The Commission on Teacher Credentialing (CTC) revised the current CalTPA and created a new version of the assessment. The revised CalTPA is structured around two full instructional cycles based on the pedagogical sequence of plan, teach and assess, reflect, and apply, each conducted within a school placement. The complete sequence will be addressed by each instructional cycle, with candidates providing evidence of instructional practice for each step. Acceptable evidence may be in a variety of forms, including annotated video clips and written narrative. As the revised CalTPA is designed to address subject-specific teaching and learning, candidates will be asked to respond to the instructional cycles within the context of their teaching assignments.
- Instructional Cycle 1 focuses on getting to know students' assets and needs and using that information for instructional planning. Candidates will be asked to demonstrate how they use knowledge of their students and instructional strategies, including developing academic language, implementing educational technology, monitoring student learning, and making appropriate accommodations and/or modifications during the teaching of a lesson to meet individual student needs. In addition, they will demonstrate how they establish a positive learning environment and provide social and emotional supports through interactions with students.
- Instructional Cycle 2 focuses on assessing, during instruction, student learning and using multiple assessment outcomes to plan for and promote learning for all students. In this instructional cycle, for one class of students, candidates will use what they know about their students and learning context to plan and teach an instruction and assessment sequence based on California state standards and/or curriculum frameworks or equivalent and provide feedback to students about the qualities of their performance for two types of assessment: 1) informal—monitoring of student learning and adjusting instruction while teaching to maintain active engagement in learning and 2) formal—collecting and analyzing student assessment data to plan and modify further instruction.