TEA's Proposed Components and Parameters for TPAs
The chart below lists exam Components and Parameters proposed by the Texas Education Agency – TEA for vendors to develop a Texas-specific teacher performance assessment to be used as a summative certification exam. Source: Starting at page 36. Click
source.
Exam Components and Parameters Proposed by TEA
| General |
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The Texas-specific performance assessment is a summative assessment that is intended for certification.
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The Texas-specific performance assessment is a performance assessment where candidates are required to demonstrate best practices in a Texas classroom and analyze their practices against a set of SBEC approved standards.
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| TPA Content |
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TPA content measures candidates’ proficiency in grade banded teaching and content pedagogy.
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TPA content includes the Texas Code of Ethics.
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| TPA Structure |
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The TPA is externally evaluated in a way that is reliable, secure, and scalable to the entire state.
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The TPA includes multiple samples of candidate’s demonstrated evidence of instructional delivery to a rostered group of students.
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TPA candidates should provide multiple samples of student learning and reflective practices.
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TPA candidates should provide evidence of professionalism and evidence of family and/or community engagement.
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The TPA evaluation should provide concrete and specific data to both the candidate and program around a set of identified standards.
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| TPA Scoring Criteria and Submission Process |
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The TPA is evaluated against a normed rubric or set of rubrics.
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The TPA is externally evaluated in a way that is reliable,
and Submission secure, and scalable for the entire state.
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The TPA is submitted in an online platform.
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The TPA scoring that allows for evaluation of general pedagogy and content and candidate proficiency in grade band specific practices.
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The pages that follow describe, component by component, the TExTPA teacher performance assessment’s full compliance with these requirements.
General
The Texas-specific performance assessment is a summative assessment that is intended for certification.
Evidence shows that the Texas Teacher Performance Assessment (TExTPA) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice, and it is structured as a final exam.
Multiple samples of evidence
| Task 1 – Part E | Prompts for Planning |
| Task 2 – Part B | Prompts for Teaching |
| Task 3 – Part C | Prompts for Assessing |
| Task 2 – Part B | (2a-b) | Prompts for Reflection |
| Task 3 – Part C | 2b | 5c | Prompts for Reflection |
| Score Report | The final exam is scored with the T-TESS rubric |
The Texas-specific performance assessment is a performance assessment where candidates are required to demonstrate best practices in a Texas classroom and analyze their practices against a set of SBEC approved standards.
The Texas Teacher Performance Assessment (TExTPA) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. Evidence shows that the TExTPA:
- requires candidates to demonstrate best practices in the classroom.
- assesses practices that are grounded in the Texas Teacher Standards.
- assesses practices that are grounded in the TEKS - the state curriculum standards.
- assesses practices that are grounded in the T-TESS Rubric.
Multiple samples of evidence
Teachers design clear, well organized, sequential lessons that build on students’ prior knowledge.
Task 1 – Part B. Lesson plans build toward objectives based on content, curriculum and student outcomes.
Task 1 – Part A. Prompt 4a – Lists students’ prior knowledge.
Task 1 – Part E. Prompt 1c – Lesson plans build on each other.
Task 1 – Part E. Prompt 2a – Learning activities and materials reflect students’ prior knowledge.
Task 2 – Part B. Prompt 1d – Strategies that help students make connections to prior knowledge to support new learning.
Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices.
Task 1 – Part B. TEKS standards – Instruction is developmentally appropriate and standards driven.
Task 1 – Part B. Lesson Plans – Learning segment is appropriate to the content area.
Task 1 – Part B. Instructional strategies – Support all students in gaining access to the content.
Task 1 – Part B. Instructional materials – Use and adapt resources and technologies for students to meet learning goals.
Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate.
Task 1 – Part A. Diverse Learners – Differentiated instruction for students with exceptional needs.
Task 1 – Part B. Instructional materials – Planned supports for all students including those with IEPs and 504 plans.
Task 1 – Part E. Prompt 4b – Procedures that allow students with specific needs to demonstrate their learning.
Task 1 – Part B. Instructional Groups – Student groupings, pairings and small group instruction to facilitate student learning.
Teachers communicate clearly and accurately and engage students in a manner that encourages students’ persistence and
best efforts.
Task 2 – Part B |Prompt 1b. Learning Environment – Students are willing to answer questions and work together.
Task 2 – Part B |Prompt 1b. Learning Environment – Students are challenged to engage with content.
Task 2 – Part B |Prompt 1e. Learning Environment – Questioning skills build on student responses to promote understanding.
Task 1 – Part E |Prompt 4a. Persistence – Teacher persists with the lesson until students demonstrate mastery of objective.
Teachers promote complex, higher-order thinking, leading class discussions and activities that provide opportunities for
deeper learning.
Task 2 – Part B |Prompt 1b. High expectations – Teacher promotes high academic and social-emotional expectations.
Task 2 – Part B |Prompt 1e. Class discussions – Students engage in individual and collaborative critical thinking.
Task 1 – Part B. Instructional materials – Teacher incorporates technology to curriculum for more effective student interaction.
Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary.
Task 1 – Part E |Prompt 4a. Assessments – Teacher collects direct evidence of student learning of specific objectives.
Task 3 – Part C |Prompt 1c. Teacher analyses patterns of learning for the whole class to ensure lessons’ effectiveness.
Task 3 – Part C |Prompt 2b. Teacher provides immediate feedback to students.
Task 3 – Part C |Prompt 4b. Teacher adjusts content delivery in response to analysis of student performances.
Task 3 – Part C |Prompt 4b. Teacher describes the theory/research that informs their adjustment decision.
TPA Content
TPA content measures candidates’ proficiency in grade banded teaching and content pedagogy.
Evidence shows that the TExTPA is a content-specific pedagogy assessment that seeks both to measure and develop teacher effectiveness.
Multiple samples of evidence
Teacher exhibits a comprehensive understanding of their content, discipline, and related pedagogy.
Task 1 – Part A |Prompt 2a. Teacher identifies the grade-level and subject-area content to be taught.
Task 1 – Part A |Prompt 2e. Teacher identifies a particular textbook or instructional program primarily used for instruction.
Task 1 – Part B |Learning Segment. Teacher understands the major concepts of their grade-level and subject-area content.
Teacher designs and executes quality lessons that are consistent with the concepts of their specific discipline, are aligned to
state standards, and demonstrate their content expertise.
Task 1 – Part B |TEKS Standards. Lessons are aligned to state standards.
Task 1 – Part B |Learning Objectives. Teacher organizes curriculum to facilitate student understanding of the subject matter.
Task 1 – Part E |Prompt 2b. Teacher adapts instruction to address common misunderstandings and preconceptions.
Task 1 – Part E |Prompt 3. Teacher promotes academic language development within the discipline.
Teacher demonstrates content-specific pedagogy that meets the needs of diverse learners, utilizing engaging instructional materials to connect prior content knowledge to new learning.
Task 1 – Part B |Learning Segment Goal. Teacher identifies the key content knowledge to be taught.
Task 1 – Part E |Prompt 2a. Learning activities and materials listed are based on students’ prior knowledge and assets.
Task 2 – Part B |Prompt 1d. Strategies that help students make connections to prior knowledge to support new learning.
Task 1 – Part B |Learning Objectives. Teacher makes authentic connections across disciplines and students’ experiences.
TPA content includes the Texas Code of Ethics.
Evidence shows that the TExTPA assesses evidence that teachers model ethical and respectful behavior and demonstrates integrity in all situations.
Samples of evidence
Teacher adheres to the educators’ Code of Ethics, including following policies and procedures at their specific school placement.
Task 3 – Part C |Prompt 5a. Professional demeanor and ethics.
Teacher communicates consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff.
Task 3 – Part C |Prompt 5d. School community involvement.
TPA Structure
The TPA is externally evaluated in a way that is reliable, secure, and scalable to the entire state.
The TExTPA assessment will be evaluated by TEA-certified content-specific T-TESS appraisers who are trained in assessing teaching proficiency using the Texas Teacher Evaluation and Support System (T-TESS), the same rubric that scores the TExTPA. Therefore the evaluation will be reliable, secure, and scalable to the entire state.
The TPA includes multiple samples of candidate’s demonstrated evidence of instructional delivery to a rostered group of students.
Teacher demonstrates understanding of instructional planning and delivery by providing standards-based, data-driven, differentiated instruction that engages students, makes appropriate use of technology, and makes learning relevant for today’s learners.
Multiple samples of evidence
Teachers design clear, well organized, sequential lessons that build on students’ prior knowledge.
See full description under General.
Teachers design developmentally appropriate, standards-driven lessons that reflect evidence-based best practices.
See full description under General.
Teachers design lessons to meet the needs of diverse learners, adapting methods when appropriate.
See full description under General.
Teachers communicate clearly and accurately and engage students in a manner that encourages students’ persistence and best efforts.
See full description under General.
Teachers promote complex, higher-order thinking, leading class discussions and activities that provide opportunities for deeper learning.
See full description under General.
Teachers consistently check for understanding, give immediate feedback, and make lesson adjustments as necessary.
See full description under General.
TPA candidates should provide multiple samples of student learning and reflective practices.
Multiple samples of evidence: student learning
Task 1 – Part A |Prompt 3(c-f). Teacher adapts lessons to address individual needs of all students.
Task 1 – Part A |Prompt 4(a-b). Teacher considers students’ prior knowledge and assets for learning.
Task 1 – Part B |Learning Objectives. Teacher describes what students will be able to do by the end of the lesson.
Task 1 – Part B |Instructional Strategies. Teacher scripts out steps for teaching a lesson.
Task 1 – Part B. Instructional Groups – Student groupings, pairings and small group instruction to facilitate student learning.
Task 1 – Part E |Prompt 1a. Teacher explains why the content is important for students to learn.
Task 1 – Part E |Prompt 1b. Teacher describes how the standards and learning objectives are connected to the lesson.
Task 1 – Part E |Prompt 1c. Teacher describes how the lesson plans in the learning segment build on each other.
Task 1 – Part E |Prompt 3b. Key learning activity that supports student development of academic language function.
Task 1 – Part E |Prompt 3c. Other academic language demands that students need to understand or use to complete tasks.
Task 1 – Part E |Prompt 4b. Accommodations for students with specific needs to demonstrate their learning.
Task 2 – Part B |Prompt 1b. Teacher’s strategies to challenge students to engage in learning.
Task 2 – Part B |Prompt 1c. Video clips – Delivering instruction to engage students in learning.
Task 2 – Part B |Prompt 1d. Video clips – Instructional strategy to connect students’ prior knowledge to support new learning.
Task 2 – Part B |Prompt 1e. Video clips – Questioning skills to deepen student learning during instruction.
Task 3 – Part C |Prompt 3a. Evidence of students’ academic language use.
Task 1 – Part B. Closure – Teacher checks and confirms that student learning has occurred at the conclusion of a lesson.
Multiple samples of evidence: reflective practices
Task 1 – Part E |Prompt 4a. Assessments – Teacher collects direct evidence of student learning of specific objectives.
Task 2 – Part B |Prompt 2a. Changes to instruction to better support student learning of specific objectives.
Task 2 – Part B |Prompt 2a. Changes to instruction supported by principles from theory and/or research.
Task 3 – Part C |Prompt 1b. Teacher provides table, chart or summary of learning narrative that summarizes student learning.
Task 3 – Part C |Prompt 1c. Teacher analyzes patterns of learning using evidence from student work samples.
Task 3 – Part C |Prompt 4a. Teacher describes next steps for instruction based on analysis of student learning.
Task 3 – Part C |Prompt 4b. Teacher describes next steps for instruction supported by principles from theory and/or research.
TPA candidates should provide evidence of professionalism and evidence of family and/or community engagement.
Evidence shows that the TExTPA assesses evidence that teachers model ethical and respectful behavior and demonstrates integrity in all situations.
Samples of evidence
Teacher adheres to the educators’ Code of Ethics, including following policies and procedures at their specific school placement.
Task 3 – Part C |Prompt 5a. Professional demeanor and ethics.
Teacher communicates consistently, clearly, and respectfully with all members of the campus community, including students, parents and families, colleagues, administrators, and staff.
Task 3 – Part C |Prompt 5d. School community involvement.
The TPA evaluation should provide concrete and specific data to both the candidate and program around a set of identified standards.
Evidence shows that the TExTPA evaluates teacher candidate portfolios on all the domains and dimensions of the Texas Teacher Evaluation and Support System (T-TESS) rubric that is aligned to the Texas Teacher Standards. The levels of performance are:
Level 1: Improvement Needed
Level 2: Developing
Level 3: Proficient
Level 4: Accomplished
Level 5: Distinguished
The TExTPA provides teacher candidate performance data to support EPP program curriculum decision making. Grounded in contemporary, evidence-based research, the TExTPA takes a practical approach to assessment use of data that aims to improve the quality of teachers in Texas classrooms by treating assessment as a search for evidence of teacher preparedness thus contributing to the quality of education of all Texas children.
Evidence shows that the TExTPA provides concrete and specific data to both the candidate and EPP program.
TPA Scoring Criteria and Submission Process
The TPA is evaluated against a normed rubric or set of rubrics.
The TExTPA evaluates teacher candidate portfolios on all the domains and dimensions of the Texas Teacher Evaluation and Support System (T-TESS) rubric that is aligned to the Texas Teacher Standards. The levels of performance are:
Level 1: Improvement Needed
Level 2: Developing
Level 3: Proficient
Level 4: Accomplished
Level 5: Distinguished
The TPA is externally evaluated in a way that is reliable, secure, and scalable for the entire state.
The TExTPA assessment will be evaluated by TEA-certified content-specific T-TESS appraisers who are trained in assessing teaching proficiency using the Texas Teacher Evaluation and Support System (T-TESS), the same rubric that scores the TExTPA.
Therefore the evaluation will be reliable, secure, and scalable to the entire state.
The TPA is submitted in an online platform.
Candidates build their entire portfolio with user-friendly navigation and built-in guidance to the highest level of the rubric. All the work is done online and submission of the complete portfolio for a final score is done online.
TPA scoring allows for evaluation of general pedagogy and content and candidate proficiency in grade band specific practices.
The TExTPA is designed to measure the candidate's knowledge, skills and ability with relation to the Texas Educator Standards, including demonstrating his/her ability to appropriately instruct all K-12 students in the TEKS Standards. The TExTPA requires a candidate to complete defined performance tasks relating to subject-specific pedagogy, designing and implementing instruction and student assessment, video-recording teaching, and reflecting on practice. Performance tasks must be completed within a site placement where the candidate is working with supervising teachers, mentor teachers, and actual students. Candidate performances are scored by trained, calibrated content-specific T-TESS appraisers against multiple criteria of the T-TESS rubric that describe levels of performance relative to each performance task.
Curriculum Alignment
Because EPP coursework is already directly aligned to the Texas Teacher Standards (TAC Rule §228.35), and the TExTPA is native of these standards, curriculum alignment, if any, will be minimum with the adoption of the TExTPA. The TExTPA:
- is a final exam.
- is grounded in the Texas Teacher Standards.
- is grounded in the TEKS - the state curriculum standards.
- is grounded in the T-TESS Rubric (all sixteen rubrics).
Cost
The PPR EC-12 (160) costs $116. The TExTPA costs $34 more for a total of $150.
Candidates have access to their TExTPA assessment for up to 18 months or until they pass their assessment whichever comes first.
Note: There is an $80 administrative fee per candidate. This fee will pay for the scoring piece of the assessment. We plan to negotiate with TEA for the state to pick up this fee so it will not be reflected on the final cost for teacher candidates or EPP programs.
The TExTPA covers sixty-two (62) TEA-approved educator certification assessments.
- 1. Agriculture, Food, and Natural Resources (6–12)
- 2. American Sign Language (ASL)
- 3. Art (EC–12)
- 4. Business and Finance (6–12)
- 5. Chemistry (7–12)
- 6. Computer Science (8–12)
- 7. Core Subjects: ELAR (4–8)
- 8. Core Subjects: ELAR-MATH (EC–6)
- 9. Core Subjects: ELAR-SCI (EC–6)
- 10. Core Subjects: ELAR-SSTUDIES (EC–6)
- 11. Core Subjects: Mathematics (4–8)
- 12. Core Subjects: Science (4–8)
- 13. Core Subjects: Social Studies (4–8)
- 14. Dance (6–12)
- 15. Deaf and Hard of Hearing (EC–12)
- 16. Early Childhood (PK–3)
- 17. ELAR (4–8)
- 18. ELAR (7–12)
- 19. ELAR/Social Studies (4–8)
- 20. Family and Consumer Sciences Composite (6–12)
- 21. Health (EC-12)
- 22. Health Science (6–12)
- 23. History (7–12)
- 24. Hospitality, Nutrition, and Food Sciences (8–12)
- 25. Human Development and Family Studies (8–12)
- 26. Journalism (7–12)
- 27. Life Science (7–12)
- 28. Marketing (6–12)
- 29. Mathematics (4–8)
- 30. Mathematics (7–12)
- 31. Mathematics/Engineering (6-12)
- 32. Mathematics/Physical Science (6-12)
- 33. Mathematics/Science (4-8)
- 34. Music (EC-12)
- 35. Physical Education (EC–12)
- 36. Physical Science (7–12)
- 37. Physics/Mathematics (7-12)
- 38. Science (4–8)
- 39. Science (7–12)
- 40. Science of Teaching Reading
- 41. Social Studies (4–8)
- 42. Social Studies (7–12)
- 43. Special Education (EC–12)
- 44. Speech (7–12)
- 45. Technology Applications (EC–12)
- 46. Technology Education (6–12)
- 47. Theatre (EC–12)
- 48. Trade and Industrial Education (6-12)
- 49. Arabic
- 50. Chinese
- 51. French
- 52. German
- 53. Hindi
- 54. Italian
- 55. Japanese
- 56. Korean
- 57. Latin
- 58. Portuguese
- 59. Russian
- 60. Spanish
- 61. Turkish
- 62. Vietnamese
