Performance Assessment for
California Teachers (PACT)
Prepared by the CSUS College of Education
for Our Field Partners in the
Teacher Preparation Programs
Updated: November 6, 2014
TPA – Teaching Performance
Assessment History
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Credential program standards per SB 2042
require a TPA.
SB 1209 required the TPA to take effect on July
1, 2008.
Three options have been approved:
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ETS TPA (CalTPA)
Performance Assessment for California Teachers (PACT)
Fresno Assessment for Student Teachers (for use at CSU
Fresno only)
Sacramento State has selected the PACT (more
info about PACT at: www.pacttpa.org)
The TPA: Basic Principles
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A summative assessment that is part of a
comprehensive formative and summative
assessment system administered by the program
Candidate demonstrates competence in all
Teaching Performance Expectations (TPEs)
Candidate performance evaluated in a systematic
manner by trained & calibrated assessors
Candidate performance is predictive of future
effectiveness, as measured by the California
Standards for the Teaching Profession (CSTPs)
TPEs & CSTPs: A Comparison
TPE Domain
CSTP Standard
A: Making subject matter
comprehensible to students
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3: Understanding & organizing
subject matter for student
learning
B: Assessing student learning
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5: Assessing student learning
D: Planning instruction &
designing learning experiences
for students
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1: Engaging & supporting all
students in learning
D: Planning instruction &
designing learning experiences
for students
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4: Planning instruction &
designing learning experiences
for all students
E: Creating & maintaining
effective environments for
student learning
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2: Creating & maintaining
effective environments for
student learning
F: Developing as a professional
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6: Developing as a professional
educator
Development of the Performance
Assessment for California Teachers
(PACT)
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UC-Berkeley
UC-Davis
UC-Irvine
UCLA
UC-Riverside
UC-San Diego
UC-Santa Barbara
UC-Santa Cruz
CSU-Dominguez Hills
More info about PACT
at: www.pacttpa.org
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Sacramento State
San Diego State
San Francisco State
San Jose State
Stanford
Mills College
USC
San Diego City
Schools Intern
Program
Figure 1
The Teacher Performance Assessment System/
Electronic Portfolio Elements for Multiple Subjects Programs
Assessments Embedded in the Multiple Subjects Program
The Capstone Teaching
Event
Teaching Event
Demonstrates: Planning,
Instructing, Assessing,
Reflecting
Community
Study
+
Lesson and
Unit Planning
+
Child Case
Studies
+
Analyses of
Student
Learning
+
Curriculum
Teaching
Analyses
Mini subtask
Mini
subtask
◊ Observation/Supervision feedback
Mini subtask
Evidence gathered
through: Lesson Plans,
videos, student work
artifacts and reflective
commentaries
Figure 1
The Teacher Performance Assessment System/
Electronic Portfolio Elements for Single Subject Program
Assessments Embedded in the Single Subject Program
The Capstone Teaching
Event
Teaching Event
Demonstrates: Planning,
Instructing, Assessing,
Reflecting
Community
Study
+
Lesson and
Unit Planning
+
Child Case
Studies
+
Analyses of
Student
Learning
+
◊ Observation/Supervision feedback
Curriculum
Teaching
Analyses
Evidence gathered
through: Lesson Plans,
videos, student work
artifacts and reflective
commentaries
Anatomy of the Teaching
Event
Instructional Context
Planning
Instruction
 Daily lesson
 Video clip(s)
plans for
 Teaching
learning segment Commentary
 Handouts,
overheads, etc.
 Planning
Commentary
Assessment
Reflection
 Analysis of one  Daily reflections
assessment,
 Reflective
illustrated by 3
Commentary
student work
samples + next
steps in
instruction based
on assessment
results
ACADEMIC LANGUAGE
Steps towards full implementation of the
PACT Assessment System
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Establish and maintain on-going feedback loop about the
impact of the Teaching Event (if any) on our field partners.
Train assessors – two day training focused on preparation
to score content-specific Teaching Events.
Develop calibration process for use prior to each scoring
session.
Develop intake/assignment/scoring system to ensure
scoring, reporting of scores, and informing candidates
follow state-approved guidelines.
Refine support systems (technical, logistical, etc.) for
candidates.
Refine program (coursework, student teaching
expectations) as needed AND as suggested through
analysis of candidate performance data.
PACT & Implications for our Field Partners
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Candidates must submit a video tape of their teaching.
Candidates must also include samples of student work in
their Teaching Event documentation.
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Parental permission forms
Use of video equipment in classrooms
Candidates will typically require some latitude in developing
lesson plans. In addition, all independent teaching subject
to the Teaching Event must be completed prior to the 12th
week of the semester.
•
Implications for curriculum goals and pacing schedules
Important Dates and Policies for PACT
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Deadlines: the PACT Teaching Event is usually due on the Monday
of the 10th week of instruction, uploaded to TaskStream by 4:00
p.m. on that date (around 11/10 in the fall and 4/4 in the spring).
Late submissions are rarely permitted but candidates with
extreme extenuating circumstances should contact the Teaching
Credentials Department Chair.
A candidate has two opportunities to submit a Teaching Event. If
the first Teaching Event is scored as a fail, the candidate typically
must complete an entirely new Teaching Event for evaluation.
Only under special circumstances (e.g., only one task is failed),
does the candidate have the opportunity to remediate a section of
the Teaching Event.
All policies are explained in the PACT Handbook
(http://www.csus.edu/coe/pact/)