The CTC is redeveloping the state-sponsored teaching performance assessment, the California Teaching Performance Assessment (CalTPA). Pursuant to Education Code Section 44320.2, this assessment meets one of the requirements for earning a Preliminary Multiple Subject or Single Subject Teaching Credential. The Commission recently updated both its Teaching Performance Assessment Design Standards and Teaching Performance Expectations (TPEs), and so is also updating the CalTPA to reflect these recent changes.
The redevelopment effort includes the following main steps:
CalTPA Draft Design
The revised CalTPA is structured around two full instructional cycles based on the pedagogical sequence of plan, teach and assess, reflect, and apply, each conducted within a school placement. The complete sequence will be addressed by each instructional cycle, with candidates providing evidence of instructional practice for each step. Acceptable evidence may be in a variety of forms, including annotated video clips and written narrative. As the revised CalTPA is designed to address subject-specific teaching and learning, candidates will be asked to respond to the instructional cycles within the context of their teaching assignments.
- Instructional Cycle 1 focuses on getting to know students' assets and needs and using that information for instructional planning. Candidates will be asked to demonstrate how they use knowledge of their students and instructional strategies, including developing academic language, implementing educational technology, monitoring student learning, and making appropriate accommodations and/or modifications during the teaching of a lesson to meet individual student needs. In addition, they will demonstrate how they establish a positive learning environment and provide social and emotional supports through interactions with students.
- Instructional Cycle 2 focuses on assessing, during instruction, student learning and using multiple assessment outcomes to plan for and promote learning for all students. In this instructional cycle, for one class of students, candidates will use what they know about their students and learning context to plan and teach an instruction and assessment sequence based on California state standards and/or curriculum frameworks or equivalent and provide feedback to students about the qualities of their performance for two types of assessment: 1) informal—monitoring of student learning and adjusting instruction while teaching to maintain active engagement in learning and 2) formal—collecting and analyzing student assessment data to plan and modify further instruction.
Together, these instructional cycles and the related rubrics will assess a range of the TPEs.
Opportunities to Participate
The Commission is seeking current California teachers, practicing TK–12 school administrators, educators who help prepare and/or mentor beginning teachers, and teacher preparation program faculty to participate in the upcoming field test, scoring, and standard setting study for the revised CalTPA. It is anticipated that field testing and the standard setting study will take place during 2017–2018. Scoring opportunities will be available starting with the pilot test, followed by the field test, and then on an ongoing basis once operational in fall 2018.
The continuing involvement of California educators is critical to the success of the CalTPA program and maintaining high-quality education in California schools. If you are interested in finding out more about participating in the field test, scoring, and/or standard setting activities for the CalTPA, please contact Evaluation Systems at email@example.com.