CalTPA Faculty Policies and Resources

CalTPA Guidelines for Acceptable Support

This document outlines policies and guidelines for supporting candidates during their completion of the CalTPA. These guidelines apply to all support providers including faculty, supervisors, cooperating teachers, master and/or mentor teachers, peers, and others who may provide assistance (e.g., tutors). Consistent with research on student learning, programs are encouraged to help candidates examine in meaningful ways the Teaching Performance Expectations (TPEs) evaluated by the CalTPA, and to discuss how they will demonstrate their performance in relation to those expectations. Since the CalTPA is to be embedded within a preparation program, it is expected that candidates will engage in professional conversations with faculty and district or school support providers about teaching and learning associated with the outcomes assessed by the CalTPA. Faculty and support providers are encouraged to review with the candidate the language, structure, and progression of a candidate's submission against the CalTPA rubrics, and to provide formative feedback and guidance to the candidate as part of the preparation program experience.

The following activities constitute required forms of support for candidates completing the CalTPA:

• Providing candidates with access to the CalTPA assessment preparation materials and other explanatory materials about the CalTPA and expectations for candidate performance on the assessment
• Explaining CalTPA instructional cycles and rubrics, and guiding discussions about them (e.g., orientation or overview sessions for each cycle)
• Engaging candidates in formative experiences aligned with the CalTPA (e.g., assignments on the plan, teach and assess, reflect, and apply sequence; practice in informal assessment of student work or having students use educational technology)
• Ensuring that candidates complete the assessment within a cooperating school or district during their clinical experience and verify appropriate permissions for all individuals who appear in any video recording
• Engaging candidates in formative experiences aligned with the CalTPA (e.g., getting to know students, incorporating student self-assessment, reflecting on video-recorded instruction)
• Providing candidates who are not successful on the CalTPA with additional support focusing on understanding the cycle(s) and rubric(s) on which the candidate was not successful as well as on understanding what needs to be resubmitted for scoring and the process for resubmitting responses for scoring

The following activities constitute acceptable forms of support for candidates completing the CalTPA:

• Referring candidates to the CalTPA Glossary and discussing definitions and clarifications of key terms as used in the assessment materials
• Reviewing examples of effective teaching (e.g., lesson plans, classroom observations, feedback to students) using CalTPA rubrics or support documents
• Referring candidates to a writing workshop or center for assistance in improving writing for course assignments, as long as the assistance is not in the form of direct editing of candidate responses
• Recommending and/or providing specific assistance to address areas in which a candidate has demonstrated a need for improvement (e.g., reflective writing, professional writing about students, using knowledge of students to plan instruction, differentiating instruction)
• Explaining scoring rubrics by using them in formative exercises or assignments outside of the ones the candidate will submit for scoring
• Linking content and experiences from the preparation program to the TPEs as measured by the CalTPA cycles and rubrics
• Providing a schedule/timeline for completion of CalTPA
• Conducting "check-in" meetings to discuss timelines and deliverables, and to ascertain or address candidate questions
• Co-planning an instructional segment with a cooperating teacher or peer, while ensuring that the evidence submitted for the CalTPA represents the original work of the candidate(s)
• Providing access to translations of instructional materials for submissions that include evidence in languages other than English and require translations
• Paraphrasing or answering candidate questions about the content of an instructional cycle, rubrics, directions (including templates), or support documents such as the CalTPA assessment materials
• Encouraging candidates to self-assess draft responses or video recordings against the CalTPA rubrics without providing direct edits to responses or specific answers to CalTPA prompts
• Answering common questions about the CalTPA in a group setting
• Facilitating candidate discussion groups that are intended to provide peer-to-peer support for completing the CalTPA while maintaining the original work of each candidate
• Directing candidates to resources on current research and evidence-based practices, and to experts in the field who are knowledgeable about the content of the cycles and rubrics
• Assisting candidates in understanding how to use the electronic platform for accessing materials and uploading submissions
• Arranging technical assistance for video-recorded portions of the CalTPA
• Providing and discussing support documents such as these guidelines for acceptable support and the CalTPA Rules of Participation

Although there may be many opportunities for support providers to encourage a candidate's deeper understanding and demonstration of pedagogy, other supports are not acceptable within the CalTPA process. These unacceptable forms of support will undermine the use of the assessment as a determinant of a candidate's status with respect to the TPEs and as an indicator of preparation program quality and effectiveness. Engaging in these activities could lead to a candidate's loss of the credential and jeopardize a program's accreditation status.

The following activities constitute unacceptable forms of support for candidates completing the CalTPA:

• Providing a candidate with the content or answer in response to a CalTPA prompt or task (e.g., selecting for a candidate the focus students, analyzing student work, determining next steps for instruction for a group of students)
• Editing a candidate's response prior to submission
• Conjecturing on CalTPA performance requirements, expectations, or what is deemed as sufficient evidence
• Using institutional terms and definitions as substitutes for those used in the CalTPA
• Offering critique of a candidate's draft responses prior to submission for official scoring that provides specific, alternative responses or answers to prompts
• Telling a candidate which video clips or work samples to select for submission
• Telling a candidate which sections of video clips should be annotated
• Describing scenarios or hypothetical examples, or using submissions from other performance assessments to approximate CalTPA performance standards or "benchmarks"
• Uploading a candidate's responses (written or video-recorded) to publicly available websites or through social media

Candidate Video Recordings

If a candidate permits an authorized faculty member to access his or her video recording, the faculty member must treat the video recording as a confidential assessment record.

All feedback must conform to the policies and guidelines for CalTPA Guidelines for Acceptable Support.

Faculty members may not:

• Store/upload a candidate's video to a non-secure, shared system
• Display a candidate's video publicly on a non-secure platform (e.g., through personal websites or through public websites such as YouTube™ or Facebook™)
• Share a candidate's video with any other individual, preparation program, or entity unless permission is granted by the candidate and is within the parameters of the signed consent forms verified by the candidate for all individuals featured in the video.

2019–2020 Assessment Materials, for candidate submissions after 8/22/19
(include guides with directions, rubrics, submission specifications, glossary; templates; and updates)

• CalTPA Multiple Subject Assessment Materials
• CalTPA Single Subject Assessment Materials
• CalTPA World Languages Subject Assessment Materials

Summary of Changes from Year 1 to Year 2

Candidates will be required to answer a series of background questions when they register for this assessment. You may review the background questions ahead of time and answer any questions candidates may have before they register.

• CTC-adopted TPEs 
• California Teaching Performance Expectations (TPEs) Placemat 
• CalTPA TPEs Map 

2019–2020 CalTPA Virtual Think Tanks: Schedule

• CalTPA Coordinator Workshop—April 17, 2019: Slides
• CalTPA Virtual Think Tank—February 22, 2019: Recording | Slides
• CalTPA Virtual Think Tank—January 25, 2019: Recording | Slides
• CalTPA Virtual Think Tank—December 7, 2018: Recording | Slides
• CalTPA Virtual Think Tank—October 26, 2018: Recording | Slides
• CalTPA Virtual Think Tank—September 21, 2018: Recording | Slides
• CalTPA Virtual Think Tank—August 31, 2018: Recording | Slides
• CalTPA Virtual Think Tank—July 27, 2018: Recording | Slides

• Submission deadlines and reporting dates
• CTC District and County Office Partnership Letter
• CDE District and County Office Partnership Letter
• Preliminary Multiple Subject and Single Subject Credential Program Standards 

• CUE , a non-profit professional association whose mission is to inspire innovative learners by fostering community, personalizing learning, infusing technology, developing leadership, and advocating educational opportunities for all. CUE membership is free.
• CUE Craft , free personalized lesson tool kits designed to offer engaging, edtech infused learning experiences that create greater work efficiency for teachers and can improve student learning outcomes.
• CUE Craft video presentations , eight curated videos featuring educational technology teacher/leader experts demonstrating strategies and resources you can learn from as you develop your own activities where students are using educational technology to enhance their learning.
• International Society for Technology in Education (ISTE) , a passionate community of global educators who believe in the power of technology to transform teaching and learning, accelerate innovation, and solve tough problems in education and home to the ISTE Standards for Students, Educators, Education Leaders, and Coaches .
• Quizizz , student engagement and assessment
• Socrative , student engagement and assessment
• Screencastify , recording instruction for personalized learning

The following resources have been created or recommended by members of the CalTPA community.

• CalTPA Flash , an example of CalTPA candidate support created by Meredith Fellows, former CalState Teach faculty advisor, featuring a series of recorded video conversations with Nathan Binkinz, one of her CalTPA candidates, illustrating how he prepared for each step of CalTPA Cycles 1 and 2.
• 3 Tips for Using Phenomena to Engage Students in Science , a blog post about the Next Generation Science Standards (NGSS) emphasis on using natural phenomena within science instruction.

CalTPA Program Coordinator and Faculty Guidelines for Mid-Range Submission Materials Distribution

The CalTPA mid-range submission materials are available to CalTPA Coordinators for use with faculty, candidates, cooperating teachers, and supervisors and are to be shared as examples of successful CalTPA submissions. These materials must be used under the conditions described below:

Access to CalTPA mid-range submission materials is restricted to authorized CalTPA program participants. If you have authorized access to these materials, you may share them by a secure method with your candidates, faculty, and educators supporting candidates in their fieldwork or clinical placements who are participating in CalTPA.

Secure means of sharing materials include for example:

• Ceation of a dropbox and granting of access only to students at your institution who are participating in CalTPA.
• Uploading to a secure network location, e.g. an online submission system, with access by faculty and students at your institution who are participating in CalTPA.

Distribution of printed copies to students who are participating in CalTPA. Recipients should be directed that the materials should not be further duplicated or shared.

The CTC owns all CalTPA materials, including candidate submissions and data collected in relation to the CalTPA. These mid-range responses are selected from actual candidate submissions.

Faculty, supervisors and other appropriate educators supporting candidates in their fieldwork or clinical placements use of mid-range submissions is provided for educational purposes only. If provided mid-range submissions are used inappropriately, for example, a candidate submits any part of the submission as their own work or submissions materials are shared in non-educational ways, actions may result in a review by the CTC's Committee on Credentials and/or Committee on Accreditation putting candidates, faculty, and the approved program in jeopardy of losing credentials and/or program accreditation.

Candidate use of video for the CalTPA is restricted by the parameters of the release forms verified for all individuals featured in a video. Because parents/guardians/families and/or adults have not typically granted permission for public use of the videos in which they or their minors appear, videos must NOT be displayed publicly (e.g., through personal websites, YouTube™, or Facebook™). Publically displaying videos may result in a review by the CTC's Committee on Credentials and/or Committee on Accreditation putting candidates, faculty, and the approved program in jeopardy of losing credentials and/or program accreditation.

When you access these materials you will be required to read and accept the Terms and Conditions of Use .

Faculty wishing to access these materials should contact their program's CalTPA Coordinator.