About CalTPA

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:

TPE Validity Study
April–May 2016
Assessment and Scoring Rubric Development
June–October 2016
Pilot Test
January–April 2017
Field Test
current activity
Fall 2017–Spring 2018
Standard Setting
Summer 2018
CTC Adoption of Passing Standards
Summer 2018
Operational Administration
Fall 2018
graphic illustrating the TPA cycle of plan teach reflect apply

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

Instructional Cycle 1 focuses on developing an engaging content-specific lesson for one class and 3 focus students based on what you learn about their diverse assets and needs, including their prior knowledge, interests, and developmental considerations. In this cycle, you will demonstrate how you select an appropriate learning objective(s), determine what you expect your students to learn and how you will assess that learning, and develop content-specific activities and instructional strategies to develop your students' thorough understanding of the content you are teaching. This cycle also focuses on how you monitor student understanding during the lesson and make appropriate accommodations to support individual student learning needs. As you teach and video-record the lesson, you will demonstrate how you establish a positive and safe learning environment, provide social and emotional supports through positive interactions with students, and use resources, materials, and tools, including educational technology and assistive technologies as appropriate, to enhance content-specific learning.

Instructional Cycle 2

Instructional Cycle 2 For this instructional cycle, you will develop a learning segment that includes several purposefully connected lessons that occur over multiple days to develop student knowledge and understanding within a particular content area. This sequence of lessons may be part of a longer unit of instruction, and should have a clear starting point and ending point related to a particular learning goal. Your lesson sequence should introduce one or more interconnected concepts within the content area that build students' content knowledge and understanding over time. You will use several types of assessment and student results to support and promote deep learning of content, development of academic language, and engagement of students in the use of higher order thinking. For one class, you will use what you know about your students' assets and needs and learning context to plan and teach a learning segment based on California state standards using the content-specific pedagogy of your discipline. Throughout the content-specific learning segment, you will provide feedback to students about their academic performance(s) based on informal assessment(s), student self-assessment, and formal assessment results, and support students to use assessment feedback to advance their understanding.

You will then analyze and reflect on the evidence you observed of student learning of content and development of academic language based on your learning goal(s) and objective(s) to either (a) create a re-teaching activity because students did not demonstrate the learning goal(s) and/or objective(s) of the instruction or (b) create a connecting activity to build on the instruction provided because students did demonstrate the learning goal(s) and/or objective(s) of the 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 the standard setting study will take place during summer 2018. Scoring opportunities will be available starting with 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 scoring or standard setting activities for the CalTPA, please contact Evaluation Systems at es-caltpa@pearson.com.


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