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CalTPA Topics of Interest -- aka Responses to Frequently Asked Questions
The weekly PSD e-list is the vehicle for disseminating CalTPA information.
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Information related to the CalTPA is disseminated through PSD eNews.
General Teaching Performance Assessment information
Statutory uses of the teaching performance assessment results.
Program sponsors must use the teaching performance assessment for the following statutory purposes:
- Formative information for use by the candidate
- Summative information as one basis for the recommendation of a candidate for a credential
- Evidence of program effectiveness
- Formative information for use in an induction program Also see, www.ctc.ca.gov/educator-prep/TPA-files/CalTPA-general-info.pdf [PDF].
To better convey to candidates the purpose of each task, the four CalTPA tasks have new names. The names are: Subject-Specific Pedagogy (formerly known as Task 1), Designing Instruction (formerly known as Task 2), Assessing Learning (formerly known as Task 3), and Culminating Teaching Experience (formerly known as Task 4).
Multiple Subject and the core (English, Math, Science, Social Science) Single Subject versions of the Subject-Specific Pedagogy task are mandated July 1, 2008. The remainder of the Single Subject versions will follow July 1, 2009.
Date Credential Type Assessment Score July 1, 2008 Multiple Subject Four CalTPA tasks: Subject-Specific Pedagogy; Designing Instruction; Assessing Learning; Culminating Teaching Experience Cumulative score of 12 with no task score below a score level of 2. Programs may set a higher minimum score level per task. Single Subject:
English Mathematics, History/Social Science,
Science: regular Biology, Chemistry, Geoscience, Physics
Four CalTPA tasks: Subject-Specific Pedagogy; Designing Instruction; Assessing Learning; Culminating Teaching Experience Cumulative score of 12 with no task score below a score level of 2. Programs may set a higher minimum score level per task. Single Subject:
Art; Agriculture; Business; Health Science; Home Economics; Industrial and Technology Education; Languages Other Than English; Music; Physical Education; and Specialized Science (Biology, Chemistry, Physics, Geoscience)
Same as under Interim Teacher Preparation Program Standard 19 or alternative method proposed by program sponsor Based on assessment process July 1, 2009 Multiple Subject and all Single Subjects Four CalTPA tasks: Subject-Specific Pedagogy; Designing Instruction; Assessing Learning; Culminating Teaching Experience Cumulative score of 12 with no task score below a score level of 2. Programs may set a higher minimum score level per task.
Materials for Candidates
All CalTPA candidate materials have been updated for July 1, 2008 implementation and are available at, www.ctc.ca.gov/educator-prep/TPA-program-materials.html.
Materials for Local Assessor Training
All CalTPA assessor training materials have been updated for July 1, 2008 implementation and are available only to program sponsors via a secure website.
Who May Assess CalTPA Candidate Responses Only those educators who participate in and calibrate in assessor training, following the CTC format and using CTC materials, may score candidate responses. Scoring sessions are managed by local program sponsors.
Calibration Rate for Assessors
To insure quality and consistency in scoring throughout the State, the calibration rates are:
For Subject-Specific Pedagogy, Designing Instruction, and Assessing Learning tasks, assessors must score:
* a minimum of 6 of the 12 Independent Scoring Cases on-point, with
* not more than 1 of the 12 Independent Scoring cases off by 2 points.
For the Culminating Teaching Experience task, assessors must score:
* a minimum of 5 of the 10 Independent Scoring Cases on-point, with
* not more than 1 of the 10 Independent Scoring cases off by 2 points.
Assessors need to recalibrate before scoring if they have not scored candidate responses within a six (6) month period. CTC has an secure online recalibration site. A program may have its own model for recalibration.
To insure inter-rater reliability, programs are to double score at least 15% of candidate responses to each task each year.
The tasks, Designing Instruction, Assessing Learning, and Culminating Teaching Experience, require the candidate plan, assess, and teach in a whole class setting and make adaptations for two focus students: an English Learner and a student with special needs.
- The English Learner: English Learners are students who have a home language other than English, have not been re-designated, and are identified as EL by the school or district using CELDT scores.
The exception to the EL requirement is the Single Subject LOTE (Languages Other Than English) teacher candidate who is using the target language exclusively in classroom teaching. Because these candidates are teaching in the target language, not English, they do not need to focus on a learner of English. Their focus students will be the student with special needs and may be another student who presents an instruction challenge different rather than an English learner.
- The Student with Special Needs: For the Designing Instruction and Culminating Teaching Experience tasks the student with special needs is one who presents a "different instruction challenge." Different from whom? Different from the class as a whole and from the EL student. The Assessing Learning task requires the student have an identifiable special need as verified by an IEP, 504 plan, or a designation of "gifted" or "talented".