Reenvisioning Teaching Performance Assessments: How the CalTPA Can Confront Inequities Through an Antiracist Lens

• In Event: Supporting Diversity and Equity in Educator Preparation

Abstract

This paper will explore how a re-envisioned Teaching Performance Assessment (TPA) could be leveraged to question oppressive and deficit oriented practices historically found within PK-12 educational systems. A document analysis of the TPA identified opportunities for programs to use the TPA to engage teacher candidates in reflective practice around the knowledge, skills and dispositions needed for development of critical, equitable and asset oriented learning. The audience will be exposed to the developmental process of this TPA, why terminology was purposefully selected, and suggestions for using rubric level language and constructs to guide anti-racist instructional conversations.

Authors

• Karen Escalante, California State University - San Bernardino

• Lara E. Ervin-Kassab, San Jose State University

• Daniel Soodjinda, California State University Stanislaus