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TPA's / TPE's

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Natalie Gomez

on 29 April 2014

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Transcript of TPA's / TPE's

TPA's / TPE's
TPA is an acronym for “Teacher Performance Assessment”

TPE is an acronym for “Teacher Performance Expectations”
Background Information
California passed a statute requiring that all teacher candidates, as of July 1, 2008, pass an assessment of their teaching performance in the public school K-12 system in order to get their teaching credential. Thus the TPAs were born
TPAs measure the candidate's knowledge, skills and ability in teaching and meeting California's Teaching Performance Expectations (TPEs). This includes being able to appropriately instruct all K-12 students in the Student Academic Content Standards.
There are 3 approved teaching performance assessment models, and all three require a candidate to complete defined tasks relating to subject-specific pedagogy, designing and implementing instruction and student assessment, and a culminating teaching experience or event. The assessment models are:
CalTPA (California Teacher Performance Assessment)
PACT (Performance Assessment for California Teachers)
FAST (Fresno Assessment of Student Teachers)
All three programs have four tasks that candidates must complete, all increasing in complexity, but b
ecause Cal-State Fullerton uses CalTPA, this presentation will focus on that one
TPAs are a measure of California's TPEs (Teacher Performance Expectations). The rationale for the TPAs is that they are designed to test a candidate's ability to meet the TPEs. If a candidate achieves a score of 12/16 or higher, then they are qualified to teach in the K-12 public school system because they have shown sufficient proof of their abilities to meet the TPEs.
TPE 7: Teaching English Learners (applying instructional theories, principles and
practices for instruction of English language learners)
This includes applying the SIOP (Sheltered Instruction Observation Protocol) model to lesson plans and being able to effectively use the SOLOM (Student Oral Language Observation Matrix)
In the TPAs, this falls under the category of
ngaging and supporting students in learning
, and is covered in all four TPA tasks
The Commission created the CalTPA. It is important to know who created these standards. The following is information taken from the CTC website:
The California Commission on Teacher Credentialing is an agency in the Executive Branch of California State Government. It was created in 1970 by the Ryan Act and is the oldest of the autonomous state standards boards in the nation. The major purpose of the agency is to serve as a state standards board for educator preparation for the public schools of California, the licensing and credentialing of professional educators in the State, the enforcement of professional practices of educators, and the discipline of credential holders in the State of California.
Who they are
The California Commission on Teacher Credentialing consists of nineteen Members, fifteen voting Members and four ex-officio, non-voting Members. The Governor appoints fourteen voting Commissioners and the State Superintendent of Public Instruction or his/her designee serves as the fifteenth voting Member. The four ex-officio Members are selected one each by the major elements of the California higher education constituency: Association of Independent California Colleges and Universities; Regents of the University of California; California Postsecondary Education Commission; and the California State University. The Governor-appointed Commissioners consist of six classroom teachers, one school administrator, one school board member, one school counselor or services credential holder, one higher education faculty member from an institution for teacher education, and four public members. Governor appointed Commissioners are typically appointed to four-year terms, and serve as volunteers in unpaid positions.
Positive Outcomes
Ideally, TPAs:
ensure that the candidate is prepared for a teaching position and will be effective as such
allow candidates to judge their progress and needs
are evidence of a candidate’s development for use in an induction program
serve as an indication of the credential program effectiveness
These four tasks measure all of the TPEs in multiple ways. The exception is TPE 12 which is measured within the teacher credential program.
The tasks are assessed by qualified educators.
State of California
Teaching Performance Expectations (TPE’s)
The entire video is touching but the first 3.5 minutes are an example of a teacher who exemplifies TPEs
UC Santa Barbara.
State of California Teaching Performance Expectations
. Retrieve from https://secureweb.education. ucsb.edu/webdata/instruction/tepweb/Standards/TPE/TPE_Short_Version.pdf

California Commission on Teacher Credentialing.
Retrieved from http://www.ctc.ca.gov/educator-prep/TPA-files/CalTPA-general-info.pdf
A. Making Subject Matter Comprehensible for Students
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment
F. Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
The Four CalTPA Tasks:
Subject-Specific Pedagogy
Designing Instruction
Assessing Learning
Culminating Teaching Experience
This task assesses the candidate’s ability to understand how information about a class is used to:
prepare instruction for particular subjects and content areas
develop and adapt student assessment plans based on the content
This task assesses the candidate’s ability to identify the links between students’ characteristics and their learning needs, and to:
plan instruction for an actual class of K-12 students, including developing and adapting instruction for English learners and for students with other instructional challenges
reflect on the connections between student characteristics and instructional planning
This task focuses on the candidate’s ability to assess student learning. The candidate:
plans student assessments based on learning goals
administers student assessments to evaluate learning
adapts the assessments for English learners and students with other instructional challenges
analyzes and uses assessment results to plan instruction
reflects on assessment implementation and the connection to student learning
This task assesses the candidate’s ability to combine pieces of the previous three tasks. The candidate:
learns about students and plans student instruction and assessment activities based on the learning goals
adapts the plans and assessments for English learners and for students with other instructional challenges
teaches the lesson and administers the assessments
analyzes and uses instruction and assessment results to plan further instruction
reflects on the lesson, the classroom instruction, the learning results, and on his/her effectiveness as a teacher
Rationale For Use
After watching the first 3.5 minutes of the video (or the entire thing), take a minute to reflect on your past teachers. Were any of them amazing? What made the good teachers different from the ineffective ones?
as outlined by the CTC website
Full transcript