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CalTPA Faculty Policies and Resources

Faculty Policies

Faculty should review the following policies concerning their participation in the CalTPA program.

Acceptable Support

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

Faculty Guidelines for Confidentiality of Video Recordings

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.

Faculty Resources

Please note:

  • The assessment materials provided here are password-protected. Programs will receive the password from the CalTPA program, and participating faculty will receive the password from their programs.
  • Materials provided by preparation programs or other stakeholders and links to any third-party websites and software are provided by Pearson as a courtesy, and do not constitute an endorsement of any third-party products or services you may access. If you do access a third-party site and/or software, you do so at your own risk.
  • For the best experience, download and open PDFs in Adobe Reader opens in a new window.

Assessment Materials

Year 3 Assessment Materials, for candidate submissions after 7/2/2020
(include guides with directions, rubrics, submission specifications, glossary; templates; and updates)

  • CalTPA Multiple Subject Assessment Materials zip file updated 12/3/2020
  • CalTPA Single Subject Assessment Materials zip file updated 12/3/2020
  • CalTPA World Languages Assessment Materials zip file updated 12/3/2020

Summary of Changes from Year 2 to Year 3 PDF document

Program Guide

The purpose of the CalTPA Program Guide is to provide information and evidence-based practices about implementing the CalTPA and supporting teacher candidates.

CalTPA Program Guide PDF document

Candidate Background Questions

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.

California Teaching Performance Expectations (TPEs)

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

Program Implementation Resources

  • Submission deadlines and reporting dates
  • Joint CTC/CDE/SBE District and County Office Partnership Letter PDF document
  • CTC CalTPA Guidelines for Bilingual Authorization Candidates PDF document
  • CABTE Recommendations for Bilingual Authorization Candidates Completing the CalTPA PDF document
  • Preliminary Multiple Subject and Single Subject Credential Program Standards PDF document

For information on upcoming CalTPA presentations, including Virtual Think Tanks, subscribe to the CTC's PSD E-News opens in a new window.

To view archived recordings of past CalTPA presentations, including Virtual Think Tanks, see the CalTPA Playlist on the CTC's YouTube Channel opens in a new window.

Educational Technology Resources

  • CUE opens in a new window, 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 opens in a new window, 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 opens in a new window, 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) opens in a new window, 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 opens in a new window.
  • Flipgrid opens in a new window, a digital message board website that allows teachers to pose topics and students to post video responses
  • Mentimeter opens in a new window, an easy-to-use presentation software that can help teachers create fun and interactive presentations
  • Padlet opens in a new window, an online virtual "bulletin" board, where students and teachers can collaborate, reflect, and share links and pictures in a secure location
  • Quizizz opens in a new window, an online student engagement and assessment tool that allows teachers and students to create and use one another's quizzes
  • Screencastify opens in a new window, a Chrome browser extension that records your screen, face, voice, and more
  • Seesaw opens in a new window, a student engagement platform that allows students to take pictures, draw, record videos, and more to capture learning in a portfolio
  • Socrative opens in a new window, a cloud-based student response system that allows teachers to create simple quizzes via classroom computers or their own smartphones

Community Resources

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

  • CalTPA Flash opens in a new window, 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.
  • CalTPA Playlist opens in a new window, a series of online teaching and other support webinars on the CTC's YouTube Channel
  • CDE Distance Learning Playlist opens in a new window, a series of distance learning support webinars on the CDE's YouTube Channel
  • Online Teaching Channel opens in a new window, a series of online teaching tutorials created by Lara Ervin-Kassab of San Jose State University

CalTPA Secure Materials—Submission Examples

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:

  • Creation of an online shared area (e.g., Dropbox location) 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.

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™). Publicly 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.

Assessors

California educators who meet the qualifications are invited to apply to score submissions. Assessor training typically occurs each spring and fall based on submission estimates and assessor needs. Scoring will include assessor training and calibration. Learn more about the qualifications required and the application process.

Nondisclosure Agreement

In order to provide accurate, current information to participants in CalTPA in a consistent manner, you are asked to agree to these terms of use:

I understand that access to the CalTPA mid-range submissions is restricted to authorized participants in CalTPA including candidates, faculty, and educators who support the candidate in their fieldwork or clinical placement. I understand that I may not distribute or disclose in any way any of the materials available in the CalTPA mid-range submissions site to anyone who is not participating in CalTPA at my institution. Such disclosure includes posting the material to a public, organizational, or non-secure university website or other public repository or network drive (e.g., Facebook, YouTube, Twitter).

By accessing this site, I agree that as the CalTPA Coordinator I will: (1) access only the information and/or materials provided on the CalTPA mid-range submissions site; (2) not provide the access code or access to information and/or materials on the CalTPA mid-range submissions site to any other person from my program. I am aware that I am responsible for the security of the information on this website; (3) use the information and/or materials provided on the CalTPA mid-range submissions site only in my role as CalTPA Coordinator in supporting candidates at my local program for educational purposes; (4) not reproduce or make copies of information and/or materials on the CalTPA mid-range submissions site for any purpose other than for supporting CalTPA candidates; (5) not discuss information and/or materials provided with any individuals other than fellow CalTPA Coordinators or appropriate faculty or educators who support candidates in their fieldwork or clinical practice, candidates, CTC or the CTC's contactor and (6) not make any materials offered through the CalTPA mid-range submissions site available publicly through non-secure means or place them on public websites.

I understand that a violation of any of these privacy requirements with respect to the mid-range submission materials, including video, may be reported to the CTC and may have serious consequences that could affect my program's accreditation status and/or result in a review of candidate or faculty educator credentials by the COC and or COA.

I agree with these distribution guidelines and nondisclosure agreement.


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