, Fullerton August 2008; updated January 2009

2. 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 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. 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 being recommended for a Preliminary Credential. 

4. Overview of the Teaching Performance Assessment (TPA) The TPA consists of four tasks that are sequenced and increase in complexity.

5. The four tasks are embedded within the credential program and sequenced accordingly: Overview of the Teaching Performance Assessment (TPA)

6. The following slides provide brief overviews of the four tasks.  Additional resources: California Commission on Teacher Credentialing http://www.ctc.ca.gov/educator-prep/TPA-program-materials.html CSUF’s TPA Community Site on BlackboardCurrently enrolled students will have access to the community through their block leaders.

7. 1. Subject-Specific Pedagogy (SSP) 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.

8. 2. Designing Instruction (DI) 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.

9. 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.

10. design a lesson based on state-adopted standards. adapt the 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). implement the lesson, meeting the differing needs of the focus students. (Video of the lesson will be submitted.) assess student learning. analyze evidence of student learning and reflect on your instruction.

11. How Will My Responses be Scored? Responses are scored on task-specific rubrics by trained assessors. scored holistically. scored with anonymity of students. 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.

12. 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.

13. 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

14. Use of the Results Formative information for use by the candidates Summative information as one basis for permitting a candidate to continue in the program recommending a candidate for a credential Evidence of program effectiveness Formative information for use in an induction program

15. How We Will Support You The program is designed to support your growth as a beginning teacher, including achieving the TPEs.  TPA resources TPA task templates Examples of completed responses Scoring rubrics TPA Candidate Handbook Your block (i.e., peers, instructors, supervisors, cooperating teachers & block leader) will provide clarification and support.

16. What if I Don’t Achieve a Passing Score? Candidates 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 temporarily stopped out of the program for remediation. This will result in a delay of program completion by at least one semester. After completing remediation the candidate will have one attempt to pass the task. If the task is not passed on this final attempt, the candidate will be permanently removed from the program.  

17. Final Comments Additional TPA information will be provided.  (submission deadlines, forms, guidelines, etc.) As you complete the TPA Tasks, review the directions for each task carefully and look over the task-specific rubrics. review the TPEs to note what is being measured.