About CalAPA

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.

Review the CAPE Link opens in a new window.

This development effort includes the following main steps:

CAPE Validity Study
May 2016
Assessment and Scoring Rubric Development
June–October 2016
Pilot Test
January–April 2017
Field Test
current activity
Fall 2017–Spring 2018
Operational Administration
Fall 2018
graphic illustrating the APA cycle of investigate plan act reflect

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

Leadership Cycle 1 focuses on analyzing multiple sources of school site/district data for the purpose of identifying equity gaps to inform an initial draft plan for equitable improvement in line with the school's vision and mission. Within the cycle of investigate, plan, act, and reflect, you will collect and analyze multiple sources of longitudinal quantitative and qualitative data. In addition, you will conduct an equity gap analysis to identify potential causal factors, all culminating in a problem statement defining a specific educational need related to equity. Based on your investigation and data analysis, you will develop strategies for equitable school improvement and identify resources needed to implement these strategies aligned with the school's shared vision of equitable learning opportunities for all students. At the conclusion of this leadership cycle, you will reflect on your capacity to analyze data to inform school improvement and promote equity for all students.

Leadership Cycle 2

Leadership Cycle 2 focuses on facilitating collaborative professional learning within a community of practice for the purpose of improving teaching and student learning. Within the cycle of investigate, plan, act, and reflect, you will identify and work with a small group of educators to identify a problem of practice and select an approach for working together. Additionally, the group will identify an evidence-based strategy to address the problem of practice that will strengthen and increase equitable learning opportunities for all students. As part of the cycle, you will reflect on how your facilitation supports the group to address the problem of practice, and how you responded to the group's feedback on your facilitation and on your ability to support the professional learning of the community of practice.

Leadership Cycle 3

Leadership Cycle 3 focuses on coaching an individual teacher to improve teaching and learning. Within the cycle of investigate, plan, act, and reflect, you will familiarize yourself with coaching and observation practices at the school; identify a volunteer teacher whom you will coach; and conduct a full coaching cycle, including a pre-observation meeting, a focused classroom observation, and a post-observation meeting. Throughout this leadership cycle, you will reflect on your 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 CAPE.

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. Scoring opportunities will be available starting with 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 scoring or standard setting activities for the CalAPA, please contact Evaluation Systems at es-calapa@pearson.com.

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