california teaching performance assessment (ca …...overview of the teaching performance assessment...
TRANSCRIPT
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
• 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?
• 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
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)
The TPA consists of four tasks that are sequenced
and increase in complexity.
1. Subject-Specific Pedagogy (SSP)
2. Designing Instruction (DI)
3. Assessing Learning (AL)
4. Culminating Teaching Experience (CTE)
Overview of the Teaching Performance
Assessment
The four tasks are
embedded within the
credential program
and sequenced
accordingly:
Task Block
(1) SSP Block 1
(2) DI Block 2
(3) AL Block 3
(4) CTE Block 4
TPA in the Multiple Subject Program:
Course Alignment
Task 1 - Subject-Specific
Pedagogy
EDEL 402
Task 2 - Designing
Instruction
EDEL 417
Task 3 – Assessing
Learning
EDEL 416/EDEL 419
Task 4 – Culminating
Teaching Experience
EDEL 403 C
TPA in the Single Subject Program:
Course Alignment
Task 1 – Subject
Specific Pedagogy
EDSE 401
Task 2 – Designing
Instruction
EDSE 445A
Task 3 – Assessing
Learning
EDSE 445B
Task 4 – Culminating
Teaching Experience
EDSE 445D
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
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)
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)
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
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)
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
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 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
• 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
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:
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?
• 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
• 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