National University
Preliminary Teacher Credentialing Programs
(Multiple Subject and Single Subject)
Teacher Candidate Handbook
2013-2014
1
Table of Contents
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24.
Document Name
(BA) Early Childhood Program’s Course Sequence
(BA) Teaching Credentials Programs’ Course Sequence
(Grad.) Teaching Credentials Programs’ Course Sequence
FAQs: Teacher Credentialing
Teaching Credential: State and NU Requirements
CBEST Resources
CSET Resources
6 Professional Standards: TPEs & CSTPs Chart
Teaching Performance Expectations (TPEs)
TPA-Task Summary
TPA Submission Guidelines
TPA (FAQs)
TPA Honor Code
TPA Honor Code Guidelines
TPA & Program -- Course Connections
Securing Field Experience K12 Classrooms
Field Experience Letters: Admin. & Teacher
Field Experience Log (an example)
NU Lesson Plan Format
Candidate Assistance Plan (CAP)
Disposition Survey
CTC-Division on Professional Practices (FAQs)
NEA-Code of Ethics
TPA Town Hall Meeting Schedules
Page
3
5
6
8
21
22
23
27
28
35
36
40
48
50
52
54
56
58
60
62
64
67
70
72
2
(# 1)
Major in Early Childhood Development with a
Preliminary Multiple Subject Teaching Credential
(BA)
Program Outline
Preparation for the Major
(4 courses; 18.0 quarter units)
ECE 201 The Growing Child: Zero to 8
ECE 210 Child, Family, School and Community
ECE 211 Diversity: Development & Education
HED 220 Health, Nutrition and Safety
Requirements for the Major
(13 courses; 58.5 quarter units)
ECE 464 Ethical and Legal Issues
ECE 330 Early Cognition
Prerequisite: ECE 201, ECE 210, HED 220, and ECE 211
ECE 410 Early Language and Literacy
Prerequisite: ECE 330
ECE 415 Designing Emergent Curriculum
Prerequisite: ECE 330
ECE 420 Nature, Numbers and Technology
Prerequisite: ECE 330
ECE 430 Play as Pedagogy
Prerequisite: ECE 330
ECE 440 Observing, Assessing & Planning
Prerequisite: ECE 330
ECE 443 Children with Special Needs
Prerequisite: ECE 330
ECE 445 Strategies: Guiding Behaviors
Prerequisite: ECE 330
ECE 446 Literature and Young Children
ECE 435 Music, Movement, Drama, Dance
3
Program Outline
ECE 465 Crisis Trauma and Abuse
HIS 410 California History
Prerequisite: ENG 100, ENG 101
All Early Childhood Education coursework has field experience
component.
Teacher Education Core Requirements
(4 courses; 18 quarter units)
TED 305 Teaching as a Profession
TED 330A Reading and Lang. Arts Methods
Prerequisite: TED 305, or TED 320, or TED 306
TED 350 Math and Science Methods
Prerequisite: TED 305, or TED 320, or TED 306
TED 430 Special Needs Students
Prerequisite: TED 305, or TED 320, or TED 306
All Teacher Education coursework has field experience component
Student Teaching Requirements
(4 courses; 13.5 quarter units)
TED 530A Student Teaching I
Co-requisite: TED 531A
TED 530B Student Teaching II
Prerequisite: TED 530A, Co-requisite: TED 531B with minimum
grade of S
TED 531A Student Teaching Seminar I
Co-requisite: TED 530A
TED 531B Student Teaching Seminar II
Prerequisite: TED 530A with a minimum grade of Pass, and TED
531A with a minimum grade of Pass, and Co-requisite: TED 530B
4
(# 2)
BA Interdisciplinary Studies with Multiple Subjects
Teaching Credential (MS)
&
BA with Teaching Major –Single Subjects
Teaching Credential (SS)
TED 300
TED 310
TED 410
TED 430
TED 420
TED 340
TED 330A
TED 350
TED 380
TED 355
TED 330B
TED 420
TED 340
TED 434
TED 450
TED 455
TED 461
TED 464
TED 531A
TED 531B
TED 530A
TED 530B
Foundation Courses
(MS/SS)
Fundamentals of Education
(MS/SS)
Development and Learning
(MS/SS)
Multicultural Literature
(MS/SS)
Instructional Strategies for Students with Special Needs
Multiple Subjects Method Courses
(MS)
Diversity in Teaching and Learning
(MS)
Reading in the Content Area
(MS)
Reading and Language Arts Methods-Elementary
(MS)
Math and Science Methods
(MS)
Visual/Performing Arts and Physical Education Methods
(MS)
History and Social Science Methods
Single Subjects Method Courses
(SS)
Reading/Language Arts Methods-Secondary
(SS)
Diversity in Teaching and Learning
(SS)
Reading in the Content Area
Plus 1 of the Following (based on Teaching Major)
(SS)
Social Studies Methods
(SS)
Methods of Teaching English
(SS)
Methods of Teaching Science
(SS)
Mathematics Teaching Methods
(SS)
Methods Teaching Secondary Health Science
Clinical Practice
(MS/SS) Student Teaching Seminar I
(MS/SS) Student Teaching Seminar II
(MS/SS) Student Teaching I
(MS/SS) Student Teaching II
5
(# 3)
GRADUATE Preliminary Multiple or Single Subjects
Teaching Credentials and Internship Option (CA)
CO-REQUISITE (9.0 units)
HEDx 1101x Intro Health Ed: K-12
EDTx 1201x Computer Technology in Classrooms
And
CORE (18.0 units)
TED 602 Educational Foundations
SPD 604 Psychological Foundations of Education
TED 606 Equity and Diversity
SPD 608 Exceptionalities
Then, select one Teaching Credential Area below
Teaching Credential Areas
MULTIPLE SUBJECTS AREA (22.5 units)
SINGLE SUBJECTS AREA (22.5 units)
TED 621A Second Language Methods
TED 623 Second Language Methods
TED 621B Reading & Language Arts Methods
TED 632 Content Area Curriculum
TED 635 Methods: Soc.Sc/Health/PE/Art
TED 633 Content Area Instruction &
TED 636 Methods: Math & Science
Assessment
TED 626 Classroom Management
TED 634 Content Area Literacy
TED 626 Classroom Management
And
Clinical Practice Path (*Must have verified teaching contract with designated school district)
STUDENT TEACHING (13.5 units)
*INTERNSHIP (18.0 units)
TED 530A Student Teaching I
TED 610 Best Internship Practices
TED 530B Student Teaching II
TED 628A Internship Clinical Practice I
TED 531A Student Teaching Seminar I (2.25 Units)
TED 628B Internship Clinical Practice II
TED 531B Student Teaching Seminar II (2.25 Units)
TED 631A Internship Seminar I (2.25 Units)
TED 631B Internship Seminar II (2.25 Units)
For M.Ed. Students----Specialization Options (select one)
(each Specialization composed of 4 Courses/18 units)
Educational
Teaching
Teach. & Learn in
eTeaching &
Best Practices
Technology
Mathematics
Global Society
Learning
** CAPSTONE (4.5 units)
TED 690 Capstone Experience
6
List of Specialization Areas & Courses

Best Practices - 4 Courses 18 Units
o MAT 670 Theory Best Practice Teaching
o MAT 671 Applied Best Practice Strategies in Class Instruction
o MAT 674 Differentiated Instruction
o MAT 675 Integrating Multimedia

Educational Technology - 4 Courses 18 Units
o EDT 605 Education Theory & Technology
o EDT 610 Teaching Online
o EDT 660 Multimedia and Interactive Technologies
o EDT 671 Curriculum Design for Online Learning

eTeaching & Learning - 4 Courses 18 Units
o ETL 680 Introduction to e-Teaching
o ETL 682 Active Teaching and Learning
o ETL 684 Differentiated Online Instruct
o ETL 686 Designing Instr Materials

Teacher Leadership- 5 Courses 22.5 Units
o MAT 651 Assessing Educational Leaders
o MAT 652 Leadership Accountability
o MAT 653 Motivational Leadership
o MAT 654 Seminar in Social Issues
o MAT 655 Leadership Impact Seminar

Teach. & Learn in Global Society - 4 Courses 18 Units
o TED 665 Cognition, Language and Culture
o TED 666 Culture and Linguistics
o TED 667 Diversity and Change
o TED 668 Multicultural Literature

Teaching Mathematics - 4 Courses 18 Units
o MAT 635 Contemporary Issues/Challenges
o MAT 636 Algebra and Number Theory
o MAT 637 Geometry and Measurement
o MAT 638 Probability and Statistics
7
(# 4)
FAQs: Credential Programs
Please use the following answers as a ‘guide’.
Specific information is found at
http://www.nu.edu/OurPrograms/SchoolOfEducation/TeacherEducation.html
and
NU Catalog http://www.nu.edu/OurPrograms/Catalog.html
-- National University -1.
Is NU on a quarter or semester system?
 NU is a 12-month university, so you can start taking courses at the beginning of any month
you so choose.
 Each course (except clinical practice) is a one-month course.
 Each course is 4.5 quarter units.
 So, at NU, you are taking a course taught during a ‘quarter’ (12 weeks), and moving it into a
one-month format.
 For this reason, students at NU, take only one course a month.
2.
When can I start my program?
 Almost all of National University’s teacher preparation courses are one-month.
 And, all credential courses are taught every month of the year.
 As soon as you complete your application materials, begin at any time (any month) you so
choose.
 You must also complete the Credential packet (see question #23).
3.
I want a program where it is not hard to get into classes.
 You can take a course (online) any month you desire. You can start your program, any month
you wish.
4.
Can I start taking a course immediately online?
 To take a credential course, you must, first, have Fingerprint Clearance through the CTCtypically by obtaining a Certificate of Clearance(see Credential Packet, question 23 # )
 While you are waiting to receive your Certificate of Clearance, you can take :
o The two Extended Learning courses
 HEDx 1101x
 EDTx 1201x
5.
Can I start taking a course immediately onsite?
 Um, onsite courses run in a sequence and start at a particular time.
 Therefore, please check with your Admission Advisor
6.
Can I take all of my ‘teacher credentialing’ courses online?
 No, unless a specified ‘hardship’ exists; at which point, the candidate will be required to
submit an official petition to the Committee on Academic Standards (CAS).
 95% of all teacher candidates take these two courses on-ground.
8


Two courses in the credential programs will be taken onsite:
o TED 626 Classroom Management (taken before student teaching or internship)
o TED 531A/B Student Teaching Seminar or TED 631A/B Intern Seminar
Two primary reasons for requiring these two onsite courses:
o Course content lends itself to being taught onsite.
o To ensure candidates and faculty members have face-to-face interactions at critical
times in the programs
7.
Can I stop taking a course for a month, if I need to?
 Yes, you can. However breaks in your schedule may impact your Financial Aid, so be sure to
contact your local FA Advisor for advisement.
8.
What about the GI Bill/Yellow Ribbon Process?
 Yes, National University is a Yellow Ribbon participating institution. To obtain the full housing
stipend money, classes must be taken onsite. All courses tuition costs are covered by the GI
Bill. National University has a VA processing center for your convenience.
 Contact Military Admissions (877) 628-6828
9.
I want a program where I get a lot of personal attention.
 We have online and onsite advising.
 At National University, we take a ‘team’ approach to your program and you can begin with:
o Faculty Advisor--Once a student is admitted to our teaching credential programs, a
full-time faculty member will meet with him/her for an ‘advising and program
orientation meeting’. The faculty member becomes the person’s ‘faculty advisor’.
Your Admission Advisor will direct you to your Faculty Advisor.
o Admission Advisor—Provides assistance in admission, scheduling courses, and
procedures. We have online and onsite advising.
o Credential Program Specialist is located at every academic center/campus and
online. They will direct you on all matters in earning the credential, online and/or
onsite.
 For more information about these three support providers, Financial Aid Advisors, Student
Concierge Services, and more –see the information located at question 45.
-- California’s Preliminary Teacher Credential -10.
What is CCTC?
 CCTC stands for the California Commission on Teacher Credentialing, although, it is now
referred to as, just, CTC (Commission on Teacher Credentialing).
 The commission governs all teacher preparation and credentialing matters.
 They are located at www.ctc.ca.gov
11.
What type of teacher credential will I earn?
 Teacher candidates earn ‘2042 Preliminary Multiple or Single Subject Teaching Credential’
12.
What does ‘2042’ and ‘preliminary’ mean?
 2042 refers to Senate Bill 2042 which established the most recent requirements for the
preliminary teaching credential.
 For California, the ‘initial’ or ‘basic’ or ‘level 1’ credential is referred to as the preliminary
credential.
9
13.
To teach in California, is that the only teacher credential I will need to earn?
 Once an individual earns the 2042 Preliminary Multiple Subject Teaching Credential, it is valid
for five years.
 Within the five year period, the state requires the individual to earn a ‘Clear Credential’.
 According the FAQs (http://www.ctc.ca.gov/credentials/FAQ/faq-general.html ) from the
Commission on Teacher Credentialing (CTC), individuals …
o “must complete a Commission-approved professional teacher induction program in
order to obtain the clear teaching credential.
o If the employing agency (school district/private school) verifies that an approved
induction program is unavailable, the clear credential candidate may complete a
Commission-approved SB 2042 clear credential teacher preparation program …
through a California college or university”.
-- NU’s Teacher Credentialing Programs -14.
If I do not have a Bachelor’s degree, can I still earn a preliminary teacher credential?
 Yes.
 There are two primary degree pathways to obtaining a teacher credential at National
University: a) BA and b) Post-BA or graduate pathways.
 Within the BA pathway, you have the option to earn a Multiple or Single Subject teacher
credential.
15. Is there more than one content area for the BA Single Subject program?
 Yes.
 Currently, you can select one of the following content areas:
o Social Studies
o English
o Mathematics
o Health Science
o Spanish
16. Are the teacher credential requirements the same for BA and Post BA programs?
 Yes.
17. If I already have a Bachelor’s degree, how can I earn a Multiple or Single Subject teaching
credential from National University?
 There are three programs options:
o Preliminary Multiple Subject Teaching Credential with Internship Option program
o Preliminary Single Subject Teaching Credential with Internship Option program
o M.Ed. and Preliminary Multiple or Single Subject Teaching Credential with Internship
Option program
18. What are the differences between the Credential ONLY and M.Ed. programs?
 The General Education Credential Only program consists of the Credential courses listed on
page 6 and does not result in a degree.
 The M.Ed. degree is composed of the same Credential courses PLUS five to six additional
courses to earn the M.Ed. degree.
10
19. How do I qualify to enter the University Internship Program (also see questions 40 - 43)?
 First, you must have a teaching position in a school and provide verification of a teaching
contract (minimum of 30 hours/week) in your content area.
 Complete CTC requirements:
i. Complete 120 hours of Pre-Service Coursework
ii. Meet the Basic Skills requirement (i.e., pass CBEST)
iii. Possess Fingerprint Clearance (e.g. Certificate of Clearance)
iv. Provide proof of Negative TB test results
v. Meet Subject-Matter Competency (i.e. pass CSET in your content area)
vi. Complete university and school district internship paper work
vii. Be issued a University Internship Credential
-- Application Process: Teacher Credentialing Programs –
20. How do I begin the application process to the university and program?
 You need to work with an Admission Advisor (for more information, see question 44).
 You can contact an Admission Advisor online or in person:
o Email: advisor@nu.edu.
o In Person www.nu.edu (select Locations, select the nearest center).
o Telephone (800) NAT-UNIV (628-8648).
21. What are the entrance requirements for the university and graduate teacher credential programs?
a. Evidence of a Bachelor’s degree with a GPA of 2.5 or above
b. Completed application for admission to National University
c. Pay a non-refundable application fee of $60.00.
d. Tuition for a graduate level one-month, 4.5 qt. unit course is $1,728.
22. Do I have to take the GRE or Millers Analogy exams?
a. No, National University believes in open access to those students who meet the general
admission requirements
23. What about application procedures for the teacher credentialing programs?
 Applicants to all of National University’s credential programs must complete the credential
program admissions procedures within 30 days of enrollment; the requirements include
completion of the:
o Credential Orientation (see the video link located in the Welcome Letter emailed to you)
o Credential Packet
24. When will I receive the Credential Packet?
 When you are accepted into the program, you will receive a Welcome Letter (email) from
National University. Contained within the email will be:
o Orientation (video)
o Within the Orientation video, information and instructions about completing the
Credential packet.
 The Credential packet must be completed and submitted to your Credential Specialists within
30 days after acceptance into the program.
 After 30 days, you will receive additional emails asking you to submit your completed packet.
11

After 90 days, you will be locked out of the program and blocked from scheduling any
courses, if you have not successfully completed and submitted a Credential packet to the
Credential Specialist.
25. What is the Credential Packet?
 The Credential Packet contains many forms requiring the candidate to complete.
 The packet includes a number of state required forms, such as:
o Fingerprint Clearance through the CTC (e.g. Certificate of Clearance) Verification of
negative TB results
o Faculty Advising (required attendance at a program orientation meeting)
o Acknowledgement of Terms and Agreements
o Student Teaching Request
o Completion of Basic Skills Requirement (see question #29)
o Completion of Subject-Matter Competency (see question #31)
26. Why is the Credential Packet important?
 Submitting your completed packet to a Credential Specialist is one of the steps in applying to
the credential program.
 Once the packet is entered into the university’s system, you will be allowed to take your
credential courses.
27. What is a Certificate of Clearance?
 A Certificate of Clearance verifies you have successfully completed the Commission's
fingerprint and identification procedures.
 The application for the Certification of Clearance and steps for submitting it are in the
Credential packet.
28. How do I apply for a Certificate of Clearance?
 See your Credential packet, received when you are accepted into the program
 You can also see the application procedures, by going to
http://www.ctc.ca.gov/help/application/cert-of-clear.html
29. When must I have a Certificate of Clearance?
 To register for any teacher credential course, you must show proof of having Fingerprint
Clearance this requirement can be fulfilled by possession of a valid CA Credential or Permit.
However most candidates will apply for a Certificate of Clearance.
 You need to submit your Certificate of Clearance to a Credential Program Specialist.
30. What about Faculty Advising?
 All candidates are required to meet with a faculty advisor prior to submitting their completed
Credential Packets.
 Meeting with your faculty advisor requires attending a ‘program orientation’ meeting, held in
a group setting at your local NU academic center.
 Meeting your faculty advisor will be arranged through your Admission Advisor or Credential
Program Specialist.
31. What is the Basic Skills Assessment Requirement?
 The Basic Skills Assessment is a requirement for the state of California’s educator credentials
and covers reading, mathematics and writing.
12




You can meet the requirement in one of several ways, such as:
o Passage of CBEST (California Basic Educational Skills Test)
o CSU Early Assessment Program (effective January 2009)
o Passage of a basic skills examination from another state.
For the Graduate Programs Only: At National University, proof of passing an approved Basic
Skills Assessment must be completed prior to starting the Multiple or Single Subject Method
courses (starting with TED 621A-multiple or TED 623 single)
A detailed description of this requirement from the Commission on Teacher Credentialing
(CTC) is located at http://www.ctc.ca.gov/credentials/leaflets/cl667.pdf
For additional resources—see https://www.Taskstream.com/ts/manager140/cbestprep
32. When do I have to pass CBEST?
 The Basic Skills Assessment (eg. CBEST) must be attempted prior to returning a completed
Credential Packet.
 For the Graduate Programs Only: At National University, proof of passing an approved Basic
Skills Assessment (e.g. CBEST) must be completed prior to starting the Multiple or Single
Subject Method courses (starting with TED 621A-multiple or TED 623 single)
 Proof of passing a Basic Skills Assessment (e.g. CBEST) must be on file with the university prior
to Student Teaching (applies to Graduate and Undergraduate Programs)
 We strongly advise new applicants to the program to pass CBEST as soon as possible.
 You can take as many attempts as needed to pass CBEST
 Passing scores are good indefinitely.
 Website: http://www.ctcexams.nesinc.com/about_CBEST.asp
33. What about CSET?
 CTC requires each candidate to show ‘subject matter’ competency. There are two ways to
demonstrate competency.
o The first avenue is through completion of a Commission-approved Subject Matter
Waiver Program.
or
o The second way, you are required to pass a state exam called the California Subject
Examinations for Teachers (CSET).
34. When do I have to pass CSET?
 The Subject Matter Competency (e.g. CSET) must be scheduled, attempted, passed or the
candidate may be enrolled in a CSET Prep Course prior to returning a completed Credential
Packet.
 For the Graduate Programs Only: At National University, the Subject-Matter Competency
requirement must be completed prior to starting the method courses (TED 621A or 623)
 Proof of meeting Subject Matter Competency (e.g. CSET) must be on file with the university
prior to Student Teaching (applies to Graduate and Undergraduate Programs)
 We strongly advise new applicants to the program to pass the CSET as soon as possible.
 Each CSET subtest expires 5yrs from completion
 Website: http://www.ctcexams.nesinc.com/about_CSET.asp
35.
Besides admission, are there additional costs and when do I need to pay them?
State/Program Requirement
Purpose
Timing
Cost
13
State/Program Requirement
Fingerprint Clearance (e.g. Certificate of
Clearance)
www.ctc.ca.gov/help/application/certof-clear.html
(state law)
CPR (Infant, Child & Adult)
Cardiopulmonary Resuscitation
(state law)
TB Negative Test
(Tuberculosis Test)
(state law)
Purpose
Required for all TED
courses.
$29.50
Verifies the individual can perform
basic first aid to K12 students.
Prior to program end.
$30 (average)
Verifies individual does not carry
tuberculosis.
Program start
Varies by
individual
Candidates must show proof of
meeting the Basic Skills Requirement in
three areas: reading, mathematics, and
writing skills. These areas found to be
important for the job of an educator.
CBEST is one of the possible routes to
meeting this requirement.
RICA (Multiple Subjects only)
Reading Instruction Competency
Assessments
www.rica.nesinc.com/
(state law)
Measures an individual's knowledge,
skill, and ability relative to effective
reading instruction.
CalTPA-Four Individual Tasks
Teacher Performance Assessment
www.ctc.ca.gov/educator-prep/TPA.html
(state laws)
Taskstream
www.Taskstream.com
(private vendor used by NU for CalTPA)
Cost
Verifies the individual has completed
and passed the Commission's
fingerprint and character and
identification process.
Basic Skills Requirement
such as—(CBEST:CA Basic Educational
Skills Test)
www.cbest.nesinc.com
(state law)
The test does not measure the ability to
teach these skills.
Subject Matter Competency
(CSET-CA Subject Exam. for Teachers)
www.cset.nesinc.com
(state requirement)
Timing
All Multiple & Single Subject Teaching
Credential candidates must
demonstrate ‘subject-matter’
competency, by earning passing scores
on the CSET OR through completion of
a Commission-approved Subject Matter
Waiver Program.
Measures the candidate's knowledge,
skills and ability with relation to
California's Teaching Performance
Expectations (TPEs), including
demonstrating his/her ability to
appropriately instruct all K-12 students
in the Student Academic Content
Standards.
Web-based software designed to
manage electronic CalTPA
materials/submission.
Prior to TED 621A or
623
(St. Teach. & Intern)
TED 621A/623 is the
first course in the
Multiple/Single
Subject Method
courses
Completed prior to
program completion.
Prior to TED 621A or
623
(St. Teach. & Intern)
TED 621A/623 is the
first course in the
Multiple/Single
Subject Method
courses
Tasks 1 and 2 passed
prior to student
teaching. Tasks 3 and
4 passed during
clinical practice or
thereafter. Tasks 1-4
passed during
Internship
$41 PaperBased Testing
$61 ComputerBased Testing
(good
definitely)
$171 Written
Exam
(good for 5
years)
$210
(average)
(good for 5
years)
Pay per Task:
Task 1 - $65
Task 2 - $65
Task 3 - $65
Task 4 - $110
(total - $305)
Yr.1-$42
Yr.2-$69
-- California Teaching Performance Assessment (CalTPA) -14
36. What is CalTPA?
 CalTPA stands for California Teaching Performance Assessment. This is a CTC requirement.
 National University uses the CalTPA model, which includes four developmental tasks.
 Each CalTPA task focuses on the six teaching standards called the Teaching Performance
Expectations (TPEs) Domains.
 Each CalTPA task is a written exam, requiring the candidate to respond to a series of specific
questions.
 The CalTPA is an ‘open’ exam.
 Candidates must pass CalTPA Tasks 1 (Subject-Specific Pedagogy) and Task 2 (Designing
Instruction) before applying to student teaching.
 For review- all materials, including the four tasks are located at:
http://www.ctc.ca.gov/educator-prep/TPA-California-candidates.html
Please note: All work on the CalTPA will be completed within the online environment of
Taskstream. Paper submissions will not be accepted (see Q&A 43).
37. Are there costs associated with CalTPA?
 Yes, there are two major costs: CalTPA submission and Taskstream.
 Candidates pay each time they submit a CalTPA task (total - $305):
o Task 1 - $65
o Task 2 - $65
o Task 3 - $65
o Task 4 - $110

Candidates pay a registration fee for Taskstream:
o 1 Semester--$25
o 1 Year -- $42
o 2 Years -- $69
o 3 Years -- $91
38. Are there are any resources to help me pass CalTPA?
 Every student admitted to the teaching credential program, receives a ‘Welcome’ letter
(electronic). The letter includes a link to the Credential Orientation.
 Within the Credential Orientaion, CalTPA is discussed and resources are provided
 We strongly encourage all candidates to attend an onsite TPA Town Hall meeting at their local
academic center.
 Additionally, National University has website at:
http://www.Taskstream.com/ts/manager17/TPANU.html
39. When do I have to pass the CalTPA tasks?
 Before Student Teaching application
o Task (1) Subject Specific Pedagogy (SSP)
o Task (2) Designing Instruction (DI)
 Before applying for your Credential:
o Task (3) Assessing Learning (AL)
o Task (4) Culminating Teaching Experience (CTE)
40. Who evaluates my four CalTPA tasks?
 Working with CTC representatives, National University uses external CalTPA assessors.
15
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

The assessors are highly regulated to ensure uniformity throughout the state and high interrater reliability.
All CalTPA assessors remain anonymous to the NU candidates.
Likewise, all NU candidates’ CalTPA task submissions are provided with anonymous
identification numbers.
41. How do I submit my CalTPA Tasks?
 National University uses Taskstream, a web-based, electronic management system.
 All candidates submit their CalTPA tasks through Taskstream.
 All CalTPA Assessors score the tasks and submit the scores through Taskstream.
 Candidates can, also, use Taskstream to create professional portfolios as well as use the
standards-based lesson plan and rubric templates.
-- Clinical Experiences –
42. What are clinical experiences?
 Clinical experiences are the culminating experiences of their teacher preparation programs.
 Clinical experiences occur in designated university-K-12 school placement sites.
 There are two types of clinical experiences: student teaching and intern.
43. Are both clinical experience types like full-time jobs?
 Yes.
 Student teaching requires a full-day, 5-days a week commitment for 80 (16-18 weeks) K12
school days.
 Internship is a full-time teaching job.
44. Am I given university or K12 support during the clinical experience time?
 Yes, student teachers and interns have 1 or 2 K12 Site Support Provides (SSPs) and one
University Support Provider (USPs).
45. What are the differences between the Student Teaching and Intern?
Items
Student Teaching
Internship
Credential Earned
2042 Preliminary Multiple or Single
Subject Teaching Credential
2042 Preliminary Multiple or Single
Subject Teaching Credential
Program of
Enrollment
Clinical Practice
Related Courses
Must have a full-time
contract for a
teaching position
Length
Preliminary Multiple or Single Subject
Teaching Credential and Internship
Option
 TED 530A Student Teaching I
 TED 530B Student Teaching II
No
16-18 continuous weeks
Preliminary Multiple or Single Subject
Teaching Credential and Internship
Option
 TED 628A Internship Clinical Practice I
 TED 628B Internship Clinical Practice II
Yes, at 20 hours/week minimum for a
teaching contract to be honored for an
Intern Credential
 Teaching Contract is generally, 8
continuous months.
16
Items
Placement
Requirements to Start
Clinical Practice
Clinical Practice
Personnel
*CA-Teacher
Performance
Assessment
(CalTPA)
*Four Teaching
Performance Tasks
Co-Requisite Courses:
1. HEDx 1101x
Across K12 Health
Curriculum
2. EDTx 1201x
Computers in
Education
Credential Courses
Student Teaching
 Made by the University.
 Successful Student Teaching
application.
 Completion credential courses
 Pass CalTPA: SSP (1)
 Pass CalTPA: DI (2)
 Pass CBEST
 Pass CSET
 Certificate of Clearance
 Negative TB test
 One University Support Provider
 Two Site Support Providers
(from K12 school site)
Prior to
CalTPA One SSP Student
Teaching
Prior to
CalTPA Two
DI Student
Teaching
During
CalTPA
AL Student
Three
Teaching
During
CalTPA Four CTE Student
Teaching
Internship
 Intern Credential is good for two years.
 Based on the acquisition of a full-time
teaching position obtained by the
teacher candidate—prior to beginning
the Internship program at the
University.
 Successful Intern Eligibility application.
 District-University Agreement
 Completion of 3 Pre-Service Courses
(see below).
 Intern Credential (CTC-application)
 Pass CBEST
 Pass CSET
 Certificate of Clearance
 Negative TB test
 One University Support Provider
 One Site Support Provider
(from K12 school site)
During
CalTPA One
SSP
Internship
During
CalTPA Two
DI
Internship
During
CalTPA Three
AL
Internship
During
CalTPA Four
CTE
Internship
 Two Extended Learning courses taken
at any time.
 Two Extended Learning courses taken at
any time.
Taken prior to student teaching:
Pre-Service Courses taken prior to starting
the Internship:
Core/Foundation (4 courses)
 TED 602 Foundations of Education
 SPD 604 Psychological Foundations
 TED 606 Equity and Diversity
 SPD 608 Exceptionalities
 TED 621A Lang. Develop. Methods
 TED 621B Reading & Lang. Arts Methods
 TED 626 Classroom Management
Credential Area-Methods (5 courses)
 4-Multiple or Single Subj. Methods
17
Items
Student Teaching
Internship
 TED 626 Classroom Management
During Student Teaching:
 TED 531A Student Teaching Seminar
 TED 531B Student Teaching Seminar II
Course taken during
student teaching or
internship
During Internship:









TED 610 Best Internship Practices
TED 631A Internship Seminar I
TED 631B Internship Seminar II
Any of the remaining credential courses,
not already taken, including:
TED 602 Foundations of Education
SPD 604 Psychological Foundations
TED 606 Equity and Diversity
SPD 608 Exceptionalities
2 courses—Multiple or Single Subj.
Methods
-- Advising Information -46. I get confused with National University’s various advisors. Who are they? How do they differ from
each other?
Here is a brief chart to help you distinguish between the various support advisors:
Advisor

Admissions
Advisor



Responsibilities
Advises students regarding:
o admission requirements
o application processes
o transfer credit
o course waivers
o academic standards.
Works with students to:
o schedule courses
o process special requests (*CAS)
Provides resource information about;
o online learning
o writing center
Directs students to other support advisors:
o Financial Aid
o Credential Placement Specialists
Location
 Each
Academic
Center
 Online
Contact Information
www.nu.edu
 Select Locations
www.nu.edu
 Select
18
Advisor
Credential
Program
Specialist
Responsibilities
 Provides each teacher candidate with CA
Commission on Teacher Credentialing (CTC)
requirements and procedures used to obtain a
California teaching credential.
 Directs each candidate on documentation
requirements and submissions.
 Provides information on CTC examinations (CSET,
CBEST, RICA, CalTPA)
 Maintains candidate files and assures
confidentiality of credential files.
 Schedules specialized credential courses.
 Conducts exit interviews
 Supports candidates in filing needed CTC
documentation , ensuring all university and CTC
Location
 Each
Academic
Center
 Online
 Email
 Telephone
 Each
Academic
Center
Student
Finance
Advisor
 Provides information on available financial
programs and requirements
 Works with students to submit necessary paper
work
 Online
 Email
 Telephone
Faculty
Advisor
Dept.
Leadership
 Advises candidate on program and profession.
 Advise candidate as needed throughout the
program
 The Graduate Multiple or Single Subject Teaching
Credential program sits in an academic unit called
Teacher Education Department
 The Co-Chair of the department oversees all
courses, programs, and faculty.
 Each
Academic
Center
Contact Information
 www.nu.edu
Select Locations
 www.nu.edu
Select Contact Us
 credentials@nu.edu
 (800) NAT-UNIV ext.
5300
(800-628-8648), ext.
5300
 www.nu.edu
Select Locations
 www.nu.edu
Select Contact Us
 credentials@nu.edu
 (800) NAT-UNIV ext.
8500 , (800) 628-8648),
ext. 8500
 www.nu.edu
Select Locations
 delder@nu.edu
 Dr. Donna
Elder
 (310) 662-2142
 (800) NAT-UNIV ext.
2142
(800-628-8648), ext.
2142
Program
Lead
 Manages program’s curriculum
 Works with program’s faculty
 Advises students interested in the program.
 ncrow@nu.edu
 Dr. Nedra
Crow
 (858) 642-8004
 (800) NAT-UNIV ext.
8004
19
Advisor
Student
Concierge
Service
Responsibilities
 Works with students to solve academic, financial,
and/or program problems
 Directs students to appropriate University
representative
Location
 Online
 Email
 Telephone
Contact Information
(800-628-8648), ext.
8004
 www.nu.edu
Select Contact Us
 scs@nu.edu
 (800) NAT-UNIV ext.
8988 800-628-8648),
ext. 8988
 (866) 628-8988
20
(# 5)
Teaching Credential: State and NU Requirements
Requirement
*CBEST
State
(California Basic Educational
Skills Test)
CSET
Student Teaching
Internship
Graduate Programs:
 Passed before entrance to Credential Area Method courses (TED 621A or 623).
 Passed before application to Intern program
BA Programs:
 Passed before entrance to student teaching
Graduate Programs:
 Passed before entrance to Credential Area Method courses (TED 621A or 623).
 Passed before application to Intern program
BA Programs:
 Passed before entrance to student teaching
State
(California Subjects Exam for
Teachers)
State
Neg. TB Test

Received before starting Credential courses.
State
Certificate of Clearance

Received before starting Credential courses.
State
TPA 1

Passed before Student Teach.

Passed during Internship
State
TPA 2

Passed before Student Teach.

Passed during Internship
State
TPA 3

Passed during Student Teach.

Passed during Internship
State
TPA 4

Passed during Student Teach.

Passed during Internship

(Graduate Program) 3.0 or better (Graduate Course) Grade of “B-” or
better
(Undergraduate Program) 2.0 or better (Undergraduate Credential
Coursework) 2.5 or better
NU
GPA
RICA
State
(Reading Instruction


Multiple Subjects (only)--Passed before filing for credential.
Competence Assessment)

**Evidence before starting
Internship
State
**US Constitution Test

**Evidence before program exit.
State
CPR

Certification any time prior to exiting program
NU
Clinical Practice

Average Rubric score of 3 or 4 on the Teaching Performance Evaluation
and Assessment form.
*
**
Only Multiple Subject candidates are exempt from taking the CBEST if passage of an additional CSET exam (142) is
presented.
Evidence includes (one of the following): Bachelor degree from a CSU.
21


BA/BS degree’s history course containing the US Constitution.
Passage of US Constitution test (until 1 January 2013). This exam can be taken at your County Office of
Education
22
(# 6)
CBEST Resources
Providers
CTC
CBEST Practice Test.
com
Google Plus
Hatch Education
iTunes
(app)
Mometrix Test
Preparation
REA
TeachBar
Test Maven
TestPrepPractice
BenchPrep
BTPS Testing
Offers
Test Practice
PDF downloads of:
Study Guides
Practice Tests
Community Chat
Video-Tutor
Test Tips
Online Course
Practice Test Questions
Feedback System
Book
Study Guide (w/CD)
Tutoring
Small Group Study
Classes
Onsite Classes
(San Diego and else
where)
Online Tutorials
Practice Tests
Classes, Tutors
Practice Questions
Online Discussions
Onsite Classes
Contact Information
http://www.ctcexams.nesinc.com/
Cost
None
http://www.cbest-practice-test.com/
$34
https://plus.google.com/communities/113189483660927098890
Free
http://www.hatchedu.com/course/prepping-for-the-cbest/
https://itunes.apple.com/us/app/cbest-practice-testquestions/id577066684?mt=8
Not Provided
$9.99
http://www.mo-media.com/cbest/
$40.00
http://store.rea.com/0738607843.html
$19.95
http://tchbr.com/index.php/testprep/7-cbestcsetprep
http://www.testmaven.com/testmaven.com/Home.html
http://www.testpreppractice.net/CBEST/
https://benchprep.com/cbest/cbest-practice-questions
http://www.btpstesting.com/prepsessions/cbest/
Not Provided
$75-85
Free
Not Provided
Estimated
23
Providers
Offers
Teachers Test Prep
Test Practice
Study Guides
Teachers Test Prep
(for Math)
Video Tutoring
Tests. Com
Test Prep Review
WyzAnt Tutoring
Barron’s
Cracking the CBEST
CliffsNotes CBEST
Longsdale Publishing
Study Guide
Onsite Classes
Online Classes
Test Practice
Study Guides
Tutoring
Study Guides
Study Guide
Book
Math Prep: Online
Course
Study Guide Zone
http://www.teacherstestprep.com/exams/cbest
http://www.youtube.com/watch?v=0mW7O2S1c_k
Cost
$260-400
Varies
Free
http://www.tests.com/CBEST-California-Basic-Education-Skills-Test
$20-45
http://www.testprepreview.com/cbest_practice.htm
Varies
http://www.wyzant.com
Amazon, Barnes and Noble
Amazon, Barnes and Noble
Amazon, Barnes and Noble,
Varies
Varies
$13.75
$10-15
http://www.longsdalepub.com/courses/cbest_demo/math_tests/index.html
$39.00
Onsite Classes and
Workshops
 http://www.csudh.edu/ee/bobrow.html (Dominguez Hills)
 http://www.cel.sfsu.edu/test/ (San Francisco)
 http://extension.fullerton.edu/professionaldevelopment/TestPrep
(Los Angeles)
 http://extension.fullerton.edu/professionaldevelopment/TestPrep
(Fullerton)
 http://www.ces.sdsu.edu/testprep.html (San Diego)
 http://www.ces.sdsu.edu/testprep.html (East Bay)
 http://www.humboldt.edu/learning/test_prep.php (Humboldt)
 http://bakersfield.universitytutor.com/CBEST%20test%20prep
(Bakersfield)
Study Guide
Practice Questions
http://www.studyguidezone.com/cbesttest.htm
UC or CSU
(contact ‘extended
learning’ divisions at
your local University of
Cal or Cal. State
University)
Contact Information
Estimated
$260-400
Free
24
(# 7)
CSET Resources
21 February 2013
Providers
National University—
Extended Learning
CSET Areas







BTPS
(Bobrow Testing Preparation
Services)
CSU & UC Systems
(see table below)
County Offices of Education
CSU: San Diego -Extended Learning
Test Maven
Multiple Subject
Science
Social Science
English
Math Subtest I: Algebra & Num. Theory
Math Subtest II: Geo., Probability.,
Statistics
Math Subtest III: Calculus
Contact Information
www.nu.edu/el
1-800-628-8648, ext. 8600.
Cost
 $355
- MS
- Science
- English
 $195 + materials for
Math Subtests I-III
 Multiple Subject
http://www.btpstesting.com
 See Table Below
See Table Below
Site Dependent
 See Table Below
 Multiple Subjects
 History/ Social Science-Subtest I
 Reading, Language & Literature-Sub. I
 Visual and Performing Arts-- Subtest III
 PE & Human Development-- Subtest III
 Math – Subtest II
 Science—Subtest II
(Part of the Math & Science Initiative)
 Multiple Subject (all subtests)
 Single Subject
See Table Below
Site Dependent
$260 to $450
SDSU- College of Extended Studies
5250 Campanile Dr., San Diego, CA, 92182
(619) 594-5152
http://www.ces.sdsu.edu/testprep.html
Est. $400
http://go.sdsu.edu/education/msti/Default.aspx
Low Cost
www.testmaven.com
Varies
25
Providers
Contact Information
CSET Areas
-
Teachers Test Prep /
CSET Tutor. Com






Math
English
Science
History-Social Studies
Language & Literacy
o LOTE
o CTEL
o English II
- Assistance for uncommon areas
Multiple Subject
Math—Subtest II
Science—Subtest II
History/Social Science –Subtest I
Visual & Performing Arts—Subtest III
Physical Education—Subtest III
Cost


http://www.teacherstestprep.com
http://csettutor.com/index.htm
Varies
CSU System
Provider
Cal State LA
CSU East Bay Continuing Ed.
CSU Fullerton
CSU San Bernardino
San Diego State
URL
http://www.calstatela.edu/extension/sub/test/cset.html
http://www.extension.csueastbay.edu/courses/test_preparation.shtml?intid=fhome_test
http://www.csufextension.org/testprep
http://icmp.math.csusb.edu
http://www.ces.sdsu.edu/testprep.html
- Multiple Subjects (all subtests)
- Math—Subtest II http://go.sdsu.edu/education/msti/
- Science—Subtest II http://go.sdsu.edu/education/msti/
- History/Social Science –Subtest I
- Visual and Performing Arts—Subtest III
26
Provider
UC Irvine
UCLA extension
UC Riverside
County Office of Education
Provider
Contra Costa
Imperial
Los Angeles
Orange
Riverside
San Bernardino
San Diego
Solano
Sonoma
Tulare
Ventura
Provider
List of Independent CA Colleges
and Universities
URL
- Physical Education—Subtest III
http://www.gse.uci.edu/testprep_index.php
https://www.uclaextension.edu/teachers/r/CSETtestPrep.aspx


http://www.extension.ucr.edu/ or Annette Web 827-1653 ($290-Multiple Subjects)
http://www.learningcenter.ucr.edu (3 Saturdays) ($80)
URL
http://www.cccoe.k12.ca.us/supe/hr/hr_cset.html
http://www.icoe.org/educational/new-teacher-support/cset
http://www.lacoe.edu/orgs/971/index.cfm
http://www.ocde.us/Leadership/Pages/California-Subject-Examinations-for-Teachers-(CSET)-Test-Prep-Series.aspx
http://www.pcoe.k12.ca.us/education/components/scrapbook/default.php?sectionid=1
http://rimspi.csusb.edu Kevin Tibbetts, (951) 826-6767
http://www.sdcoe.net
http://www.vcoe.org/Default.aspx?tabid=948
http://www.scoe.org/pub/htdocs/classlist.html
http://www.tcoe.org/HR/CSETTestPrep.shtm
http://www.vcoe.org/Default.aspx?tabid=948
URL
http://www.aiccu.edu/index.php?option=com_content&task=view&id=95&Itemid=43
27
(# 8)
6 Professional Standards (SB 2042)
Teaching Performance Expectations
(TPE)
California Standards for Teaching Profession
(CSTP)
Making Subject Matter Comprehensible to Students
Understanding and Organizing Subject matter for
Student Learning
Domain A
Standard Three
 TPE 1 Specific Pedagogical Skills for Subject Matter
Instruction
Assessing Student Learning
Domain B
Assessing Student Learning
Standard Five
 TPE 2 Monitoring Students Learning During Instruction
 TPE 3 Interpretation and Use of Assessments
Engaging and Supporting Students in Learning
Engaging and Supporting all Students in Learning
Domain C
Standard One
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6 Developmentally Appropriate Teaching Practices
TPE 7 Teaching English Learners
Planning Instruction and Designing Learning Experiences
for Students
Planning Instruction and Designing Learning
Experiences for All Students
Domain D
Standard Four




 TPE 8 Learning about Students
 TPE 9 Instructional Planning
Creating and Maintaining Effective Environments for
Student Learning
Creating and Maintaining Effective Environments for
Student Learning
Domain E
Standard Two
 TPE 10 Instructional Time
 TPE 11 Social Environment
Developing as a Professional Educator
Developing As a Professional Educator
Domain F
Standard Six
 TPE 12 Professional, Legal, & Ethical Obligations
 TPE 13 Professional Growth
28
(# 9)
Teaching Performance Expectations (TPEs)
Note: The bulleted TPE statements for TPEs 2-13 closely replicate the language from the actual CTC document. However, TPE 1 area reflects only the content areas. The
CTC version provides detailed competency statements for each content area listed in TPE 1.
TPE Domain
TPE
TPE 1A
Using SubjectSpecific
Pedagogical Skills
for Multiple
Subject Teaching
Assignments
Domain A
Making Subject
Matter
Comprehensible
To Students
Domain B
Assessing
Student Learning
TPE 1B
Using SubjectSpecific
Pedagogical Skills
for Single Subject
Teaching
Assignments
TPE 2
Monitoring
Student Learning
During Instruction
Standards
1A-Content Areas
 Teaching Reading-Language Arts in a Multiple Subject Assignment.
 Teaching Mathematics
 Teaching Science
 Teaching History-Social Science
1B-Content Areas
 Teaching English-Language Arts in a Single Subject Assignment
 Teaching Mathematics
 Teaching Science
 Teaching Agricultural Sciences
 Teaching History-Social Science Teaching Art
 Teaching Business
 Teaching Health Science
 Teaching Home Economics
 Teaching Industrial and Technology Education
 Teaching Language Other Than English
 Teaching Music
 Teaching Physical Education
 Uses multiple measures for progress monitoring throughout instruction to determine whether all students, including
English learners and students with special needs, are understanding content and making progress toward identified key
concepts from state-adopted academic standards.
 Purposefully uses ongoing multiple and, where appropriate, differentiated assessment options to collect evidence of
individual and whole class learning, including performance-based real-world applications, questioning strategies, work
samples and products.
29
TPE Domain
TPE
Standards
 Anticipates, checks for, and addresses common misconceptions and identified misunderstandings.
 Acts upon the information gathered during instruction.
 Understands and uses a variety of informal and formal, as well as formative and summative assessments, at varying levels
of cognitive demand to determine students’ progress and plan instruction.
 Understands the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring
and summative assessments.
 Uses multiple measures, including information from families, to assess student knowledge, skills, and behaviors.
 Knows when and how to use specialized assessments based on students’ needs.
 Knows about and can appropriately use informal classroom assessments and analyze student work, including the types and
TPE 3
Interpreting And
Using
Assessments











Domain C
Engaging and
Supporting
Students in
Learning
TPE 4
Making Content
Accessible





quality of student work samples as well as performance-based real-world applications of learning.
Teaches students how to use self-assessment strategies.
Provides guidance and time for students to practice these strategies.
Familiarizes students with the format of state-adopted assessment program.
Administers (appropriately) the assessment program, including implementing accommodations for students with special
needs.
Interprets (accurately) the assessment results of individuals and groups in order to develop and modify instruction.
Interprets assessment data to identify the level of proficiency of English language learners in English as well as in the
students’ primary language.
Gives students specific, timely feedback on their learning, and maintain accurate records summarizing student
achievement.
Explains to students and to their families, student academic and behavioral strengths, areas for academic growth,
promotion and retention policies, and how a grade or progress report is derived.
Clearly explains to families how to help students understand the results of assessments to help students achieve the
academic curriculum.
Incorporates specific strategies, teaching/instructional activities, procedures and experiences addressing state-adopted
academic content standards for students in order to provide a balanced and comprehensive curriculum.
Uses instructional materials to teach students the academic content described in the state-adopted academic content
standards
Prioritizes and sequences essential skills and strategies in a logical, coherent manner relative to students’ current level of
achievement.
Varies instructional strategies according to purpose, lesson content and student needs.
Meets student academic learning needs.
Explains content clearly and reinforces content in multiple ways, such as the use of written and oral presentation,
manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and use of media and
other technology.
Understands how to deliver a comprehensive program of rigorous instruction, including Reading, Writing, Speaking and
30
TPE Domain
TPE
TPE 5
Engaging
Students
TPE 6
Using
Developmentally
Appropriate
Teaching
Strategies
Standards
Listening, and Language within discipline-specific standards.
 Provides opportunities and adequate time for students to practice and apply what they have learned to real-world
applications.
 Provides students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools
in the classroom.
 Distinguishes between conversational and academic language, and develop student skills in using and understanding
academic language.
 Encourages the development of students’ communication skills, including facilitating student interactions within classroom
instruction.
 Teaches students strategies to read and comprehend a variety of texts and a variety of information sources in the
subject(s) taught.
 Models active listening in the classroom.
 Encourages student creativity and imagination.
 Motivates students and encourage student effort.
 Takes additional steps to foster access and comprehension for all learners when students do not understand content.
 Balances instruction by adjusting lesson designs relative to students’ current level of achievement.
 Communicates clearly the instructional objectives to students.
 Ensures the active and equitable participation of all students.
 Ensures students understand what they are to do during instruction and monitor student progress toward academic goals
as identified in the academic content standards.
 If students are struggling and off-task, candidates examine why and use strategies to re-engage them.
 Encourage students to share and examine points of view during lessons.
 Uses community resources, student experiences, and applied learning activities to make instruction relevant.
 Provides opportunities and adequate time for students to practice and apply what they have learned within real-world
applications.
 Provides students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools
in the classroom.
 Extends the intellectual quality of student thinking by asking stimulating questions and challenging student ideas.
Candidates teaches students to respond to and frame meaningful questions.
Background information for TPE 6:
 TPEs describe knowledge, skills, and abilities for all credential candidates, and they underscore the importance of
generically-effective strategies for teaching a broad range of students.
 The purposes of TPE 6 are to establish additional expectations of greatest importance in teaching students at distinct
stages of child and adolescent development. It is not the intent of TPE 6 to describe practices appropriate or effective only
at one developmental level. This TPE describes professional practices most commonly used and needed for students in
31
TPE Domain
TPE
Standards
each major phase of schooling, grades K-3, 4-8, and 9-12.
6A (K-3)
 Creates a structured day with opportunities for movement.
 Designs academic activities that suit the attention span of young learners.
 Through instructional activities connects with the children’s immediate world; draw on key content from more than one
subject area; and include hands-on experiences and manipulatives helping students learn.
 Teaches and models norms of social interactions (e.g., consideration, cooperation, responsibility, empathy).
 Understands some children hold naïve understandings of the world around them.
 Provides educational experiences that help students develop more realistic expectations and understandings of their
environments.
 Makes special plans for students who require extra help in exercising self-control among their peers or who have
exceptional needs or abilities.
6B (Grades 4-8)
 Builds on students’ command of basic skills and understandings while providing intensive support for students who lack
basic skills as defined in state-adopted academic content standards for students.
 Teaches from grade-level texts.
 Designs learning activities to extend students’ concrete thinking and foster abstract reasoning and problem-solving skills.
 Helps students develop learning strategies to cope with increasingly challenging academic curriculum.
 Assists students, as needed, in developing and practicing strategies for managing time and completing assignments.
 Develops students’ skills for working in groups to maximize learning.
 Builds on peer relationships and support students in trying new roles and responsibilities in the classroom.
 Supports students' taking of intellectual risks such as sharing ideas may include errors.
 Distinguishes between misbehavior and over-enthusiasm, and they respond appropriately to students who are testing
limits and students who alternatively assume and reject responsibility.
6C (Grades 9-12)
 Establishes intellectually challenging academic expectations and provide opportunities for students to develop advanced
thinking and problem-solving skills.
 (frequently) Communicates course goals, requirements, and grading criteria to students and families.
 Helps students to understand connections between the curriculum and life beyond high school
 Communicates the consequences of academic choices in terms of future career, school, and life options.
 Supports students in assuming increasing responsibility for learning, and encourage behaviors important for work such as
32
TPE Domain
TPE
Standards







TPE 7
Teaching English
Learners










Domain D
Planning and
Designing
Learning
Experiences for
Students


TPE 8
Learning About
Students



being on time and completing assignments.
Understands adolescence as a period of intense social peer pressure to conform.
Supports signs of students’ individuality while being sensitive to what being "different” means for high school students.
Applies pedagogical theories, principles, and instructional practices for comprehensive instruction of English learners.
Applies theories, principles, and instructional practices for English Language Development leading to comprehensive
literacy in English.
Familiar with the philosophy, design, goals, and characteristics of programs for English language development, including
structured English immersion.
Implements an instructional program facilitating English language development, including reading, writing, listening and
speaking skills, logically progressing to the grade level reading/language arts program for English speakers.
Draws upon information about students’ backgrounds and prior learning, including students’ assessed levels of literacy in
English and their first languages, as well as their proficiency in English, to provide instruction differentiated to students’
language abilities.
Understands how and when to collaborate with specialists and para-educators to support English language development.
Based on appropriate assessment information, selects instructional materials and strategies, including activities in the area
of visual and performing arts, to develop students’ abilities to comprehend and produce English.
Uses English extending students’ current level of development yet is still comprehensible.
Analyzes student errors in oral and written language in order to understand how to plan differentiated instruction.
Applies pedagogical theories, principles and practices for the development of academic language, comprehension, and
knowledge in the subjects of the core curriculum.
Uses systematic instructional strategies, including contextualizing key concepts, to make grade appropriate or advanced
curriculum content comprehensible to English learners.
Allows students to express meaning in a variety of ways, including in their first language, and, if available, manage first
language support such as para-educators, peers, and books.
Uses questioning strategies that model or represent familiar English grammatical constructions.
Makes learning strategies explicit.
Understands how cognitive, pedagogical, and individual factors affect students’ language acquisition and takes these
factors into account in planning lessons for English language development and for academic content.
Draws upon an understanding of patterns of child and adolescent development to understand their students.
Uses formal and informal methods to assess students’ prior mastery of academic language abilities, content knowledge,
and skills, and maximize learning opportunities for all students.
Uses interpersonal interactions to learn about students’ abilities, ideas, interests and aspirations.
Understands students’ community contexts and socio-economic, culture and language backgrounds and understands how
these factors influence student interactions and student learning.
Understand how multiple factors, including gender and health, can influence students’ behavior, and understand the
33
TPE Domain
TPE
TPE 9
Instructional
Planning
Domain E
Creating and
Maintaining
Effective
Learning
Environments
for Students
TPE 10
Instructional Time
TPE 11
Social
Environment
Standards
connections between students’ health and their ability to learn.
 Uses assessment data, classroom observation, reflection and consultation to identify students who need specialized
instruction, including gifted students and/or students with physical disabilities, learning disabilities, or health conditions
requiring instructional adaptations.
 Encourages parents to become involved and support their efforts to increase student learning.
 Plans comprehensive instruction according to the subject matter to be taught and in accordance with state-adopted
academic content standards for students.
 Understands the vertical alignment of curriculum within the state-adopted content standards and how to plan instruction
accordingly.
 Establishes clear long and short term goals for learning based on students’ current levels of achievement.
 Plans appropriate assessments to monitor and evaluate student learning.
 Sequences instruction so the content to be taught connects to preceding and subsequent content.
 Uses varied teaching methods to help students meet or exceed grade level expectations.
 Understands the purposes, strengths and limitations of a variety of instructional strategies.
 Selects or adapts instructional strategies, grouping strategies, instructional materials, media and technology to meet
student learning goals.
 Reflects on and improve their planning based on their instructional experiences and analyses of student work.
 Develops relevant, differentiated instructional plans by connecting the content to be learned with students’ linguistic and
cultural backgrounds, experiences, interests, and developmental learning needs.
 Understands how to manage the appropriate use of support personnel, including volunteers, when available, and create
plans for these individuals to assist students in reaching instructional goals.
 Recognizes and articulates the critical importance of time management in their instructional planning, and of the effects of
class scheduling on planning the most effective use of instructional time.
 Allocates instructional time to maximize student learning and achievement in relation to state-adopted academic content
standards for students.
 Considers how to achieve short and long term goals within the confines of the available instructional time and schedule.
 Establishes procedures for routine tasks and manage transitions to maximize instructional time.
 Uses appropriate reflection and on consultation to adjust the use of instructional time to optimize the learning
opportunities and outcomes for all students.
 Creates a positive climate for learning.
 Establishes a physically, socially and emotionally safe classroom environment for students by developing and maintaining
clear expectations for academic and social behavior.
 Establishes a sense of community, and promotes student effort and engagement by creating structures emphasizing
collaborative activities and joint problem-solving.
 Knows how to write and implements a classroom management plan that is fair and transparent to students, and aligned
34
TPE Domain
Domain F
Developing as
a Professional
TPE
TPE 12
Professional,
Legal, and
Ethical
Obligations
TPE 13
Professional
Growth
Standards
with school discipline policies.
 Establishes rapport with all students and their families for supporting academic and personal success through establishing
a climate of caring, respect, and fairness.
 Responds appropriately to sensitive issues and classroom discussions in a culturally responsive manner.
 Helps students learn to work responsibly with others and independently.
 Evaluates the classroom social environment and its relationship to academic achievement for all students, and makes
necessary adjustments based on observations of students and consultation with other teachers and students’ families.
 Takes responsibility for student academic learning outcomes.
 Acknowledges their own personal values and biases, recognizing the ways these values and biases affect the teaching and
learning of students.
 Recognizes and resists racism and acts of intolerance.
 Manages their professional time spent in teaching responsibilities to ensure academic goals are met.
 Understands important elements of California and federal laws and procedures pertaining to the education of English
learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms.
 Identifies and appropriately reports suspected cases of child abuse, neglect, or sexual harassment.
 Maintains a non-hostile classroom environment.
 Implements laws and district guidelines for reporting such cases.
 Implements school and district policies and state and federal law in responding to inappropriate or violent student
behavior.
 Honors legal and professional obligations to protect the privacy, health, and safety of students, families, and other school
professionals.
 Acts in accordance with ethical considerations and they model ethical behaviors for students.
 Honors all laws relating to professional misconduct and moral fitness, including appropriate and inappropriate uses of
digital content and social media.
 Knows the legal and ethical obligations relating to both implementing student assessments, including K-12 standardized
assessments, and completing required candidate assessments within the preparation program (e.g., the Teaching
Performance Assessment).
 Evaluates their teaching practices and subject matter knowledge in light of information about the state-adopted academic
content standards for students and student learning.
 Improves their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning
problems, and applying new strategies.
 Uses reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching
effectiveness.
35
(# 10)
TPA Task Summarization
TPA Task 1: Subject Specific Pedagogy


Candidate responds in a written format to four case studies describing a particular set of diverse
learners in hypothetical classrooms.
Candidate identifies appropriate subject-specific instruction and assessment plans, and then
differentiates instruction for each identified learner.
TPA Task 2: Designing Instruction for Whole Class and Two Focus Students


Candidate responds in a written format to five-steps and corresponding prompts.
Based on two focus students’ their learning characteristics and instructional needs, a
hypothetical classroom and self-identified academic content standards, the candidate designs
appropriate instruction connecting the academic content to specific learner characteristics for
the whole class and the two focus students.
TPA Task 3: Assessing Learning for Whole Class and Two Focus Students



Candidate responds to a written format containing a multiple-step set of prompts and uses
actual K12 learner characteristics information for a specific academic content, standards-based
lesson.
Candidate demonstrates abilities to design appropriate standards-based student learning and
assessment in the context of a class of students as well as 2 focus students
Candidate demonstrates ability to conduct and adapt assessment strategies and data
appropriately to diagnose the instructional needs of the 2 focus students and the whole class,
then, plans instruction based on the results of the assessments for the 2 focus students and the
whole class.
TPA Task 4: Culminating Teaching Activity (Whole Class and Two Focus Students)




Candidate works in an actual K12 classroom, designs a standards-based lesson for a class of
students and 2 focus students, then, teaches the lesson to these students.
Candidate demonstrates the ability to meet the differing needs of individual students, manage
instruction and interactions and assess student learning.
Candidate is videotaped teaching the lesson.
Candidate responds to a set of multiple prompts and provides a written post-teaching reflective
analysis; demonstrating the abilities to use student-learning data to analyze teaching practices,
36
assess student learning and prescribe appropriate instruction for the 2 focus students as well as
the whole class.
(# 11)
TPA Submission Guidelines for
Multiple and Single Subject Candidates
Graduate Teacher Credentialing Programs
CalTPA — Subject Specific Pedagogy Task (SSP)
First in a series of four tasks
To submit this task, you need to:
1. Have successfully completed one of the following sequences:
 Sequence 1 – STUDENT TEACHERS: Multiple Subject:
o SPD 608 Exceptionalities
o TED 621A Language Development Methods: Elem
 Sequence 2 – STUDENT TEACHERS: Single Subject:
o SPD 608 Exceptionalities
o TED 623 Language Development Methods: Sec
 Sequence 3 – INTERNS:
o TED 621A Language Development Methods: Elem
or
o TED 623 Language Development Methods: Sec
o SPD 608 Exceptionalities
o TED 610 Best Internship Practices
2. Provide written responses to the prompts presented in four distinct case studies.
Also see:
CalTPA Candidate Handbook, Chapter 2
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Intro-Ch1-2.pdf
CalTPA Candidate Handbook, Chapter 3
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch3-AppendixB.pdf
37
CalTPA— Designing Instruction Task (DI)
Second in a series of four tasks
To submit this task, you need to:
1. Have successfully completed the Subject Specific Pedagogy (SSP) task.
2. Have successfully completed one of the following sequences:
 Sequence 1 – STUDENT TEACHERS: Multiple Subject):
o TED 635 Methods: Social Science, History, Health, PE, and Arts
o TED 636 Methods: Mathematics and Science
 Sequence 2 – STUDENT TEACHERS: Single Subject)
o TED 632 Content Area Curriculum
o TED 633 Content Area Instruction and Assessment
 Sequence 3 – INTERNSHIP):
o TED 631A Internship Seminar I
3. In each of the (sequence) courses, there are assignments requiring you to work in a K-12
classrooms with:
a. English Learners (Beginning to Intermediate CELDT)
b. Students who present an Instructional Challenge
4. Teacher candidates will complete the DI task while working in the K12 classrooms and provide
written responses to the task’s prompts based on the planning of instruction for those K-12
students.
Also see:
CalTPA Candidate Handbook, Chapter 2
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Intro-Ch1-2.pdf
CalTPA Candidate Handbook, Chapter 4
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch4.pdf
38
CalTPA — Assessing Learning Task (AL)
Third in a series of four tasks
To submit this task you must:
1. Be currently enrolled in one of the following courses:
 TED 531A Student Teaching Seminar I
 TED 631B Internship Seminar II
2. Provide a written responses to the prompts presented relating to planning and executing an
assessment for:
a. Whole class
b. Adaptations for English Learner
c. Adaptations for a Student with an Identifiable Special Need (IEP, 504 Plan,
gifted and talented).
3. Include with your submission:
a. Copy of the assessment
b. Its scoring rubric or scoring scale
c. Samples of specific students’ work.
Also see:
CalTPA Candidate Handbook, Chapter 2
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Intro-Ch1-2.pdf
See CalTPA Candidate Handbook, Chapter 5
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch5.pdf
See CalTPA Candidate Handbook, Chapter 7
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch7.pdf
39
CalTPA -- Culminating Teaching Experience Task (CTE)
Last in a series of four tasks
To submit this task you must:
1. Be currently enrolled in one of the following:
 TED 531B Student Teacher Seminar II
 TED 628B Internship Clinical Practice II
2. Provide written responses to the prompts presented relating to planning and executing an
assessment for:
o Whole class
o Adaptations for English Learner
o Adaptations for a Student with an Instructional Challenge
2. Include with your submission:
a. Unedited 20-minute video of this lesson
b. Sketch of your classroom
c. Assessment related to the learning goals of the lesson
d. Samples of specific students’ work.
Also see:
CalTPA Candidate Handbook, Chapter 2
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Intro-Ch1-2.pdf
See CalTPA Candidate Handbook, Chapter 6
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch6.pdf
See CalTPA Candidate Handbook, Chapter 7
http://www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook-Ch7.pdf
40
(# 12)
TPA
Frequently Asked Questions (FAQs)
Q:
A:
What is the Teaching Performance Assessment?
The California TPA Model is called CalTPA and consists of 4 tasks designed to measures knowledge, skills
and abilities with relation to California's Teaching Performance Expectations (TPEs). These expectations
direct the program’s learning outcomes as well as each credential course’s learning outcomes, Major
Content Areas and Anchor Activities. The four tasks are:
Task 1:
Subject Specific Pedagogy (SSP)
Task 2:
Designing Instruction (DI)
Task 3:
Assessing Learning (AL)
Task 4
Culminating Teaching Experience (CTE)
Each CalTPA task is designed to be completed at different times throughout the Multiple and Single subject
credential programs. Candidates work on a specific task’s responses throughout specified courses. At the
end of sequence of courses, candidates submit the task’s response to be scored by an independent,
calibrated assessor hired by National University.
Q:
Is CalTPA only at National University?
A:
No, every student who starts her/his teacher credential program after 1 July 2008 is required by
California law (SB 2042 in 1998 and SB 1209 in 2006) to complete a teaching performance assessment
prior to being recommended for a Preliminary Teacher Credential.
Q:
Why CalTPA?
A:
Professional Standards governing all teacher education programs in California require a highly reliable
and verifiable system for assessing teaching candidates’ performance. Currently, there are two major
candidate assessment models accepted by the Commission on Teacher Credentialing (CTC). About 70%
of the Higher Education Institutions in California follow the CalTPA Model and the remaining teacher
education institutions use Performance Assessment for California Teachers (PACT).
Q:
Is there oversight of the CalTPA system at National University?
A:
Yes, CTC oversees PACT and CalTPA. There are professional standards regulating how each higher
education institution implements the CalTPA and PACT models. Both models measure the same
professional knowledge, skills and dispositions called Teaching Performance Expectations (TPEs). Within
the CalTPA model, all candidates must: a) be assessed using the same measurements (TPA Tasks), b)
assessed in the same way (calibrated assessors), c) be assessed by the same standards or rubrics, d) be
provided with equitable opportunities to learn the TPE competencies and e) be treated fairly.
As a result, every higher education institution submitted a proposed program for assessing their
candidates; using CalTPA or PACT. Each plan was blindly reviewed by certified Institutional Board
Reviewers and required to receive full approval for their plans prior to February 2008. All CalTPA tasks,
procedures and assessors are tightly regulated by CTC and CalTPA Model officials. Any changes to the
‘approved’ plan are submitted to CTC officials before revisions occur. The CalTPA Tasks and the
41
assessors, who score them received extensive preparation, are calibrated for inter-rater reliability, use
the same forms and follow the same scoring procedures.
Q:
Are the CalTPA Tasks like most ‘tests’—a large amount of facts; crammed into timed test; featuring
multiple choice, true/false, short-answer and/or essay questions; secretly guarded by the professor;
graded by my professor (who may not like me); and associated with a final course grade?
A:
No. The teaching competencies (knowledge, skills and dispositions/attitudes) are framed into four
individually submitted CalTPA Tasks. The four CalTPA Tasks and competency levels are developmental.
The competencies and CalTPA Task expectations increase in complexity as you move from Task (1)
Subject-Specific Pedagogy to Task (2) Designing Instruction, Task (3) Assessing Learning, and Task (4)
Culminating Teaching Experience. You work on one task at any time. We have designed the credential
programs so candidates can work on a specific task at the same time as they are taking the courses
designed to teach them the same TPE competencies needed to successfully respond to the particular
task. There are four CalTPA Tasks, completed throughout your entire teacher credential program.
Each CalTPA Task contains five to seven steps and prompts to which candidates prepare their own unique
responses. The Tasks are very practical and relevant to the very competencies good teacher perform
multiple times each day (e.g., designing instruction, considering learner characteristics, assessing student
learning, gathering student-learning data and reflecting about your teaching practices in light of studentlearning data)
The four CalTPA Tasks are public information (Internet search—California TPA Tasks). You have
immediate and continual access to the actual CalTPA Tasks on which you will be assessed. The specific
competencies and assessment expectations (rubrics) are all on the Internet.
Your professor does not assess or score the CalTPA Tasks. An anonymous, independent assessor highly
prepared and calibrated to score a particular task. Assessors are independent contractors hired by
various CalTPA higher education institutions. Assessors, usually, work for a myriad of different teacher
preparation programs throughout California.
There are no ‘final’ course grades. Assessment levels are ‘pass’ or ‘did not pass’. If you do not pass, then,
you are provided with feedback, are offered multiple learning opportunities and strategies, assisted in
self-assessing your task’s answers (called a Task-Response) before you decide to submit your TaskResponse for scoring by another, unbiased (different), anonymous assessor. By the way, you are also
anonymous because you are assigned a random number for identification purposes.
Q:
What do the CalTPA Tasks measure?
A:
The TPA Tasks measure professional teaching knowledge, skills and dispositions called Teaching
Performance Expectations (TPEs). Each TPA Task measures a different combination of TPE competencies.
The state of California’s Commission on Teacher Credentialing (CTC) identified 13 TPEs, which are
organized into 6 TPE Domains:
 Domain A---Making Subject-Matter Comprehensible to All Students
TPE 1 Using Specific Pedagogical Skills for Subject Matter Instruction
 Domain B---Assessing Student Learning
TPE 2: Monitoring Student Learning During Learning
TPE 3: Interpreting and Using Assessments
 Domain C---Engaging and Supporting All Students in Learning
42
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English Learners
 Domain D---Planning Instruction and Designing Learning Experiences
TPE 8: Learning About Students
TPE 9: Instructional Planning
 Domain E---Creating and Maintaining Effective Learning Environments
TPE 10: Instructional Time
TPE 11: Social Environment
 Domain F---Developing As A Profession
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
Q:
Can candidates work on and submit a task in any order? For instance, work on CalTPA Task (2)
Designing Instruction before working on Task (1) Subject-Specific Pedagogy?
A:
No. The CalTPA Tasks are developmental and increase in complexity of knowledge and skills as you move
from Task (1) Subject-Specific Pedagogy to Task (2) Designing Instruction, and so on. Candidates must
pass the one sequential task before submitting the next task. For example, candidates must pass Task (1)
Subject-Specific Pedagogy before submitting Task (2) Designing Instruction.
Q:
How long do I have to work on a task?
A:
You can work on a task as long as you need to do so. For those candidates in a student teaching track,
they must CalTPA Task (1) Subject-Specific Pedagogy and Task (2) Designing Instruction before applying to
student teaching. Once in student teaching, these candidates are required to take two consecutive
student teaching seminars (TED 531A and 531B). During these two seminars, the student teachers are
required to pass Task (3) Assessing Learning in TED 531A Student Teaching Seminar I and Task (4)
Culminating Teaching Experience in TED 531B Student Teaching Seminar II.
For those candidates in the Intern track, they are required to pass CalTPA Task (1) Subject-Specific
Pedagogy in TED 610 Best Internship Practices, Task (2) Designing Instruction in TED 631A Internship
Seminar I, Task (3) Assessing Learning in TED 631B Internship Seminar II, and Task (4) Culminating
Teaching Experience in TED 628B Internship Practicum II.
Please note: Task (2) Designing Instruction, Task (3) Assessing Learning, and Task (4) Culminating
Teaching Experience must be completed while the candidate is working a PK12 classroom. For Task (2)
Designing Instruction requires the candidate to complete the task during a ‘methods’ courses’ field
experience assignments.
Q:
When do I submit a task?
A:
There are two key determining factors. First, in the credentialing program, a cluster or family of courses
are taken together because the knowledge and skills found in that cluster/family of courses closely
relates to a specific TPEs aligned to the CalTPA Task. Candidates learn, practice and apply the knowledge
and skills needed to successfully complete the corresponding CalTPA Task. Therefore, completing the
related cluster or family courses should prepare candidates with the requisite knowledge, skills and
dispositions associated with a corresponding CalTPA Task.
43
The second factor is more subjective and based on the candidates’ abilities to apply the knowledge and
skills. While courses prepare candidates with the appropriate knowledge and skills, candidates must be
able to apply the information to the required steps and prompts found in the CalTPA Task. Therefore, to
assist candidates in assessing their readiness to submit a particular Task for scoring, they can self-assess
the effectiveness of their responses to a particular CalTPA Task by completing a Self-Assessment for each
of the four CalTPA Tasks.
Q:
When I submit a CalTPA Task, how does the University know it is my work?
A:
National University operates on the honor code system. We trust that candidates preparing to enter the
teaching field practice the highest levels of professional ethics, including academic honesty. Therefore,
we allow them to work on their CalTPA responses throughout their programs and submit the tasks when
the teacher candidates believe the tasks meet the highest standards called for in Rubric 4. When
candidates submit their CalTPA Task for scoring, through Taskstream, they are required to acknowledge
they followed the CalTPA Honor Code and Guidelines. In doing so, the candidates acknowledge the
responses fully represent only their work and efforts. The CalTPA Honor Code is aligned with National
University’s Academic Dishonesty and Student Discipline requirements. The Honor Code and Guidelines
can be found in this Handbook.
Q:
How do the CalTPA Assessors score the Tasks?
A:
Each Task focuses on a specific set of TPE competencies. For example, Task 2 is commonly called
‘Designing Instruction for Two Focused Students and Whole Class’. It assesses TPE Domains A (Subject
Matter Pedagogy), B (Assessing Student Learning), C (Engaging Students in Learning) and D (Designing
Developmentally Appropriate Instruction).
Each task is scored on a 4-point scale, with 4 representing the highest score and 1 representing the
lowest score. Each score has its own rubric, describing the evidence which must be demonstrated to
receive the score. The level of provided evidence (score/rubric language) is consistent among all TPA
Tasks. For all Tasks:
Q:
Score of 4: Evidence is
-- Clearly, consistently and purposefully demonstrates abilities.
-- Appropriate, accurate, relevant, and clear or detailed
-- Purposefully connected and reinforced across the response
Score of 3: Evidence is
-- Clearly demonstrates abilities
-- Appropriate, relevant, or accurate
-- Connected across all response
Score of 2: Evidence is
-- Partly demonstrates abilities
-- Minimal, limited, cursory, inconsistent, and/or ambiguous
-- Weakly connected across the response and maybe inconsistent
Score of 1: Evidence does
-- Little or nothing to demonstrate abilities
-- Inappropriate, irrelevant, inaccurate, or missing
-- Unconnected across the response
What is a ‘passing’ score for each CalTPA Task?
44
A:
At National University, a candidate must pass each Task with a score of 3 and 4.
Q:
Who scores the CalTPA Tasks?
A:
Each task is scored by an independent assessor. The assessor must be calibrated by CTC to score a
particular task. Since assessors are independent, National University contracts with over 25 different
assessors. At a specified time, National University must calculate inter-rater reliability coefficient
findings, report the findings to the CTC and make appropriate adjustments to ensure all assessors display
the highest and most consistent inter-rater reliability scoring.
Q:
How do the courses support me in preparing for the CalTPA Tasks?
A:
First, specific TPE competencies are aligned to identified courses in your credential program. Each course
will prepare you with knowledge and skills aligned to specific TPE competencies. Moreover, each course
has assignments aligned to the TPE competencies associated with specific CalTPA tasks. Second, each
course has designated assignments called Signature Assignments. The Signature Assignments reflect one
or more aspects of a specific CalTPA task. In this way, the candidates learn, practice and apply the TPE
competencies needed to successfully complete and pass the corresponding CalTPA Tasks.
Please note, course instructors are not allowed to grade or provide direct feedback on your responses on
a CalTPA Task. To do so, is a violation of professional practices and ethics by the course instructor and
teacher candidate.
Q:
What is the cost and when is it paid?
A.
The University charges candidates when they ‘submit’ their tasks in Taskstream to be scored. The
candidates are required to, only pay when each task is submitted.
Q:
Then, what is the cost for each submitted CalTPA Task?
A.
The cost for each CalTPA Task is:
Task 1 = $ 65
Task 2 = $ 65
Task 3 = $ 65
Task 4 = $110
(For a total of $305)
Q:
When does the University require me to pay for each submitted CalTPA Task?
A.
When you submit your CalTPA Task in Taskstream, the University charges your student account for each
CalTPA Task cost. You will be required to pay this cost before student teaching (for TPA 1 and 2) or
before exiting the program (TPA 3 and 4).
Q:
How does the University use the CalTPA Task fees?
A.
The University uses the collected money to pay for assessor scoring fees and program administration.
Q:
How do teacher candidates complete and submit TPA Tasks?
45
A:
In order to complete and submit TPA Tasks, all Multiple and Single Subjects candidates open a
Taskstream account. Taskstream is an Internet based data management system. Each CalTPA TaskResponse is completed and submitted electronically through Taskstream. A specially calibrated TPA
Assessor “scores” the CalTPA Task and submits the results back to the student as well as National
University.
Q:
How will I know I passed my submitted CalTPA Task?
A:
Within7-10 days, you will receive feedback through your Taskstream account, and a message will be sent
to the email address on file in Taskstream.
Q:
What if a teacher candidate does not pass a task with a score of 3 or better?
A:
The candidates receive notification of passing or not passing in Taskstream. At the time of receiving the
‘did not pass’ notification, they will also receive instructions for remediation. The remediation
instructions include:




Contact the University’s CalTPA Remediation Specialist by email or telephone
You will work with the specialist in a one-on-one situation.
When all of your answers have been answered by the CalTPA Remediation Specialist, you can
revise the TPA Task.
Once you have revised the CalTPA Task, you can submit it in Taskstream.
Q:
Will I have to pay the CalTPA Task’s submission cost?
A.
Yes. Each time you submit a task, you will be required to pay for the scoring of it by an Assessor.
Q:
Will the same CalTPA Task Assessor score my Task?
A.
No. The Assessor who initially scored your Task is not allowed to score your Task again. Your Task will
look like any other Task needing scoring.
Q:
Besides the CalTPA Remediation Specialist, are there other resources to help me?
A:
Yes.
1. TPA Candidate Handbook (CTC): www.ctc.ca.gov/educator-prep/TPA-files/CandidateHandbook.pdf
This Handbook provides a comprehensive review of each task. This is a ‘must-read’.
2. TPA Modules: https://www.taskstream.com/ts/manager17/NUTPAModules
This link provides an overview of the CalTPA program at National University.
3. NU (CALTPA) Webpage: http://www.Taskstream.com/ts/manager17/TPANU.html
4. TPA Town Hall Meetings: This will be online and/or onsite. The cost is free. The Town Meeting is a
semi- structured session for candidate groups interested in receiving basic information along with
getting answers to their questions. The monthly meetings are scheduled onsite at each Academic
Center of National University. These meetings are open to anyone interested in learning about TPA
from TPA Faculty representatives.
5. T-PAD: Candidates receive Task-Performance Assessment Diagnostic (T-PAD) form with their Score
Notification. The T-PAD form provides feedback from the assessors scoring the candidates’ TaskResponses. The candidates can use the feedback to shape their own learning needs and
corresponding strategies.
Q:
Will my actual CalTPA Task scores be printed on my transcript for my future employer to see?
46
A:
No, CalTPA Task completion is not printed on the NU transcript.
Taskstream
Q:
What is Taskstream?
A:
Taskstream is an Internet-based digital data management system. Many universities across the nation
use Taskstream or other similar companies to assist them in assessing students and/or gathering and
analyzing data for program evaluation purposes.
Q:
How do teacher candidates get access to Taskstream?
A:
Go to the Taskstream website and purchase a subscription.

Q:
https://www1.Taskstream.com
Is there any cost for Taskstream?




1 Semester
1 Year
2 Years
3 Years
$25
$42
$69
$91
Q:
Who do teacher candidates contact when having problems logging into or maneuvering through Task
Stream?
A:
Students should contact Taskstream directly for all support regarding the system. There are also
extremely comprehensive “Help Tools” within Task Stream. The current contact information for Task
Stream is:
Taskstream Telephone Support
1.800.311.5656
Taskstream Email
help@Taskstream.com
National University Telephone Support
National University Email
1-800-628-6846, ext 8449
tpa@nu.edu
47
(#13)
CalTPA Honor Code
of Ethical and Professional Practices
Each teacher candidate acknowledges adherence to National University’s CalTPA Honor Code prior to submitting
her/his completed CalTPA Task within or via Taskstream.
With the highest regard to personal and academic integrity, it is essential; teacher candidates create, develop,
write, reflect upon and submit their own work based on their own efforts. Adhering to the CalTPA Honor Code is
the most effective method to ensure candidates submit their own responses. Each teacher candidate needs to
understand, acknowledge and commit to following this Honor Code’s practices while developing, revising,
finalizing and submitting responses to each one of the four CalTPA tasks. In Taskstream and prior to submitting
each TPA task, the teacher candidate is required to acknowledge his/her complete observance of National
University’s Honor Code of Ethical and Professional Practices.
National University’s Honor Code is composed of “professional and ethical practices” reflecting candidate
behaviors associated with academic honesty. A teacher candidate’s failure to follow, completely and continually,
the CalTPA Honor Code’s practices results in a violation of National University’s Academic Dishonesty standards
outlined in the University’s catalog. A code violation follows those procedures outlined in the catalog and may
result in penalties ranging from warning to program dismissal.
Initials
CalTPA Honor Code of Ethical and Professional Practices
1. I am submitting a CalTPA Task reflecting my own work and efforts.
2. I fully responded to every prompt using my own language and intentions.
3. I have not plagiarized, copied from, or directly paraphrased materials from the:
- Internet
- Textbooks
- Professional journal(s)
4. I have not plagiarized, copied from, or directly paraphrased material(s) from:
- Educators
- Fellow teacher candidates from NU
- Teachers candidates from other colleges or universities.
5. I have not used another candidate’s CalTPA task to construct, and/or revise any of my Task’s
response(s).
6. I have not asked for written or oral feedback and/or asked to have my CalTPA task responses
proofread by:
- course professor(s)
- fellow teacher candidate(s)
- other individual(s)
7. I have not shared my CalTPA task’s responses with another teacher candidate, K12 educator, and/or
other individuals associated with the educational community.
48
Initials
CalTPA Honor Code of Ethical and Professional Practices
8. If I integrated materials obtained from the Internet, textbooks, professional journals, educators,
and/or fellow teacher candidates, I have used my own words to personalize the implementation of
obtained materials.
9. I believe my CalTPA responses represent my own thoughts, my own designs, my own instructional
plans, and my own reflections.
10. I understand my submitted CalTPA task may be subject to an originality report obtained from
TurnItIn.
11. I acknowledge all necessary permission slips for the inclusion of student work and/or appearance of
any person (student or adult) in the video has been completed and collected prior to the inclusion of
that work or video-recording.
12. I acknowledge National University reserves the right to use any portion of my TPA task for
Professional Development and/or for CTC developmental purposes and that my task will remain
anonymous.
13. By including my initials and Student ID, I acknowledge the truthfulness of my responses to all of the
statements above.
Each teacher-candidate will acknowledge adherence to National University’s CalTPA Honor Code prior to
submitting the TPA Task in Taskstream. (Nedra Crow-January 2014)
49
(#14)
CalTPA Honor Code Guidelines
This chart provides statements intended to clarify teacher candidate’s actions and efforts regarding National University’s
Honor Code of Professional and Ethical Practices.
Acceptable Practices and Behaviors
Unacceptable Practices and Behaviors
The Candidate …
The Candidate …
1.
Submits CalTPA Tasks reflecting own words and efforts.
Submits CalTPA Tasks reflecting materials taken directly from
peers, advisors, and/or K12 educators.
2.
Submits responses reflecting your own intentions and
language. Your responses must represent your curricularinstructional intentions and provide reflects your thinking.
Submits a Task representing response(s) obtained directly from
advisors, peers, or K-12 educators.
3.
Uses strategies and activities from textbooks, course
instructors, peers, the Internet, or those observed in a K-12
classroom, if you use your own words and personalize the
implementation of obtained materials.
Quotes, copies, and/or directly paraphrases materials obtained
from the Internet, textbooks, or professional journals.
4.
Discusses, brainstorms, and/or evaluates the general
components of effective instructional designs with course
professors, advisors, peers, or K-12 educators.
Solicits assistance and/or accepts feedback from course
professors, advisors, peers, or K-12 educators regarding the
pedagogical knowledge and skill connections needed to develop
or enhance particular response(s) for TPA Response.
5.
Uses a completed TPA task as an ‘example’ for diagnosing the
quality of responses and/or referencing a high quality score.
Uses a completed CalTPA task to construct, revise, and/or supply
part or all the content for a Task’s response(s).
6.
Uses feedback from course professors, peers, or K-12
educators to seek understanding about pedagogical
knowledge and skills not directly related to TPA responses.
Solicits or uses feedback (assistance) from course professors,
peers, or K-12 educators about how to craft responses to TPA
prompts.
7.
Maintains the privacy of CalTPA response and does not share
an actual or possible answer to any particular TPA prompt.
Shares TPA task’s responses with another teacher candidate,
course professor, K12 educator, or other individual.
8.
Uses your own words in creating a CalTPA response that
includes materials obtained from the Internet, course
professors, peers, or K12 educators.
Takes materials obtained from the Internet, college professors,
peers, or K12 educators and does not change the materials used
to craft a response to a CalTPA prompt.
9.
Uses information obtained from the Internet, textbooks,
course professor(s) to create instructional plans and
reflections representing your own language & intentions.
Solicits or uses materials obtained from the Internet, textbooks,
course professor and/or other individuals in constructing
instructional plans, responses, and/or reflections.
10.
Submits completed CalTPA Task to TurnItIn prior to
submission for scoring.
Ensures all necessary permission slips for the inclusion of
student work and/or appearance of any person (student or
11.
adult) in the video has been completed and collected prior to
the inclusion of that work or video-recording.
Falsifies permission slips needed for the inclusion of student work
and/or appearance of any person (student or adult) in the video
or collects the slips after the student work or video-recording has
been submitted for scoring.
50
Acceptable Practices and Behaviors
Unacceptable Practices and Behaviors
The Candidate …
The Candidate …
Allows National University to use any portion of your CalTPA
tasks for Professional Development and/or for CTC
12.
developmental purposes, understanding all names will be
anonymous and redacted.
13.
Responds honestly to the NU Honor Code when submitting a
completed CalTPA task on Taskstream.
Provides false statements on the NU Honor Code when
submitting a completed a TPA task on within Taskstream.
Candidate Note: The feedback, evaluation or grade received from a professor on a course assignment and/or from a University or Site
Supervisor on Observation or Evaluation eforms does not guarantee a certain assessed score on a TPA Task or TPAD rating sheet.
51
(# 15)
CalTPA
&
All Teacher Credential Programs -- Course Connections
Graduate Programs
CalTPA Tasks
Subject Specific Pedagogy (1)
Subject Specific Pedagogy (1)
&
Designing Instruction (2)
Subject Specific Pedagogy (1)
&
Designing Instruction (2)
Assessing Student Learning (3)
Culminating Teaching Activity (4)
Credential Courses
TED 621A /623 Language Development Methods (CS #3)
SPD 608
Exceptionalities (CS #4)
Multiple Subjects (Methods)
TED 621B Reading & Language Arts
TED 635 Curriculum & Instruction I (SS, History, PE)
TED 636 Curriculum & Instruction II (Math & Science)
Single Subjects (Methods)
TED 632 Content Area Curriculum
TED 633 Content Area Instruction & Assessment
TED 634 Content Area Literacy
TED 531 Student Teaching Seminar
TED 530A Student Teaching I
TED 530B Student Teaching II
OR
TED 610 Best Internship Practices
TED 628A Internship Clinical Practice I
TED 628B Internship Clinical Practice II
TED 631A Internship Seminar I
TED 631B Internship Seminar II
52
CalTPA
&
All Bachelor’s Programs
(Early Childhood, Blended, Single Subjects)
Courses
Tasks
(SSP) Subject Specific
Pedagogy (1)
(DI) Designing Instruction (2)
TED 305
TED 300
TED 310
TED 410
TED 430
Orientation
Fundamentals of Education
Development and Learning
Multicultural Literature
Instructional Strategies for St. with Sp Needs
Multiple and Single Subjects (Methods)
TED 340 Reading in the Content Area
TED 330A Read. &Language Arts Methods-Elementary
TED 350 Math and Science Methods
TED 355 History and Social Science Methods
TED 380 Visual/Perform. Arts & Phy. Edu. Method
Single Subjects (Methods)
TED 420 Diversity in Teaching and Learning
TED 330B Reading &Lang Arts Methods-Secondary
Select one of the following corresponding to teaching major
TED 434 Social Studies Methods
TED 450 Methods of Teaching English
(DI) Designing Instruction (2)
TED 455 Methods of Teaching Science
TED 461 Mathematics Teaching Methods
TED 464 Methods Teaching Secondary Health Science
(AL) Assessing Learning (3)
TED 440 Class Leadership and Assessment Seminar
TED 531A Student Teaching Seminar I
(CTE) Culminating Teaching
Experience (4)
TED 531B Student Teaching Seminar II
53
(#16)
Securing Field Experience K12 Classrooms
Steps in Securing Appropriate K12 Field Experience School and Classrooms
In every graduate credential course, you are expected to complete one or more field experience assignments
requiring you to work four-hours in an appropriate K12 classroom. For this course, there is one assignment
requiring you to work with a Field Experience Teacher:
 Assignment (#7) asks you to observe and interview a K12 teacher. Please use the following steps and
criteria to guide you in locating an appropriate K12 site and teacher.
If this is your first credential course, then, please continue reading about how to select a school, work with the
principal, and identified teachers. If you have already identified an outstanding school and teachers, then, we
encourage you to build a positive and professional relationship with the school administrators and teachers. If
you are currently teaching in a K12 classroom, then, please move to Principle 3.
Principle One: Teacher Candidate Expectations
As a teacher candidate representing National University, you need to communicate to the school administrator
and teachers:
 Your intentions to work every month with the teachers
 The highest in professional responsibilities by—
o Dressing professionally
o Respecting school policies
o Working with the teacher to set the date/time for your next visit
o A few days before visiting the classroom confirm the date/time with your Field Experience
Teacher
 Your upcoming assignment’s requirements with the administrator and teacher(s)
Within the same school, you will want to work with a group of teachers because if you are a:
 Single Subject candidate, you may want to:
o Work with two teachers in the same content area, but different subjects (e.g., algebra &
geometry).
o Work with two teachers in your content area-same grade level and subject.
 Multiple Subject candidate, you want to:
o Work at the same school and within two different grade levels (primary & upper grades).
o Work at the same school, with two teachers in the same grade level.
Principle Two: Selecting a Field Experience School and Teachers
In selecting a field experience school and teachers, you want to make sure to identify a school with:
 diverse student population
 school administrators and teachers willing to support your work in their school
 teachers who demonstrate a belief that all students can learn at high achievement levels
In selecting a field experience school, you will need to, first, meet with a school administrator.
 Make an appointment with the administrator by contacting an office staff member
 Explain the nature of NU’s field experience requirements (4-hours/credential course)
54






Provide the administrator with: 1) Introduction Letter, 2) Field Experience Teacher Letter and 3) a copy of
the school-related assignments.
Ask the administrator to assign you to more than one Field Experience Teacher.
Have the administrator introduce you to the Field Experience Teachers.
Provide the Field Experience Teachers with copies of the relevant Anchor Assignments.
Share the Field Experience Teacher letter with each identified teacher.
Arrange the dates and times for your classroom visits
Principle Three: Currently Teaching in a Classroom
If you are currently teaching in a K12 classroom, then, in most cases, the course assignment’s specifications can
be applied to your classroom. First, check with you course instructor to make sure you can use your classroom
for the course’s field assignment.
55
(#17)
Field Experience Letters
National University
School of Education
11255 North Torrey Pines Road
La Jolla, CA 92037-1011
DATE
Dear School Administrator,
I would like to introduce you to my (TED XXX Course Name) teacher candidate from National University,
who is in the (Single Subjects) Teacher Credentialing Program. This is an approved California teacher
education program. TED XXX, (course title) is a (methods) course taught in four weeks. Because this
course is a precursor to student teaching, several course requirements focus on field experiences
activities in a (middle) school classroom. The teacher candidates in this course have a ‘Certificate of
Clearance’ and have provided a negative TB test to our university representatives in the Credential
Office.
I am hoping you will be able to provide this teacher candidate with an opportunity to participate in your
school and to work with several excellent teachers. For each field experience assignment, the teacher
candidate will provide a detailed description of activity. If you have any questions, please feel free to
contact me at (telephone) and/or (email address). Thank you for your time, efforts, and contributions to
my teacher candidate’s development activities.
Sincerely,
Signature
Course Lead Name
56
National University
School of Education
11255 North Torrey Pines Road
La Jolla, CA 92037-1011
DATE
Dear Field Experience Teacher,
Thank you for allowing my teacher candidate in TED _____ to complete the field experiences in your
classroom. One of the major topics we are studying is ___________________.
I have asked the teacher candidates in my course to spend four hours in a classroom working on a
course-related assignment. To complete this assignment, teacher candidates will need to be more than
an observer in the classroom. Teacher candidates will need to work actively with you as the instructor,
and, under your supervision, interact with your students.
______________________________________________________________________.
Also, let me introduce you to the teacher candidate from National University, who is in the (Single
Subjects) Teacher Credentialing Program; an approved California teacher education program. The
candidate is enrolled in TED XXX, (course title) is a (methods) course taught in four weeks. Because
this course is a precursor to student teaching, course requirements focus on field experiences activities
in a (middle) school classroom. The teacher candidates in this course have a ‘Certificate of Clearance’
and have provided a negative TB test to our university representatives in the Credential Office. We
expect our teacher candidate to demonstrate outstanding professionalism by:
o
o
o
o
o
dressing professionally
respecting school/district procedures and policies
working with you to set the date/time for visits
confirming the date/time of the next classroom visit 4 days prior to the visit
share the upcoming assignment’s requirements with you
Again, thank you for your willingness to work with your teacher candidate. As program faculty and a
course leader, we appreciate your time and energies in working collaboratively with our teacher
candidate. If you have any questions, please contact me at (telephone) and/or (email address).
Sincerely,
Signature
Course Lead Name
57
(#18)
Field Experience Log: AN EXAMPLE
School of Education
11255 N. Torrey Pines Rd.
La Jolla, CA 92037
Field Log: 4-Hour Field Experience
TED 606 Equity and Diversity
Program Area
Foundations
Methods:
Multiple Subject
Methods:
Single Subject
Course
Field Experience Assignment
TED 602
SPD 604
TED 606
SPD 608
Educational Foundations
Psych. Found. of Education
Equity and Diversity
Exceptionalities
Teacher Interview
Teacher Interview
Classroom Observation
Classroom Observation
TED 621A
TED 621B
TED 635
TED 636
TED 626
Lang Dev. Methods: Elem
Read. & Lang. Arts Meth.
Method: Hist-SS/He/PE/Art
Methods: Math & Science
Classroom Management
Classroom Observations Analysis
Best Practices Observation
Teach: Lesson Plan
Teach: Lesson Plan
TED 623
TED 632
TED 633
TED 634
TED 626
Lang. Deve. Methods: Sec
Content Area Curriculum
Content Area Instru-Assess
Content Area Literacy
Classroom Management
Classroom Observations Analysis
Differentiation: 5 Students Profile
Teach and Reflect
Classroom Observation
Student Teaching
Brief Summary of this Course’s Field Experience Assignment
Classroom Observation and Paper
During your observation, work with your K12 teacher or work place educator to observe the diversity in the setting
and collect information needed to address the following six major items in your assignment’s paper:
1. Provide a written overview of the ethnic diversity in the classroom or educational setting
2. Provide numbers of special needs learners
3. Observe how the instructor addresses the diverse needs of the learners, including curriculum, activities, and
interactions with the learners
4. Observe how the learners interact, collaborate, and have discussions in diverse settings.
5. Note learner engagement in activities of verbal language acquisition only, in verbal-textual language
acquisition activities, and in textual language acquisition only activities
6. Identify the diversity of the classroom or work place by ascertaining the following:
 Number of learners with special needs
 How the diverse needs are met in the classroom or educational setting
58
Instructions—
The teacher candidate should complete this feedback form. Thank you.
Field Experience Feedback Form
Item
1.
2.
3.
Provide the following information
Were there any questions that came up as
a result of this Field Experience?
How well did this field experience help you
understand the course content?
(In the box to the left, circle the best response)
4.
How meaningful was this Field Experience
to your professional growth as a teacher?
(In the box to the left, circle the best response)
5.

Response Area
School District: ________________________

School Name:
_________________________

Grade Level:
_________________________

Content Area:
_________________________

Teacher’s Name: ________________________

Teacher’s Email Address: _________________



Very well
Ok, and some suggestions
Not well at all, can provide suggestions.



Very well
Ok, and some suggestions
Not well at all, can provide suggestions.
What else did you learn about yourself as
a future teacher and/or K12 students?
If there are any questions, please contact the Course Lead at:
Name: Dr. NU
Email: example@nu.edu
Phone: (XXX) XXX-XXXX
59
(# 19)
Lesson Plan Design
_____________________________________________________________________________________
11255 North Torrey Pines Road, La Jolla, CA
92037-1011 • Phone (858) 642-8320 • Fax (858) 642-8724 • www.nu.edu
Subject:
Grade:
Lesson Topic:
Candidate’s Name:
ID #
Site Supervisor:
NU Supervisor:
Date: _____________________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner, create bridges
from past learning, behavior expectations)
.
Rationale:
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you measure mastery
of the outcome?)
Rationale:
3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and prescribe
instruction accordingly. Consider: linguistic background, academic language abilities, content knowledge,
cultural and health considerations, interests and aspirations, physical development, social development,
emotional development. )
Rationale:
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify Learning
Activities based on learner characteristics to meet the needs of ELL & special needs students, highly achieving
students and low achieving students)
Rationale:
60
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Rationale:
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for Understanding)
Rationale:
Check for Understanding:
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and provide feedback
and re-teaching)
Rationale:
Check for Understanding:
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent activities are
assigned assuming that students understand the concept well enough to work on their own.)
Check for Understanding
Rationale:
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning. Describe
differentiating assessment strategies you will use for ELL, special needs students, highly achieving students and
low achieving students.)
Rationale:
10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well? What needs to
be changed? Were learning outcomes met? What activities will you add, change, modify in the future? What
can be done to follow up on the learning from this lesson? Who needs additional help? Who needs enrichment
or higher level work?)
:
61
(# 20)
National University Policies
Candidate Assistance Plan
Catalog #77, p. 169 (September 2013)
Note: Some structural changes have been made to the Catalog text as well as a few word changes are noted in
this text.
National University has Policies and Procedures for Student Discipline, Academic Dishonesty, Civility,
Reasons for Probation, Suspension and Dismissal described in the Catalog under the Policy and Procedures
section (pages 49-52). National University also has a process for providing accommodation to students with
documented special needs (see Students with Disabilities under the Student Services section of the catalog).
Additionally, a Writing Center and Math Tutoring are available to assist students seeking to improve their writing
and mathematics skills.
School of Education Procedures
The School of Education has developed procedures to assist candidates (students in professional preparation
programs) in meeting School and program requirements. Candidates must be able to demonstrate the:
 Requisite knowledge
 Skills
 Dispositions of the School’s Conceptual Framework and the values of National University
These knowledge, skills and dispositions provide a foundation for educators in today’s schools. Within the School
of Education, each program has identified knowledge, skills and dispositions necessary for specific professional
responsibilities. The knowledge, skills and dispositions are based upon the:
 School of Education Conceptual Framework
 California Commission on Teacher Credentialing (CTC) preparation standards
 National Council on the Accreditation of Teacher Education (NCATE) standards
 Professional organization standards.
Candidate Progress Alert
When an instructor becomes aware that a candidate needs assistance to effectively demonstrate the
appropriate knowledge, skills and/or dispositions within (his/her) program, a Candidate Progress Alert will be
initiated by (her/his) instructor. This is the first step in the Candidate Assistance Process that is intended to be
supportive, based upon each program’s standards and individualized to the candidate. The Candidate Progress
Alert is intended to alert the candidate to areas of performance that are deficient or may need remediation.
When a Progress Alert is initiated, the candidate and instructor will meet to develop activities to improve areas
requiring attention and identify methods of assessment.
Candidate Assistance Plan
In cases where a candidate has been unable to adequately remediate deficiencies identified in a Progress
Alert, the appropriate faculty member will develop a formal Candidate Assistance Plan. The Plan will identify:
 Areas of deficiency
62

Prescribe specific activities and/or intervention strategies the candidate will need to complete to
successfully meet knowledge, skills and/or dispositions
o Intervention strategies
o Assessment measures
The faculty member will review the Plan with the candidate to ensure that the information, intervention
strategies and assessment measures are clear. A candidate’s signature on the Candidate Assistance Plan will
acknowledges receipt and review of the Plan and will be maintained by the School of Education.
Unsatisfactory Completion of Candidate Assistance Plan
When a candidate has not satisfactorily completed a Candidate Assistance Plan, the Plan, and a detailed
description of activities or areas not adequately met will be forwarded by the appropriate faculty member with a
recommendation to the School of Education and Office of Student Services designees. The candidate will be
notified by the Dean of the School of Education regarding the candidate’s continuing status within the program
and/or the School.
63
(# 21)
Professional Dispositions Form
School of Education
Rating Scale
1 = As a teacher candidate, I believe I exhibit this dispositional characteristic (some of the time).
2 = As a teacher candidate, I believe I exhibit this dispositional characteristic (most of the time).
3 = As a teacher candidate, I believe I exhibit this dispositional characteristic (all the time).
STARS = School of Education’s Conceptual Framework
Dispositional Characteristics
Scholarship
1
2
Problem-Solving/Critical Thinking: (I) think critically; effectively analyze problem situations and
conceptualize alternative approaches and solutions.
Scholarship
Oral Communication: (I) express myself in an organized, clear, and professional manner.
3
Scholarship
Written Communication: (I) write in an organized, clear, grammatically correct and professional manner.
Scholarship
4
Professional Identity/Lifelong Learning: (I) identify with the profession; I conduct myself as a professional:
and I engage in ongoing activities to ensure (my) professional growth.
Scholarship
5
Data-Based Case Conceptualization: able to use data/information to conceptualize cases and generate
hypotheses and possible solutions; uses evidence to evaluate outcomes.
Teamwork
6
7
Collaboration/Teamwork: (I) work effectively with others and (I have) the ability to compromise and to
respect others’ opinions during group work; and I consistently use appropriate strategies for
conflict resolution.
Teamwork
Attending/Listening Skills: (I) attend to important communications; and (I) listen attentively.
8
Teamwork
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Dispositional Characteristics
Effective Interpersonal Relations: (I) relate effectively to colleagues, faculty, supervisors, and K12
students.
Teamwork
9
10
Adaptability/Flexibility: (I) adapt effectively to the demands of a situation; and (I am) sufficiently flexible
to deal with change.
Teamwork
Responsiveness to Feedback: (I am) open to supervisor or peer feedback and respond appropriately.
Active Reflection
11
12
Self-Awareness: (I) show realistic awareness of personal strengths and weaknesses; and (I understand the)
impact this has on (my) professional functioning and relationships with others.
Active Reflection
Reflection: (I) reflect on actions and interactions; and adjust to improve
Responsible Citizenship
13
Initiative: (I) initiate activities when appropriate; (I) do not wait to be asked or told when to begin an
anticipated task.
Responsible Citizenship
14
15
Dependability: (I) follow through on a task once a commitment to it has been made; (I) reliably complete
assignments in a timely manner.
Responsible Citizenship
Time Management/Work /Organization: (I) organize work and manage time effectively.
Responsible Citizenship
16
Fairness: (I) believe all children are capable of learning; and (my) assignments provide evidence (I can)
address the needs of all (K12) learners.
Responsible Citizenship
17
Respect for Human Diversity: (I) respect human differences; (I) demonstrate sensitivity and skills needed
to work with diverse populations.
Responsible Citizenship
18
Independent Functioning: (I) function with minimal supervision or independent, when appropriate.
Responsible Citizenship
19
20
Ethical: (I) maintain confidentiality; (I make) ethical decisions; (I) demonstrate appropriate standards of
conduct in all interactions within and beyond the university or P-12 community.
Responsible Citizenship
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Dispositional Characteristics
Community Outreach: (I) effectively network within the community; (I) develop relationships; and (I)
understand outside resources for development of (my) self, (my) program, and P-12 students.
Standards of Exemplary Practices
21
Systems Orientation: (I) understand schools, families, and organizations are systems; and (I) recognize and
effectively utilize rules, policies, and other characteristics of systems.
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(# 22)
CTC—Professional Practices
Discipline Review Process
FAQs:
http://www.ctc.ca.gov/educator-discipline/FAQ.html
1. What is the Commission on Teacher Credentialing, Committee on Credentials and the Division of
Professional Practices?
The Commission on Teacher Credentialing ensures excellence in education by establishing high standards for
the preparation and licensing of public school educators. The Committee of Credentials is a disciplinary
review committee created by statute and appointed by the Commission. The Committee evaluates the moral
character and fitness of all persons who wish to teach or perform certified services in the public schools. The
Committee reviews allegations of misconduct against credential holders and applicants. If the Committee
finds that probable cause exists for adverse action against a credential holder or applicant, it recommends an
appropriate adverse action to the Commission.
The Committee is comprised of seven members appointed by the Commission for two-year terms.
Membership includes an elementary teacher, a secondary teacher, one school board member, a school
administrator, and three public representatives. The Committee meets 4 days each month at the
Commission's offices in Sacramento.
The Division of Professional Practices supports the disciplinary work of the Commission and the Committee of
Credentials.
2. Who can the Commission investigate and how does the Commission find out about misconduct that may
have been committed by an educator or an applicant?
The Commission may begin a disciplinary review after receiving:

Official records from the Department of Justice, any law enforcement agency, any state or federal
court, a California state agency, or another state agency.

An affidavit signed by a person with personal knowledge of the alleged misconduct.

A notification from an employer, usually a school district, that a credential holder, as a result of or
while allegations of misconduct were pending, was:
o
o
o
o

dismissed
non-reelected
suspended for more than ten days,
placed pursuant to a final employment adverse action on unpaid administrative leave for more
than 10 days, resigned, or otherwise left employment.
A notice from an employer that a complaint was filed with the school district alleging sexual
misconduct by a credential holder.
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
A notice from a school district, employer, public agency or testing administrator regarding failure to
fulfill an employment contract, explicit recruitment of students as customers for the credential
holder's business, report of false expenditure data on the conduct of an educational program, or
subversion of any licensing examination.

An application with a "yes" answer to a professional fitness question. Personal fitness questions are
related to convictions, employment discipline, adverse actions or denials of any license and pending
investigations by law enforcement agencies, licensing agencies, or employers.
The Commission may also begin an investigation if a credential holder fails to disclose a conviction, adverse
action or denial of any license or pending investigation of any criminal allegation or pending investigation of
any noncriminal allegation of misconduct by a governmental licensing agency.
3.
Will the Commission automatically deny or revoke credentials for some offenses?
Yes, the law prohibits the Commission from issuing any credential to and requires the Commission to
revoke a credential already issued to a person:
4.

who has been convicted of any sex offense defined under Education Code Section 44010

who has been convicted of any narcotics offense defined under Education Code Section 44011

who has been convicted of any crime listed in Education Code section 44424, or

who has been found to be insane by a federal or state court

who has been judicially determined to be a mentally disordered sex offender under the law.
What kind of disciplinary actions can the Commission take and what do they mean?
The Commission can take the following actions:

Private admonition. A private admonition is a written warning to the credential holder that any
repetition of such act or omission may result in denial, suspension, or revocation of the credential. At
the time of the admonition, the credential holder's employer receives a copy of the admonition,
otherwise the admonition remains confidential. The Commission and employers must expunge all
records pertaining to the private admonition after three years, as long the offense does not reoccur.

Public reproval. A public reproval is a public warning from the Commission that the conduct is not
appropriate for a credential holder. Commission of the same or similar misconduct may result in a
more serious adverse action.

Suspension. Suspension is the temporary inactivation of a credential for a specified period. If a
suspension is imposed, the credential holder may not work in a position requiring a credential during
the period of the suspension.

Revocation. Revocation is the termination of an individual's ability to work in a position requiring
certification. Once effective, the revocation continues unless and until the Commission reinstates the
person.

Denial of an application.
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5.
Who is notified when an adverse action is imposed?
All adverse actions except private admonitions are published in a document titled the "All Points Bulletin,"
which is sent to all California school districts, county offices of education, private schools, deans of
education and other interested parties as authorized by law.
6. What does the Committee consider when it reviews an allegation of misconduct?
When reviewing allegations of misconduct, the Commission and the Committee consider the nature and
severity of the offense, its relationship to teaching, the recency of the acts or crimes, compliance with court
sanctions, and any evidence of rehabilitation.
The burden of proof lies with the applicant to demonstrate documented evidence of rehabilitation.
Examples of such rehabilitative evidence include:

A recent, dated letter from the applicant describing rehabilitative efforts or changes made to prevent
future problems

Letters on official letterhead from professional counselors, instructors, employers, probation or
parole officers, especially persons with knowledge of the alleged misconduct

Letters from recognized recovery programs and/or counselors attesting to current sobriety and
length of time of sobriety, if there is a history of alcohol or drug abuse

Proof of community work, schooling, or other self-improvement efforts

Certified court orders expunging the criminal record, such as a reduction from felony to
misdemeanor, or certificate of rehabilitation and/or pardon

Current mental status examination by a clinical psychologist, including psychological testing, if
applicable
7. Which laws and regulations govern teacher discipline and misconduct?
Generally, the Education Code beginning with Section 44000 governs the Commission on Teacher
Credentialing and teacher discipline, and misconduct is governed by the Education Code, beginning with
Section 44240. The Education Code is available at http://www.leginfo.ca.gov/calaw.html and the 2007 Laws
and Rules Manual Pertaining to the Discipline of Professional Certificated Personnel is available by clicking
here [PDF].
8.
If a credential is revoked, is it permanent?
Someone who has his or her credential revoked may apply for reinstatement, one year after the effective
date of the revocation. The matter is then considered by the Commission.
9.
Can a credential holder serve in another state if the Commission has imposed discipline?
The teacher licensing agency in the other state makes that decision.
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(# 23)
National Education Association (NEA)
Code of Ethics
http://www.nea.org/home/30442.htm
PREAMBLE
The educator, believing in the worth and dignity of each human being, recognizes the supreme
importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to
these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity
for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire
for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community
provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of
the Education Profession indicates the aspiration of all educators and provides standards by which to judge
conduct.
The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall
be exclusive and no such provision shall be enforceable in any form other than one specifically designed by the
NEA or its affiliates.
PRINCIPLE I
COMMITMENT TO THE STUDENT
The educator strives to help each student realize his or her potential as a worthy and effective member
of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and
understanding, and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator 
Shall not reasonably restrain the student from independent action in the pursuit of learning.

Shall not unreasonably deny the student access to varying points of view.

Shall not deliberately suppress or distort subject matter relevant to the student's progress.

Shall make reasonable effort to protect the student from conditions harmful to learning or to health
and safety.

Shall not intentionally expose the student to embarrassment or disparagement.

Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religion
beliefs, family, social, or cultural background, or sexual orientation, unfairly a. Exclude any student from participation in any program
b. Deny benefits to any student
c. Grant any advantage to any student.
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
Shall not use professional relationships with students for private advantage.

Shall not disclose information about students obtained in the course of professional service unless
disclosure serves a compelling professional purpose or is required by law.
PRINCIPLE II
COMMITMENT TO THE PROFESSION
The education profession is vested by the public with a trust and responsibility requiring the highest
ideals of professional service.
In the belief that the quality of the services of the education profession directly influences the nation and
its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that
encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust
to careers in education, and to assist in preventing the practice of the profession by unqualified persons.
In fulfillment of the obligation of the profession, the educator 
Shall not in any application for a professional position deliberately make a false statement or fail to
disclose a material fact related to competency and qualifications.

Shall not misrepresent his/her professional qualifications.

Shall not assist any entry into the profession of a person known to be unqualified in respect to
character, education, or other relevant attribute.

Shall not knowingly make a false statement concerning the qualifications of a candidate for a
professional position.

Shall not assist a non-educator in the unauthorized practice of teaching.

Shall not disclose information about colleagues obtained in the course of professional service unless
disclosure serves a compelling professional purpose or is required by law.

Shall not knowingly make false or malicious statements about a colleague.

Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional
decisions or action.
- Adopted by the NEA 1975 Representative Assembly
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(# 24)
TPA Town Hall Meeting
Schedules
Teacher candidates should consider attending a TPA Town Hall meeting on a regular basis. Here are the
basics about the TPA Town Hall meetings:
What:
At the meeting, a full-time faculty member provides a standardized PowerPoint
presentation orienting candidates to:
 TPA Basics
 4 TPA Tasks
 Overall Strategies
 Scoring System
 Taskstream: Task Submission
 Honor Code and Guidelines
Additionally, candidates can examine a score of ‘4’ for: Task (1) Subject-Specific
Pedagogy and Task (2) Designing Instruction
Where:
Town Hall meetings are held at each National University Campus as well as online.
When:
Online TPA Town Hall meetings are held the 1st-Saturday of the month (10:00am - noon).
Campus Town Hall meetings are held on a regular basis. Please contact your Faculty
Advisor or Credential Specialist for the date and time.
Cost:
Free
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