California Teaching Performance Assessment CA TPA

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CaliforniaTeaching Performance Assessment (CA
TPA)

• Single Subject Credential Program
• California State University, Bakersfield
• September 2008 with thanks to CSUF

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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

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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

An example 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
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Overview of the Teaching Performance Assessment
(TPA)

• The TPA consists of four tasks that are sequenced
  and increase in complexity

Task 1 Subject-Specific Pedagogy Task 2
Designing Instruction Task 3 Assessing
Learning Task 4 Culminating Teaching
Experience
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Overview of the Teaching Performance Assessment
(TPA)

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

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Task 1 Subject-Specific Pedagogy
In this task, you will respond to four
hypothetical classroom scenarios. Lets look at
two examples

• Design a lesson that meets the needs of specific
  students (provided) and the state content
  standards
• Analyze a teachers assessment plan for an
  academic unit. Recommend alternative assessments
  and provide recommendations for additional
  assessments and use assessments to guide
  instruction

This task is completed in stage 1.
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Task 2 Designing Instruction
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

This task is completed in stage 2.
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Task 3 Assessing Learning
In this task, you will

• select a unit of study and learning goals(s) 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 (Submit student work with task)

This task is completed in stage 3.
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Task 4 Culminating Teaching Experience
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

This task is completed in stage 3.
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How Will My Responses be Scored?

• Responses are
• scored on task-specific rubrics by trained
  assessors
• scored holistically
• scored with anonymity of students and assessor
• Assessors are university faculty and
  supervisors
• Responses will be scored on the extent to which
  they
• provide clear, consistent, and convincing
• evidence of your abilities.

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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 4 on each task to pass the
  TPA

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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

Pass
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Use of the Results

• Formative information for use by the candidates
• Summative information as one component for the
  recommendation of a candidate for a credential
• Evidence of program effectiveness
• Formative information for use in BTSA Induction
  if the candidate chooses to share information

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TPA Support and Guidance

• The credential program is designed to support
  your growth as a beginning teacher, including
  achieving the TPEs
• TPA resources
• TPA task templates
• Examples of completed assessments
• Scoring rubrics
• TPA Candidate Handbook

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What if I Dont Achieve a Passing Score?

• Candidates will receive additional advice and
  assistance from the Lead Assessor and/or the TPA
  Coordinator
• Rewrite and resubmit Required Task(s) within one
  week of receipt of score and meeting with Lead
  Assessor or Coordinator
• A second non-passing score will result in a hold
  in place until the task has been successfully
  completed
• Candidates will be required to complete a
  remediation course EDSE 475 3 units through
  extended university

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Quick Reminders

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

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If you have any questions or concerns, please
contact Merry McCalley, TPA Coordinator mmccalley
2_at_csub.edu