TPA Candidate Preparation and Support: Informing Candidates about the TPA

During Program Orientation candidates are provided the full text of the Teaching Performance Expectations. The full text of the TPEs is made available to Candidates in multiple ways. They are:

  • Included in the Orientation PowerPoint Presentation;
  • Available as a separate document on the course website under “Resources;”
  • Included in the CalTPA Candidate Handbook on the course website under “Resources;”
  • Included in the Term One Introduction.

Within the program, the activities within each module are tied to specific TPEs so that faculty and candidates concentrate on the TPEs in a more focused way. These activities are evaluated based on a 4-point rubric for each TPE.

Candidates learn about the CalTPA process early in the program. Faculty introduce the CalTPA process as candidates begin the process of learning about students, designing lesson plans, and learning about and making modifications for students with special needs. (Module 2: Lesson Planning, Module 3: English Language Development, and Module 4: Content Area Knowledge and Special Needs. At the end of Term One, candidates are given an overview of what is to come in the remaining three terms, and discussion of the CalTPA tasks is a significant component of that overview.

The CalTPA Center is a prominent feature of the home page of the course website, and students are referred to it early in the program and have access to it at all times. It contains the following materials:  CalTPA Candidate Handbook, A Basic Guide and Support for Video Recording Teachers in the Classroom, CalTPA 4 Video Upload Guide, TPA 4 Video Lesson Content Requirements, CalTPA Task Submission Guidelines, Competing CalTPA Requirements; Video Permission Guidance, Scanning Guidelines, Creating an Exemplary Classroom Videos and Video Upload Guide.  Candidates can also find exemplars of Tasks 2, 3, and 4 there. The calendar for submission and re-submission are maintained on the site as well as the Program calendar and announcement boards.

Policies related to completion of the CalTPA tasks are also prominently included in the Program Handbook, to which students are introduced at Orientation, and which is available on the course website. Students and faculty also use the online discussion boards to discuss and clarify issues regarding submission of the tasks.

Candidates have continuous access to information on due dates, formats, and submission strategies for text and video for the CalTPA task. The study guide for each term lists the relevant CalTPA information, activities throughout the curriculum modules are noted as preparatory for the CalTPA tasks. Candidates are required to submit evidence of the video permission to their regional center along with the Task 4 video; failure to do so results in the video not being scored.

The Program takes various measures to assure that candidates understand that all responses to the TPA must represent their own unaided work. In the Activities that provide directions for each task, candidates are cautioned that the TPA must be their own work and neither their faculty member nor mentor nor master teacher may assist them. The Program Handbook dedicates a section to Academic Honesty and Plagiarism with the CalTPA being mentioned as an example. Finally, when candidates submit their task, they must assure on the website that their submission represents their own work.