Teacher Performance Assessment (TPA)



Developing a Nationally Available Pre-service Teaching Performance Assessment (TPA)

The American Association of Colleges for Teacher Education (AACTE) and the Council for Chief State School Officers (CCSSO) are collaborating to develop a national pre-service teacher performance assessment for teacher preparation institutions across multiple states. The project's focus is on developing the pre-service assessment that would be nationally available for states and teacher preparation programs to use in program improvement, licensure, and accreditation.

Recently, the Teacher Performance Assessment changed its name to edTPA. This new name emphasizes the educative nature of the assessment for teacher candidate learning and program renewal. The edTPA website is: edtpa.aacte.org.

Thank you to all who attended the first statewide Teacher Performance Assessment (TPA) Conference on Wednesday, November 10, 2010.

The following presentations from the conference are available as resources for educators as Ohio continues to move forward in the second year of the TPA pilot:

In January, Ohio hosted the first Train-the-Trainer for all TPAC accelerated states.  All six assessment areas (elementary literacy, elementary mathematics, secondary mathematics, secondary science, secondary English/ language arts, and secondary social science/history) were offered here. Maryland and Washington will also be hosting training in early February, each offering three of the six content areas.  

For the latest TPA updates, check out the TPA Winter 2012 Newsletter!  

Key Points of the Initiative:

  • The work will draw on the teaching standards and teaching assessments from the National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC). National Board focuses on identifying accomplished teachers and INTASC on beginning teachers during induction.
  • To ensure technical quality of the assessment, Linda Darling-Hammond and Raymond Pecheone will be co-leaders for the project. Both have recently led the development of the pre-service teacher assessment, the Performance Assessment for California Teachers (PACT). Dr. Pecheone has also led the development of Connecticut's induction portfolio assessment and the INTASC prototype assessments and Dr. Darling-Hammond is well known for her research in Teacher Education, with more than a dozen books and more than 300 articles on education policy and practice. Most recently she has served as education advisor to Barack Obama's presidential campaign and was a candidate for Secretary of Education under his administration.
  • Agreed upon design principles for the Teaching Performance Assessment (TPA).

    The assessment should:
    • be educative for both candidates and experienced educators involved in its implementation;
    • represent a complex view of teaching (artifacts to be collected include lesson plans, videotapes of teaching, student work samples);
    • be centered on student learning;
    • be discipline-specific;
    • consist of integrated tasks; and
    • result in analytic feedback and support.
  • PACT (Performance Assessment for California Teachers), launched in 1998, embodies these design principles. Thirty-two California preparation programs assisted with the development and utilization of the system. More information about PACT can be found at: www.pacttpa.org.
  • PACT is a multiple measure assessment that documents teaching and learning in a 3-5 day learning segment for one class of students. Teaching events are subject-specific with separate forms for multiple subject (elementary) and single subject (secondary) credential areas. California has approved PACT as meeting its reliability and validity standards for rigorous teaching performance assessments.
  • Pilot Plans – participating states and IHES would serve a critical development partners to drive the development of a common teaching performance assessment representing agreed-upon design principles and purposes. The result will be a teaching performance assessment available for national use that:
    • Fits different contexts;
    • Meets rigorous psychometric standards;
    • Focuses attention on agreed-upon standards as apparent in student practice;
    • Provides information so that IHEs can strengthen their programs, make licensure recommendations, and provide evidence for accreditation decisions; and
    • Provides information that states can use to inform teacher quality initiatives, issue initial teacher licenses, and make accreditation decisions.
  • Development is planned for a three-year period. Piloting to occur with increasing number of credential areas being added until assessments are available in every credential area offered by the pilot institutions. At the end of the pilot period, expectations are that state educational agencies and the pilot institutions in higher education will collaborate to identify policy changes needed to successfully implement and take advantage of a teaching performance assessment, for the most part, will be in place. It is believed that a nationally available teaching performance has the potential to drive improvements in teacher quality in the  participating states, through more reliable and more widely shared information about candidate performance. We have been invited to participate in this national initiative, to assist in the development of a national pre-service teaching performance assessment.
  • More information about Ohio TPA can by found at: http://ohiotpa.org/.