Performance Assessment for California Teachers (PACT)

1. Performance Assessment for California Teachers (PACT) Prepared by the CSUS College of Education for Our Field Partners in the Teacher Preparation Programs October 27, 2008

2. TPA – Teaching Performance Assessment History • Credential program standards per SB 2042 require a TPA. • SB 1209 required the TPA to take effect on July 1, 2008. • Three options have been approved: • ETS TPA (CalTPA) • Performance Assessment for California Teachers (PACT) • Fresno Assessment for Student Teachers (for use at CSU Fresno only) • Sacramento State has selected the PACT (more info about PACT at: www.pacttpa.org)

3. The TPA: Basic Principles • A summative assessment that is part of a comprehensive formative and summative assessment system administered by the program • Candidate demonstrates competence in all Teaching Performance Expectations (TPEs) • Candidate performance evaluated in a systematic manner by trained & calibrated assessors • Candidate performance is predictive of future effectiveness, as measured by the California Standards for the Teaching Profession (CSTPs)

4. TPEs & CSTPs: A Comparison

5. UC-Berkeley UC-Davis UC-Irvine UCLA UC-Riverside UC-San Diego UC-Santa Barbara UC-Santa Cruz CSU-Dominguez Hills More info about PACT at: www.pacttpa.org Sacramento State San Diego State San Francisco State San Jose State Stanford Mills College USC San Diego City Schools Intern Program Development of the Performance Assessment for California Teachers (PACT)

8. Anatomy of the Teaching Event

9. Steps towards full implementation of the PACT Assessment System • Establish and maintain on-going feedback loop about the impact of the Teaching Event (if any) on our field partners. • Train assessors – two day training focused on preparation to score content-specific Teaching Events. • Develop calibration process for use prior to each scoring session. • Develop intake/assignment/scoring system to ensure scoring, reporting of scores, and informing candidates follow state-approved guidelines. • Refine support systems (technical, logistical, etc.) for candidates. • Refine program (coursework, student teaching expectations) as needed AND as suggested through analysis of candidate performance data.

10. PACT & Implications for our Field Partners • Candidates must submit a video tape of their teaching. Candidates must also include samples of student work in their Teaching Event documentation. • Parental permission forms • Use of video equipment in classrooms • Candidates will typically require some latitude in developing lesson plans. In addition, all independent teaching subject to the Teaching Event must be completed prior to the 12th week of the semester. • Implications for curriculum goals and pacing schedules

11. PACT & Implications for our Field Partners • Enhanced communication processes and structures with our partners so that districts, schools, and personnel have information they need to support pre-service candidates. • Sufficient support for candidates in intern positions • Technology needs – video cameras, electronic data management systems (e.g., TASK Stream) • Taking teachers’ time into consideration give no or limited funding • Other issues?

12. Items of concern – District Perspectives Shared at Superintendents’ Breakfast • Sample videos for candidates to view so they have models • Parents’ perspective: can students be opted out? Does this distort the quality and authenticity of the video segment? It is important that different options be made available to schools and districts. Students with behavior issues should not be excluded from the video. • MS teaching event – why choose just between literacy or math? Move toward both – adds value to children/schools

13. Next Steps identified by Superintendents • Semi-annual meeting with CSUS CoE to continue collaborative discussions about programs and future directions • “Lead the Way” project to interest middle school students in teaching careers

14. Issues Identified by Cooperating Teachers