University of Redlands

California Teaching Performance Assessment

All teacher candidates for a preliminary Multiple and Single Subject Teaching Credential must pass an assessment of their teaching performance with K-12 public school students as part of the requirements for earning a preliminary teaching credential. This assessment of teaching performance is designed to measure the candidate's knowledge, skills and ability with relation to California's Teaching Performance Expectations (TPEs). 

CalTPA Credential Areas

CalTPA is offered in the following credential areas*:

  • Multiple Subject
  • Agriculture
  • Art
  • Business
  • English
  • English Language Development
  • Health Science
  • Home Economics
  • Industrial and Technology Education
  • Mathematics
  • Music
  • Physical Education Science
  • Social Science
  • World Languages

Learn more

Assessment Cycles

Candidates will access the CalTPA Assessment Guides, including directions, rubrics, templates, and a glossary, as well as the Assessment Materials Updates document, via their educator preparation programs. Candidates will also be able to download these materials in the ePortfolio system after they register for a cycle.

CalTPA Prep Workshop

The School of Education offers multiple workshops to support candidate success with CalTPA (Cycle 1 & 2).

Candidates will get helpful hints and tips to complete their Cycles and learn what is needed to pass them.  Teacher educators will get helpful tips to support candidates with their Cycles. Both candidates and teacher educators can RSVP by clicking on the link/s in the table below.  If you need assistance, please contact Dr. Greg Hamilton, CalTPA Coordinator at greg_hamilton@redlands.edu.

CALTPA ORIENATION WORKSHOPS

FALL 2019 – FOR TEACHER CANDIDATES

CALTPA CYCLES

DATE

TIME

LOCATION

 

Cycle 1

Friday, September 13, 2019

5:30 – 7

Gregory 272

RSVP

Cycle 2

Friday, October 18, 2019

5:30 – 7 

Gregory 272

RSVP

 

SPRING 2020 – FOR TEACHER CANDIDATES

 

CALTPA CYCLES

DATE

TIME

LOCATION

 

Cycle 1

Friday, January 17, 2020

5:30 – 7

Gregory 272

RSVP

Cycle 2

Friday, February 21, 2020

5:30 – 7

Gregory 272

RSVP

 

COMPRESSING AND UPLOADING VIDEO WORKSHOPS

The Compressing and Uploading Video workshops assist candidates to compress and upload their videos to the submission platform. For the CalTPA, it is important that candidates create an account with Pearson and have access to the Cycles prior to attending the workshop. It is also important that candidates bring a thumb drive containing the video with their lesson. Space is limited - Please RSVP by clicking on the link/s in the table below.  If you need assistance, please call or email Dr. Greg Hamilton, CalTPA Coordinator at (909) 748-8903.

FALL 2019 – FOR TEACHER CANDIDATES

DATE

TIME

LOCATION

 

Friday, October 4, 2019

5:30 – 7 

Gregory 272

RSVP

 

SPRING 2020 – FOR TEACHER CANDIDATES

DATE

TIME

LOCATION

 

Friday, January 31, 2019

5:30 – 7 

Gregory 272

RSVP

 

CalTPA Preparation Materials

Teacher candidates are to acquire permission to record lessons in the classroom from the school-site and from parents before video recording takes place.  

ADMINISTRATOR RELEASE FORM 

PARENT/STUDENT VIDEO RECORDING RELEASE FORM

  Multiple Subject Single Subject World Languages
Instructional Cycle 1 MS Guide Cycle 1 SS Guide Cycle 1 WL Guide Cycle 1
Instructional Cycle 2 MS Guide Cycle 2 SS Guide Cycle 2 WL Guide Cycle 2

Click here for additional CalTPA Preparation Materials

CalTPA Assessment Materials

Assessment Guides, Templates, and Errata and Updates

Candidates will access the CalTPA Assessment Guides, including directions, rubrics, templates, and a glossary, as well as the Assessment Materials Updates document, via their educator preparation programs. Candidates will also be able to download these materials in the ePortfolio system after they register for a cycle. 

Performance Assessment Overview and Annotated Bibliography

CalTPA Performance Assessment Overview PDFCalTPA Annotated Bibliography PDF

Evidence Charts

Instructional Cycle 1 Evidence Chart PDF

Instructional Cycle 2 Evidence Chart PDF

Registration and Fees

Cycle 1: $150
Cycle 2: $150

Learn more

Register for the CalTPA

 

Policies and Remediation

All teacher candidates in teacher-prep programs are required to complete a California Teaching Performance Assessment (CalTPA) as the culminating assessment in a teacher preparation program. 

Teacher candidates must acknowledge understanding and acceptance of policies detailed in the CalTPA scoring and remediation policy document.

FAQ

Where can I learn about proper language to use to describe the class as a whole (e.g., social-emotional development, cultural linguistic resources & funds of knowledge)?

These terms are defined in the Assessment Guide. In addition, you should be getting information about these ideas in your courses.

What length is the CalTPA written portion supposed to be?

There are page limits for various portions of the CalTPA. Consult the Assessment Guide for additional information.

Where can I find the due dates for the CalTPA?

Submission and reporting dates can be found here.

Do you have a sample filled out form of "Getting to know your students" ?

There will be sample complete forms in the future, but we are not sure when those will be posted.

Do we have an individual advisor for this process?

Support for completing the CalTPAs will come from your MALT 652 Student Teaching Seminar instructor, the CalTPA Coordinator, your cooperating teacher, and university supervisor. If you have questions contact Dr. Greg Hamilton, TPA Coordinator at (909) 748-8903 or greg_hamilton@redlands.edu.

How long is the math lesson for the multiple subject program?

There is no mandatory minimum time. However, you will be choosing 3 clips of up to 5 minutes each for Cycle 1 alone. So were recommend taping a lesson that is at least 30 minutes long to ensure that you have enough to choose from. Your lesson needs to have a beginning, middle and end, which you can read about in Step 2: Teach & Assess.

Do I need to be in a program to complete the CalTPA process?

Not necessarily, but you should reach out to your advisor. Each student’s situation is a bit different, so if you’ve completed a program but have not yet passed a TPA you should get in touch.

What happens if you don’t pass the first cycle?

You will retake it. You'll have to pay the $150 fee to retake a cycle, so do your best to submit quality work the first time out. You will work with a member of the faculty who will remediate and support you through your revisions and resubmission. You’ll have to pay an additional $50 fee to pay for remediation.

Can our cooperating teacher look at our work before we submit?

Even though professors cannot help in that way, your cooperating teacher can look over your work, but they cannot tell you what needs to change or how to score a certain rubric score.

Do we need to specifically outline the groups?

There is a portion of the Lesson Plan template that does ask about your grouping strategy, so you should describe that.

Can we type in our submissions/work on the templates before, and then submit on the November date?

Yes! You can and should start filling in the templates ahead of time. Those are the documents you will submit when you are ready.

Questions Regarding Specific Programs

 

When will we receive due dates and information about the CalTPA?

Due dates and information about the CalTPA are available here.

For the multiple subject TPA is it an option to do literacy for the first session? Or is it math only?

You will do the subject that makes the most sense for your placement.

If you're teaching Spanish, how are ELD standards relevant?

For the World Languages assessment, you do not need to include ELD standards, but you do need to address Academic Language. See your Assessment Guides for more information.

Questions about Choosing the Focus Students

 

If the district does not do GATE designation and there are no students with IEPs/504s, how would you about that?

According to the Assessment Guide, "Choose a student taught in the general education classroom (i.e., not pulled out for instruction during the lesson for the content you will teach) who the district has identified as having a disability with an IEP or a 504 plan or a student identified for GATE who will be participating in the lesson. If there are no identified students in your classroom, select a student who has recently been referred for specialized support or who requires additional learning support in the general education setting.”

I’m a World Languages student. How do I choose my Focus Student 1?

According to the Assessment Guide, "Choose a student with a different language learning need (e.g., heritage language learner, bilingual/multilingual student)."

In some of my Cooperating Teacher's classes, she has a Co-teacher who is there for some of the students. When there are activities and tests, the Co-teacher helps the students with IEPs, and, at times, takes them out to a different room. My concern is how do I meet the requirements for the CalTPA, if I don't really get to work with these students?

You will want to work with your CT to design a lesson where all 3 of your focus students are present. We recommend starting a conversation soon about what that might look like.

I am one of the few who doesn’t have an ELD student in my classroom. How should I proceed?

Please work with your CT and your university supervisor on determining how best to address this concern.

How do I choose the third focus student?

The Assessment Guide has a lot of great information about choosing the third focus student. Review that, and then consult with your CT.

Would a student whose parent is deployed be acceptable for focus student 3?

Yes, that could definitely work.

What modifications will be made for those without all three focus students?

The Assessment Guide has information about how to choose the 3 focus students. Review that, and then check in with your CT, your University Supervisor and your program faculty for additional guidance.

What length is the TPA written portion supposed to be? 

Each section has different page limits. Review your Assessment Guide for more details.

My CT has confirmed that we have no English Learners in my classroom placement. How do I satisfy the CalTPA requirement of having an EL focus student if there aren’t any in my class?

According to the Assessment Guide, "If you have only re-designated English learners in your class, you may select one of them or select a student who needs support for his or her language development."

If a student is an English Learner and has an IEP, can we refer to them as both FS1 and FS2?

No. You must have a different student for each category, for a total of 3 students.

What if I am teaching Kindergarten or TK, and my students haven't yet been given IEPs?

According to the Assessment Guide, "When selecting Focus Student 2 in transitional kindergarten or primary grade classrooms where students have yet to be identified as having a special learning need, select a student who has been identified for support through the Multi-Tiered System of Supports (MTSS) process, who has recently been referred for evaluation, or who is struggling in the content area that is the focus of the lesson.”

For the second focus student, can that student just be a Special Ed student or the must the student have an IEP, 504, or GATE designation?

According to the Assessment Guide, "Choose a student taught in the general education classroom (i.e., not pulled out for instruction during the lesson for the content you will teach) who the district has identified as having a disability with an IEP or a 504 plan or a student identified for GATE who will be participating in the lesson.

If there are no identified students in your classroom, select a student who has recently been referred for specialized support or who requires additional learning support in the general education setting.

Can the FS1 English learner be a student who is bilingual and needs additional language assistance but not specifically identified as an ELL?

Yes, if you don't have any designated EL students, this student would work for FS1.

Do I need permission slips to video record my classes?

You are responsible for verifying that the students in your class have granted permission to be video recorded. To do this, check with your site's administration to see if there is a record of students' parents who have opted out of the video/media release policy. If there is not, you must get permission slips signed. You will retain possession of those permission slips in case anyone from CTC requests them.

Also, I was under the impression that the CALTPA did not want us to cut and snip clips. Please clarify.

You may not edit the clips you submit. But you will be selecting clips from the larger video recording to submit.

Is our CT allowed to be in the video assisting with set-up of activity, HW check, passing out supplies? Sometimes we modify an activity for my FS2 and the aid assists with modifications/questions the student has. Should I ask them to allow me to help the student one-on-one during the video lesson?

Yes, it is perfectly ok of other adults appear in the video. In fact, you can highlight that support in your written submissions, since aides and support teachers are there to help students.

If our classes are 55 minutes will that work, and are we allowed to film a lesson that directly connects or builds off a previous day that wasn't filmed?

Yes, and yes.

When will the sample permission slips to record students, be available? I have been told by my cooperating teacher that we need to start sending them home.

They are posted on our website.

What kinds of physical video cameras are allowed to record our classes?

iPhone, GoPro, handheld, etc.

 

Questions? Contact Dr. Greg Hamilton, TPA Coordinator