Intro to the TPA
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Transcript Intro to the TPA
The Teacher Performance Assessment
Dr. Gillham
What is TPA?
TPA is a realistically-contextualized measurement of
student teachers. It centers on student teachers’
actual classroom practices with a focus on student
achievement.
Designed at Stanford University, used in California
since 2008, and is currently being piloted in 20
states.
Each TPA is subject or grade specific.
What does it replace?
At ONU, the TPA replaces 2 important assignments:
The Impact Upon Student Learning report
The Pathwise Portfolio
TPA is required by the state and may one day be
tied to licensure.
Overview of the Tasks
TPA has four parts or tasks
Planning instruction and assessment
Instructing and engaging students in learning
Assessing student learning
Final retrospective reflection
There is an emphasis on pedagogy, analysis, and reflection.
The TPA is submitted over the internet using TaskStream.
Dr. Gallagher will provide you with your TaskStream account
information.
TPA’s will be assessed by educators who do not know the student
teacher.
Task 1
The Planning Instruction & Assessment task asks the candidate to:
Describe plans for the learning segment and explain how they are
appropriate for the students and the content being taught;
Demonstrate the ability to organize curriculum, instruction, and
assessment to help diverse students meet standards for the content; and,
Develop academic language related to the content.
Select, adapt, or design learning tasks and materials that offer students
equitable access to the content.
Task 1 In Detail
Task 2
For Instructing & Engaging Students in Learning the candidate will…
Identify lessons where students are engaged in using relevant skills
and strategies to comprehend and/or compose text. One lesson is
selected for filming.
Collect permission forms from parents and prepare for filming.
Video the lesson.
Review the video to identify one or two video clips that meet
requirements.
Respond to commentary prompts to analyze your teaching and
your students’ learning in the video clip(s).
Video Taping Specs
Content
Maximum Minutes
# of Clips
Elementary Literacy
15
1-2
Elementary Math
15
1-2
Secondary Math
20
1-2
Secondary Science
20
2/10 minutes each
History/Social Science
20
2/10 minutes each
English/Lang. Arts
20
2/10 minutes each
Video Guidelines
A video clip should be continuous and unedited, with no
interruption in the events. If two clips are used, the two
clips must come from the same lesson.
The clip(s) can feature either the whole class or a
targeted group of students.
Both the teacher candidate and their students should be
visible and clearly heard on the video submitted.
You will receive some tips for recording a class on video
at at later time.
Task 3
For the Assessment of Student Learning task the candidate
will:
Develop evaluation criteria aligned with big idea or essential
question, standards, and learning objectives;
Analyze student performance on an assessment in relation to
student needs and the identified learning objectives;
Provide feedback to students; and
Use the analysis to identify next steps in instruction for the
whole class and individual students.
Task 4
On the Analyzing Teaching task, the candidate will reflect on
their Student Teaching experience.
Review your notes and reflections recorded throughout the
learning segment and analyze what you have learned about
your teaching, your students, and their learning.
Respond to the Analyzing Teaching Commentary prompt by
explaining what you would do differently, given the
opportunity to teach these lessons again to the same group
of students.
Some Cautions
You must secure permission before video taping at your
school site.
Done by your university supervisor
Video may be used for TPA ONLY!
Peer editing is not permitted.
TPA material is copy righted and is not to be shared.
Some daily class or school routines may not appear in your
TPA lesson plan.
Math drills, current events, etc.
The TPA is not difficult, BUT IT TAKES TIME!
So plan accordingly!
Learning from Past TPA’s
Peer review should help.
Include prompts in your submission.
Include specifics: e.g. what is on your exit card?
Include samples: e.g. vocabulary charts.
Follow video guidelines!
If you can see it in the video, you need to see it in
the lesson plan and commentary.