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Faculty WorkloadSupervision WorkloadStaff WorkloadProgram ArticulationData StorageTraining CostStudent Relevance- Moderately increasedworkload due to curriculummodifications, training andlearning curve. Mildly increased workloaddue to suggested support forTask 4.- Need a TPA coordinator andfulltime administrative staffto supervise implementation.This is a separate positionfrom AssessmentCoordinator. Increase programarticulation amongst andacross programs to supportstudent tasks.Tasks are addressed explicitlyin coursework. Developed and in PlaceElectronic storage viaTaskstream State supported Embedded in coursework- Student Teaching SeminarsAdditional Support forto support Task 4Student Teaching indicates Positive Impact- indicates Negative Impact Mildly increased workloadsince majority of the workloadfalls on supervision. Mildly increased workload sincemajority of the workload falls onsupervision.- Overwhelmingly increasedworkload since all tasks takeplace in field work.- Need a TPA coordinator andfulltime administrative staff tosupervise implementation.This is a separate position fromAssessment Coordinator.- Overwhelmingly increasedworkload since all tasks take placein field work.- Need a TPA coordinator andfulltime administrative staff tosupervise implementation.This is a separate position fromAssessment Coordinator.- Formative pieces necessary forpreparation of PACT shouldinclude faculty coordination, butit may not occur because thetasks are isolated in fieldworkand separate from coursework.- Hard copy notebook storage ordevelop an electronic portfolioin Filemaker Pro- Unknown- Isolated in AdvancedFieldwork- Student Teaching Seminars tosupport all 4 tasks- Formative pieces necessary forpreparation of PACT shouldinclude faculty coordination, but itmay not occur because the tasksare isolated in fieldwork andseparate from coursework. Developed and in PlaceElectronic storage via Taskstream- Unknown- Isolated in Fieldwork- Student Teaching Seminars tosupport all 4 tasksRecommendations of the Task ForceAfter consideration of these three models, the task force recommends that the CA-TPA program be pilotedwith one to two cohorts in the 07-08 academic year. Throughout the pilot year, regular reports and issueswill be brought to the community (during governance or some other venue) for continued conversation andbuilding of knowledge. Piloting the program for a year should provide the College of Education moreinsight into the logistical aspects of our assessment program.A number of factors were considered as justifications for this recommendation. Briefly, the factors weconsider are listed as follows:- Validity and Reliability of the CA-TPA has been determined by the state.- Training costs will be subsidized by the state as CA-TPA is their assessment program.- Implementation of the CA-TPA can be modified so teacher candidates do not experience a workoverload.- CA-TPA is a formative and summative assessment that is delivered over the entire credentialprogram allowing for structured opportunities for guided practice and completion of the TPA‘s.The task force believes both teacher candidates and faculty will benefit from formativeassessments prior to a final teaching performance assessment.- The TPA‘s are truly embedded throughout the credential program in this model, which will allowfaculty to provide support and guidance for our students over time.- The CA-TPA is the most faculty friendly in that we can use current program critical assessmenttasks and assessments. The reworking of course assignments, lesson planning, and reflectivewriting would be kept to minimum.- The CA-TPA will provide us with a unique opportunity to enhance our current programs inmeaningful ways through curriculum dialogue and course articulation.The CA-TPA is the most compatible with our mission statement.We look forward to engaging in a conversation with the COE Community at the Fall Retreat.4

CA-TPA (California Teacher Performance Assessment)1. Executive summarya. OverviewSenate Bill 2042 (Chapter 548, Statutes of 1998), signed by the governor in 1998,requires all multiple and single subject preliminary credential candidates attending fifthyear, intern, or blended teacher preparation programs in California to pass a TeachingPerformance Assessment (CA-TPA). This assessment is designed to give candidates theopportunity to develop, refine, and demonstrate their teaching knowledge, skills, andabilities during their teacher preparation program.The CA-TPA is imbedded in candidate coursework and is designed to be bothformative and summative in its usage. It is also linked to the California state-adoptedacademic content standards for students, the California Standards for the TeachingProfession, and the California Frameworks. The CA-TPA is part of a three-yearpreparation cycle of growth and development for teachers. All teacher candidates musttake and pass the CA-TPA in order to be recommended for a Preliminary TeachingCredential. After receiving the Preliminary Credential, and upon employment within aCalifornia classroom, candidates will participate in an approved induction programleading to a Professional Credential. The results of the CA-TPA will inform candidates‘Individual Induction Plan (IIP). Completing the CA-TPA will also help candidates tobegin using the California Formative Assessment and Support System (CFASST), oranother assessment system, during induction.b. Key ComponentsThe CA-CA-TPA consists of a series of four sequential performance tasks that togethermeasure the candidate‘s performance on California‘s Teaching PerformanceExpectations. These performance tasks are completed as part of the teacher preparationprogram.Subject Specific Pedagogy TaskThis task requires candidates to use information provided within the prompt aboutparticular students to identify appropriate subject-specific instruction and assessmentplans, and to adopt this information for these students. This task is based on writtenscenarios provided to the candidate that describe students in hypothetical classrooms.The following TPEs are measured in the Subject Specific Pedagogy task:TPE Description1Making subject matter comprehensible to students3Assessing student learning4, 6, 7 Engaging and supporting students in learning9Designing instruction and designing learning experiences for studentsDesigning InstructionThe Designing Instruction task requires the candidate to make appropriate connections5

between what the teacher knows about the students in the class to his/her instructionalplanning for those students. This written task contains a five-step set of prompts thatfocuses the candidate on first identifying and then applying the connections between thestudents' characteristics and learning needs and the teacher‘s instructional planning andadaptations for those specific students. The following TPEs are measured in theDesigning Instruction task:TPE Description1Making subject matter comprehensible to students4, 6, 7 Engaging and supporting students in learning8, 9Designing instruction and designing learning experiences for students13Developing as a professional educatorAssessing LearningThe Assessing Learning task requires candidates to demonstrate their ability to designstandards-based, appropriate student assessment activities in the context of a small groupof students using a specific standards-based lesson of the candidate‘s choice. In addition,candidates demonstrate their ability to conduct assessment activities appropriately toassess student learning and to diagnose student instructional needs based on the results ofthe assessment(s). The following TPEs are measured in the Assessing Learning task:TPE Description3 Assessing student learning6, 7 Engaging and supporting students in learning8, 9 Designing instruction and designing learning experiences for students13Developing as a professional educatorCulminating Teaching ActivityThe Culminating Teaching task is the culminating activity of the set of three CA-TPAtasks. In this task, the candidate designs a standards-based lesson for a class of studentsand teaches that lesson to actual K-12 students within the classroom setting, whilemaking appropriate use of class time and instructional resources, meeting the differingneeds of individual students within the class, managing instruction and interactions withand between students, and assessing student learning. Following the lesson, the candidatedemonstrates the ability to analyze the strengths and weaknesses of the lesson. To ensureequity to all candidates in the scoring of the Culminating Teaching task, a videotape ofthe lesson is collected and reviewed as evidence during the scoring process. All TPEsexcept for TPE 12 (Professional, Legal and Ethical Obligations) are measured in theCulminating Teaching task:TPE1DescriptionMaking subject matter comprehensible to students6

2, 3Assessing student learning4, 5, 6, 7 Engaging and supporting students in learning8, 9Designing instruction and designing learning experiences for students10, 11Creating and maintaining effective environments for student learning13Developing as a professional educatorIn order to score the Tasks, each one has a specific scoring rubric that describes thecharacteristics of a candidate‘s performance relative to that task. Each rubric has fourscore levels, ranging from a low of 1 to a high of 4. Scorers (assessors) are trained andcalibrated to apply each rubric to candidate performance.2. How the system would look in the context of our College of EducationTPEs are embedded in Tasks 1-4. We could likely replace TPEs with CA-TPAson Taskstream. TPEs would then be assessed as they are embedded in CA-TPAsby corresponding course faculty.CA-TPA Tasks 1-4 could feasibly be managed on Taskstream without anyadditional costs to candidates. Faculty and assessors however, would need someTaskstream training and support. Also, candidates can work on Tasks, post Taskswhen ready for review/ scoring, and create ‗Exit Portfolios;‘ all while Instructorsand Assessors can formatively and formally access Candidate CA-TPAs readily.Taskstream also has a ‗place‘ where students can virtually house up to twominutes if their Task 4 videotaped culminating teaching experience (a possiblestorage solution, worthy of further discussion and investigation).Subject Specific Pedagogy TaskMS, ICP, ML, & SS- Adjust current Critical Assessment Task ( CAT) for 511 tobecome one of these tasks for week 4 of first semester. 511 Instructors would beresponsible for managing and formatively evaluating this work as a part of theircourse curriculum. 511 instructors are not required to be CA-TPA Assessorsofficially trained in the Task, but would be familiar with formal training and use thesame rubrics and scoring methods as Trained Assessors. It is furthermore suggestedthat instructors not score their own students‘ work when possible, but that of anotherinstructors‘ section to ensure reliability. The task would then be formally scored byCA-TPA Assessors trained in the Task after candidates‘ final submission toTaskstream on the designated submission date. This process would provide rich datato the CSUSM COE and the CCTC.Designing InstructionMS, ICP, ML, & SS- Adjust current CAT for 555 to become this task for week 6 offirst semester. 555 Instructors would be responsible for managing and formatively7

evaluating this work as a part of their course curriculum. Instructors are not requiredto be CA-TPA Assessors officially trained in the Task, but would be familiar withformal training and use the same rubrics and scoring methods as Trained Assessors.It is furthermore suggested that instructors not score their own students‘ work whenpossible, but that of another instructors‘ section to ensure reliability. The task wouldthen be formally scored by CA-TPA Assessors trained in the Task after candidates‘final submission final submission to Taskstream on the designated submission date.This process would provide rich data to the CSUSM COE and the CCTC.Assessing LearningMS, ICP, ML & SS- Adjust current CAT for 521 & 522 to become this task for thefirst semester, to be assessed on week 4 of the second semester. 521 Instructorswould be responsible for preparing candidates to assess learners. 522 Instructorswould be responsible for managing and formatively evaluating the implementation ofassessing learning as a part of their course curriculum. 521 & 522 Instructors are notrequired to be CA-TPA Assessors officially trained in the Task, but would be familiarwith formal training and use the same rubrics and scoring methods as TrainedAssessors. It is furthermore suggested that instructors not score their own students‘work when possible, but that of another instructors‘ section to ensure reliability. Thetask would then be formally scored by CA-TPA Assessors trained in the Task aftercandidates‘ final submission final submission to Taskstream on the designatedsubmission date. This process would provide rich data to the CSUSM COE and theCCTC.Tasks 1& 2 are strategically assigned during the 1st semester so that remediation ispossible if necessary during the second 8 weeks for Full-time credential programs.Task 3 is learned during the 1st eight weeks and implemented during the 2nd eightweeks for full-time programs. Part-time programs will spread tasks out depending onwhen courses are offered making remediation feasible.Time-lines below specify suggested course impact, responsibility, and follow-up forFull and Part-time credential programs. ICP time-lines will vary as may those ofstudents attaining Special Education teaching credentials.Suggested timeline and breakdown of responsibilities for Tasks 1-3:Full time ProgramsSemester 1Course Impactedand ActionWho Responsible/for WhatFollow-upWeek 4Task 1: SubjectSpecific PedagogyTask Replaces 511CAT511 Instructor facilitatesTask.Trained Assessors scoreCA-TPA in time forfeedback to students incase remediation isnecessary.Candidates post toInstructors use CA-TPARubrics to grade/ scoreby end of week 5.8

Taskstream by end ofweek 4.Week 6Weeks 3-8Task 2: DesigningInstruction Replaces555 CATCandidates post toTaskstream by end ofweek 6.Task 3: AssessingLearning planning andadaptations replace 521CATCandidates post workin progress toTaskstream by end ofweek 8.Semester 2Week 4Task 3: AssessingLearning Assessmentand analysis replace522 CATCandidates postcompleted work inTaskstream by end ofweek 4.End of week 5for Task 1.555 Instructor facilitatesTask.Instructors use CA-TPARubrics to grade/ scoreby end of week 7.521 Instructors preparecandidates for Task.Instructors use CA-TPARubrics to guide gradingprocess by end ofsemester.522 Instructors facilitateTask.Instructors use CA-TPARubrics to grade/ scoreby end of week 5.End of week 7for Task 2.Tasks 1 & 2need to bepassed by end of1st semester.Trained Assessors scoreCA-TPA in time forfeedback to students incase remediation isnecessary.End of week 4(2nd semester) forTask 3.Task 3 needs tobe passed byweek 8 of 2ndsemester.Part-Time ProgramsSemester 1Course Impactedand ActionWho Responsible/for WhatFollow-upWeek 7Task 1: SubjectSpecific PedagogyTask Replaces 511CAT511 Instructor facilitatesTask.Trained Assessors scoreCA-TPA in time forfeedback to students incase remediation isnecessary.Candidates post toTaskstream by end ofInstructors use CA-TPARubrics to grade/ scoreby end of week 8.9

week 7.End of week 8for Task 1.Task 2: DesigningInstruction Replaces555 CATWeek 10Candidates post toTaskstream by end ofweek 10.Semester 2Week 7Task 3: AssessingLearning Replaces 521CATCandidates post toTaskstream by end ofweek 7.555 Instructor facilitatesTask.Instructors use CA-TPARubrics to grade/ scoreby end of week 11.End of week 11for Task 2.2nd Semester; end ofweek 8 for Task 3521 Instructor facilitatesTask.Instructors use CA-TPARubrics to grade/ scoreby end of week 8.Culminating Teaching ActivityMS, ICP, ML & SS-There have been many discussions as to ways in which to thinkabout implementing this task, which includes a somewhat prescribed culminatingstudent teaching experience as well a videotaped record of that teaching experience.It is suggested that this activity be (a) introduced in 512 or any other content specificsecond (final) semester course in which candidates design standards-based lessons fora class of students (e.g., Science, Social Studies, Math methods) and (b) supportedduring advanced student teaching via three required seminars. The Task like otherswould be posted to Taskstream and scored by CA-TPA Assessors trained in the task.Seminar Leaders may be required to score the Task to provide an additional score forconsideration, providing additional data to CSUSM COE and the CCTC.Suggested timeline and breakdown of responsibilities for Task 4:TimelinendWeek 6, 2Semester (orlast semesterfor PTstudents)***Week 9ComponentTask ResponsibilityFollow-up Action512, 544, 545 orother content areacourseInstructor/ Faculty:Ensure all candidates designstandards-based lesson forclass of students (i.e., K-8; 912; special education).None.RequiredAdvancedStudent TeachingEnsure all candidates givenaccess to appropriatepermissions documents forvideotaping lesson of finalobservation.Seminar Leader using specified content,based on CA-TPA 4:Review appropriate use of1. Seminar Instructorforwards attendancerecords to CA-TPA10

(ST) Seminar 1*,**class time and instructionalresources (511 content).Review meeting differingneeds of individual studentswithin class (555, 511, & 512content).Week 10RequiredAdvanced STSeminar 2Videotaping proceduresintroduced.Seminar Leader using specified content,based on CA-TPA 4:Review managing instructionand interactions with andbetween students (511 & 512content).Review assessing studentlearning (521, 522, 555content).Week 12Week 13VideotapedCulminatingTeaching ActivityRequiredAdvanced STSeminar 3(Candidates areassessed)CA-TPAEvaluation2. Seminar Instructorrevisits themes in Req.Adv. ST Seminar.1. Seminar Instructorforwards attendancerecords to CA-TPACoordinator.2. Seminar Instructorcollects and forwardsvideotaping permissionsto CA-TPA Coordinator.Video taping equipment checkout procedures reviewed.3. Seminar Instructorprepares students asnecessary for RequiredObservation.Candidates teach lessonsdesigned in content area course(week 6, 2nd semester) to K-12students within classroomsetting.1. The Supervisor maymake observation notesand scores candidatepursuant to specificationsfor CA-TPA Task 4.It is suggested that candidatesbe observed by regular Adv.ST Supervisor or CooperatingTeacher during this time.Seminar Leader ensures:Candidates demonstrate abilityto analyze strengths andweaknesses of lesson taught bycompleting Task 4 onTaskstream (should take placein computer lab or otherclassroom).Candidates turn in videotapedrecord of lesson.Week 14Coordinator.CA-TPA Assessors:o Verify candidates have turned invideotaped record of lesson toensure equity to all candidates inthe scoring of the CulminatingTeaching task.1. Seminar Instructorforwards attendancerecords to CA-TPACoordinator.2. Seminar Instructorcollects videotapedrecord of lesson.3. Seminar Instructorforwards videotapedobservations to CA-TPACoordinator.1. Tasks scored by CATPA Assessors trained inthe task.Remediation totake place duringweeks 15, 16 or11

beyond.*Required Advanced ST Seminars will be organized, taught, and delegated toinstructors recruited by the CA-TPA Coordinator in close consultation with theField Experience Director.**Seminars would be part of the units in Advanced Student Teaching (MS EDMS572.***Timeline would be adjusted appropriately for SS and Part-time Candidates.Note: Other scenarios have been discussed and certainly could be considered. This isjust one.3. Anticipated/necessary changes to current program curriculum and assessmentpractices.TPE Taskstream assignment and completion would potentially be REPLACED bythe CA-TPA process.A cadre of scorers will need to be trained rather quickly:o At least 1 CA-TPA evaluator per Task, per Cohort needs to be identifiedand prepared in order to appropriately assess candidates.Community replacement of Critical Assessment Tasks (CATs) with CA-TPAtasks would likely not be difficult. The unit/lesson plan required in all courseswould adopt the CA-TPA design. It is based on a universal backward planningmodel similar to the one currently used. A curriculum modification team hasbeen suggested.o Existing CA-TPA rubrics could replace current rubrics for CATs.Community would coordinate 511, 512, 521, 522, & 555 coursework to integratespecific parts of the CA-TPA tasks/assignments.CA-TPA Tasks 1-3 are embedded in coursework.o Task 4 is embedded in Advanced student teaching supported by 3 requiredseminars.o Tasks are to be completed on Taskstream with appropriate artifacts andfeedback to support positive outcomes for students.Course Instructor candidate work evaluation, though aligned with TrainedAssessor rubrics, forms, and procedures are not ―official‖ scores.o However, training opportunities will be made available to instructors,faculty, administrators.When Trained Assessors review complete Candidate CA-TPA Tasks, they willassign official scores to student work.o Students needing remediation will be coached and provided opportunity topass the CA-TPA in a timely manner.o Final scores are reported.o Students who pass all 4 Tasks, are recommended for their teachingcredentials.12

Three Required Advanced ST Seminars are necessary to support students withTask 4. Seminars would be part of Advanced Student Teaching (MS EDMS 572).See timeline above for suggested implementati

Fresno State Alternative TPA Model Cal State University Fresno has submitted an alternative TPA model, which incorporated existing tasks, specific to Fresno's credential program. Their TPA includes four key performance tasks: Task 1: Field Experience Task 2: Site Visitation Task 3: Holistic Proficiency Project Task 4: Teaching Sample Project.