At its September 2013 meeting, the Commission amended the requirements for earning a preliminary administrative services credential to include, when developed, passage of an administrator performance assessment. The CTC is developing a model of administrator performance assessment, the California Administrator Performance Assessment (CalAPA), which is expected to be completed and ready for use in 2018–19. The redevelopment effort includes the following main steps:
This development effort includes the following main steps:
CalAPA Draft Design
The CalAPA is structured around three full leadership cycles of investigate, plan, act, and reflect. Each of these four steps will be addressed by each cycle, with candidates providing evidence of leadership practice for each step. Acceptable evidence may be in a variety of forms, including video recordings and written narrative.
- Leadership Cycle 1 focuses on facilitating collaborative professional learning among a group of educators for the purpose of improving teaching practice and student learning in one focus area. Candidates will be asked to identify and work with a small group of educators to engage in structured, evidence-based learning activities. The group will identify a professional problem of practice and identify a strategy to address the problem of practice that will yield improvements in equitable learning for all students. Candidates will then reflect on how they facilitated and supported the group of educators as the group addressed the problem of practice, and reflect on and respond to the group's feedback regarding their facilitation skills and ability to support the learning of the group.
- Leadership Cycle 2 focuses on developing a written, one-year plan for improving student learning, informed by data collection and analysis. Candidates will be asked to review current school site/district improvement planning, school and community contexts, and the school site/district vision and mission or goals; conduct an equity gap analysis; collect and analyze multiple sources of quantitative and qualitative data; conduct a root cause analysis, culminating in a problem statement related to student learning; and prepare an electronic presentation, summarizing the results of their analysis for stakeholders. Candidates will then develop a one-year, multi-strategy written plan for improving student learning and solicit stakeholder feedback regarding the plan. At the conclusion of the cycle, candidates will reflect on their data analysis and improvement planning.
- Leadership Cycle 3 focuses on coaching an individual teacher through a collaborative study of the teacher's practice to promote student learning. Candidates will be asked to familiarize themselves with observation/coaching practices at the school; identify a volunteer teacher to coach; and conduct two full coaching cycles, each including a pre-observation meeting, a focused classroom observation, and a post-observation meeting. Throughout the cycle candidates will reflect on their strengths and areas for professional growth as a coach and leader.
Together, these leadership cycles and the related rubrics will assess a range of the CAPEs.
Opportunities to Participate
The Commission is seeking current California teachers, practicing TK–12 school administrators, educators who help prepare and/or mentor beginning administrators, and administrator preparation program faculty to participate in the upcoming field test, scoring, and standard setting study for the CalAPA. 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 involvement of California educators is critical to the success of the CalAPA 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 CalAPA, please contact Evaluation Systems at