Teacher Performance Assessment in California

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-6 - Examining Teacher Candidate Assessment and Teacher Identities

Abstract

This study describes one of those multiple measures of pre-service teachers, the Teacher Performance Assessment, and the various TPA models currently implemented. It examined the perceived value of the TPA from the perspective of 1000 teachers across California now employed and teaching in their own classrooms as beginning teachers. Analyses were completed by university leaders of TPA implementation of various models at both public and private universities with the support of graduate student researchers and School of Education staff. The research team found most teachers surveyed reported an enhanced understanding of key teaching aspects through the TPA assignment, at the same time they reported the TPA to be unacceptably time consuming, stressful during clinical practice, and void of meaningful feedback.

Authors

• Conni E. Campbell, Point Loma Nazarene University

• Carlos C. Ayala, Sonoma State University

• Corey McKenna, Whitworth University

• Gary L. Railsback, Azusa Pacific University

• Frederick Freking, University of Southern California