Caltpa candidate information sheet 09 10Assessment classes, using the same self-enrollment codes, for TPA Assessment for Task 1 has different sections and different as well as TPA Assessment.
Note the additional codes in the bottom two left boxes.Please use the self-enrollment codes listed on the chart below and register yourself for TPA courses as soon as possible.
You do not have to wait until the quarter the task is due to self-enroll for the TPA courses.
Orientation Assessment TaskStream Program Name TaskStream Self-Enrollment Code Orientation Assessment TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Mult Subj 09-10tpa1ms TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Art 09-10tpa1art TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Biology 09-10tpa1biol TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy English 09-10tpa1engl TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Geoscience 09-10tpa1geos TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Music 09-10tpa1music TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy LOTE (Language Other Than English) 09-10tpa1LOTE TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Physical Ed 09-10tpa1physed TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Physics 09-10tpa1physics TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Science 09-10tpa1sci TED 5372 5211 TED 09-10 CalTPA Subj-Spec Pedagogy Social Science 09-10tpa1socsci TED 5374 5213 TED 09-10 CalTPA Assessing Learning 09-10tpa3orient 09-10tpa3 TED 5375 5214 TED 09-10 CalTPA Culminating Teaching Experience 09-10tpa4orient 09-10tpa4 Prepare carefully before completing a TPA and read the CalTPA Candidate Handbook.Review the sample task.
Complete the required activities in your student teaching/intern classroom.Login to your task on TaskStream, take the on-line TaskStream tutorial, prior to posting your work: Complete Your TPA on TaskStream Fill in each box on the TPA form (boxes expand to accommodate additional text).If additional documents are required, scan and attach them to your TPA.
Be sure to carefully read each prompt and respond as fully and in as much detail as No late work will be acceptedTasks that are posted after the deadline will be deferred until the following quarter for Task 4 includes a video.
A separate information sheet for this ta demonstrating your ability to modify If there are no EL in your placement, check to see if you can spend some time with an EL in another classroom in the same school.If there are no EL in other classrooms, make arrangements to spend time in a classroom in another school.Usually an intermediate (CELDT level 3) tospecific modifications required by the TPA taspeaker or you may not be able to meet the task requirements.fully consider the nature of the problem and make sure that you can modify instruction to meet the students needs.
say no modifications necessary
or you are very likely to fail the TPA task.
Academic Honesty and TPA Tasks TPAs are governed by the CTC CalTPA Handbook, the CSUEB academic honesty policies and policies outlined in the TED Handbook All TPA work must be original and completed A random selection of TPA tasks wiStudents found guilty of violating the academic honesty policy in completing their TPA tasks are subject to dismissal from the program and notification of CTC Submitting Your TPA Tasks Submit each TPA task by the designated deadline.
Late work will not be accepted
neglect to submit a TPA task.
This makes it much more difficult for the remediation instructor to help you and reYour score will be posted on TaskStream before the end of the quarter total of 12 points on all four TPA tasks, with no score of 0 or 1 to pass If you do not attempt to complete the task you will receive a 0, also a failing score that is given an initial score of 1 or 2:
If you receive 1 or 2 on your TPA task, it will be scored by a second rater.determine the score.
Only the final score and a revise and resubmit will be posted on TaskStream.Remedial course
If your final score on a TPA task is a 0 (no attempt), 1 or 2 you will need to enroll in the remedial TPA class the next quarter and resubmit your TPA task.Enroll in the appropriate Remedial course ).
Please submit the registration form to AE 225, e-mail it to email@example.comThe remediation instructor will contact you shortly after the beginning of the quarter to arrange an appointment to work with you.
attend this appointment.performance Submit the TPA task again before the deadline.Anonymity
Your TPA task will be scored by raters other than your Team Seminar instructor.
Raters will see a number, rather than your name, to preserve your anonymity.
TPA Administration tor and Sheila Dacosta the Assistant You can reach Dr.Lubliner or Ms.Dacosta at the following e-mail:
Cstp 2009California Standards for the Teaching Profession California Standards for the Teaching Profession (CSTP) (2009) Commission on Teacher Credentialing October 2009 California Standards for the Teaching Profession (2009) Commission on Teacher Credentialing State of California Arnold Schwarzenegger, Governor Members of the Commission Caleb Cheung, Chair Teacher Representative Margaret Gaston, Vice Chair Public Representative Constance Baumgardt Blackburn Teacher Representative Josephine Calderon Public Representative
Marlon Evans Public Representative Charles Gahagan Teacher Representative Steven Dean Teacher Representative Leslie Littman Designee, Superintendent of Public Instruction Carolyn McInerney School Board Member Irene Oropeza-Enriquez Administrative Services Representative David Pearson Faculty Representative Ting Sun Public Representative Ex Officio Representatives Shane Martin Association of Independent California Colleges and Universities Marilyn T.McGrath California Postsecondary Education Commission Tine Sloan University of California Beverly Young California State University Executive Officer Dale A.Janssen Executive Director
California Standards for the Teaching Profession (2009) California Standards for the Teaching Profession Advisory Panel (2008-09) Name Employer Representing Priscilla Cox
Elk Grove USD CSBA Cindy Gappa
Tehama COE ACSA Gail Kirby
St.Mary's College AICCU Eloise Lopez Metcalfe
University of California, Los Angeles UC Theresa Montao
California State University,
Northridge CTA Susan Rich
Stanislaus COE CCESSA Sue Westbrook
California Federation of Teachers CFT Ruth Yopp-Edwards
California State University,
Fullerton CSU Wendy Baron
Santa Cruz COE/New Teacher Center at UC Santa Cruz Michelle Cepello
California State University, Chico Lewis Chappelear
Los Angeles USD Nancy Farnan
San Diego State University Helen Garcia Rockett
California State Polytechnic University, Pomona Ira Lit
Stanford University Paula Lovo
Ventura COE Robert McClurg
Rescue USD Betty McEady
Chapman University College Cara Mendoza
Fairfield-Suisun USD Marisol Rexach
Santa Ana USD Luis Rodriguez
Los Angeles USD Jodie Schwartzfarb
New Haven USD Steve Turley
California State University,
Long Beach Andrea Whittaker
San Jose State University
Ting Sun Commission LiaisonStaff Working with the CSTP Advisory Panel Terry Janicki
Commission on Teacher Credentialing Karen Sacramento
Commission on Teacher Credentialing Teri Clark
Commission on Teacher Credentialing Edna Shoemaker
California Department of Education Ellen Ringer
California Department of Education California Standards for the Teaching Profession California Standards for the Teaching Profession (2009) (CSTP)
(2009) Table of Contents Introduction ............................................................................................................................1A Holistic and Developmental Vision of Context of Teaching in History of the California Standards for the Teaching .............................................................3 Organization of the StandardsStandard 1: Engaging and Supporting All Students in Standard 2: Creating and Maintaining Effective Environments for Student Learning..............7 Standard 3: Understanding and Organizing Subject Matter for Student Learning...................10 Standard 4: Planning Instruction and Designing Learning Experiences for All........12 Standard 5: Assessing Students for Standard 6: Developing as a Professional California Standards for the Teaching Profession (2009) California Standards for the Teaching Profession
(CSTP) (2009)A growing body of research confirms that the quality of teaching is what matters most for students development and learning in schools.Teaching is a professional endeavor, one in which effective practice is driven by an understanding of knowledge in the field and a commitment to all students and their families.Excellent teaching requires knowledge, skills, artistry, passion, and commitment.
Effective teachers integrate the following: (1) ethical concern for children and society; (2) extensive subject matter competence; (3) thoughtfully selected pedagogical practices; and (4) a depth of knowledge about their students, including knowledge of child and adolescent development and learning; an understanding of their individual strengths, interests, and needs; and knowledge about their families and communities.Effective teaching requires careful crafting of learning communities built on trust and respect, as well as routines, expectations, resources, and strategies that support diverse students intellectual engagement in learning.Effective teaching happens through thoughtful planning focused on defined outcomes for student learning and leveraging of teachable moments.Effective teaching is revealed in the ways in which teachers respond to the strengths and needs of individual students while engaging and supporting all students in their learning.Effective teaching is a form of inquiry wherein teachers use evidence and analysis of students strengths and struggles, and their own performance, to guide their practice in support of student learning.
Effective teaching relies on engagement within a professional community.Moreover, effective teaching requires the ability to successfully integrate elements of the professional knowledge base in the service of learning, growth, and development of diverse students across varying contexts.Finally, effective teachers share a common set of professional and ethical obligations that includes a profound and fundamental commitment to the growth and success of the individual students within their care as well as to the strengthening and continual revitalization of