Preliminary Education Specialist Program Standards

Education Specialist (ES) Program Standard 5: Assessment of Candidate Competency

ES Program Standard 5 is met as follows: 

The evaluation of candidates' growth is an ongoing, integral process in both coursework and fieldwork placements. Course projects are formative in order to provide students opportunities for further growth and skill development. The reflective process is demonstrated by the formative nature of assessments throughout the program, with peers and instructors offering  feedback prior to submission of materials for a grade. Courses have detailed rubrics outlining the expectations and competencies required for exemplary work. Throughout the course sequence of the ECSE program, students will compile a digital portfolio, which will include course assignments such as reflection pieces, presentations, lessons, papers, and projects. The portfolio provides evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. Specifically, candidates are expected to document their own learning, how they supported the learning and development of young children, and their development as educators. Instructions for the digital portfolio will be provided during orientation and progress monitoring will occur during classes and advising sessions with the program director. 

The ECE Department faculty meet regularly as part of the formal assessment and evaluation system. Rubrics for assignments are reviewed by the ECE department to reduce the subjectivity of interpretation. Course instructors then assess student work based on the stated expectations in the rubric. At the end of each semester, course assignments and grading rubrics are discussed, and improvements are made when new information, such as research studies or digital media, becomes available and when problems surface. Student performance on assignments is recorded and strengths and weaknesses are used to inform individual course and program curriculum.

Multiple opportunities for assessment are embedded within the student teaching experiences. During field placements in the MCCS, candidates participate in at least weekly reflective circles with team members, where they discuss instructional decisions and interventions, receive feedback, and identify next steps for supporting children. During student teaching placements in ECSE programs, candidates are observed by their field supervisor, using an observation form integrating the TPEs. Goals for the observation are discussed in advance and feedback is provided in the post-observation conference. At the end of each student teaching placement, a summative evaluation takes place in a triad meeting between the cooperating teacher, the student teacher, and the field supervisor to evaluate progress towards the TPEs. This information is then used to design an Individual Development Plan (IDP), which will assist the student teacher and their induction mentor  in identifying strengths and areas for support as they begin their educational careers. Faculty use the information from this final conference, in addition to other assignments, to formulate a grade for the field placement. 

Standard 5: Implementation of a Teaching Performance Assessment  

Candidates will be introduced to the purposes and processes of the TPEs and TPA in the orientation to the ECSE program. The course sequence then introduces, practices, and assesses these capacities throughout the program, examining the various standards, including elements and narratives. 

During the student teaching seminars  (EDUT 6208 and EDUT 6209), professors will guide candidates through the multiple expectations and provide appropriate guidance as detailed by the CTC for fulfillment of the TPA. Specifically, the CA TPA Program Guide will be required reading in these courses as it offers detailed explanations of the processes for the TPA.  During the seminars, candidates will again explore individual TPAs in connection to their fieldwork and specific requirements of the TPA. 

5A: Administration of the Teaching Performance Assessment (TPA)

Candidates will be expected to complete one TPA per semester during student teaching experiences in early intervention (EI) and preschool-kindergarten. They will be simultaneously  enrolled in seminar courses during their student teaching fieldwork, which support their administration of the TPA. The seminars will examine the TPEs in relation to their learning environment, as application will be different across EI through kindergarten. The program guide for the TPA will provide specific information about registering for, completing, and submitting the TPA and is therefore required reading for this course. The TPA handbook will be required reading in both semesters/seminars. In particular, during the seminars candidates will engage in multiple workshops for completing different parts of the TPA: workshop 1: planning; workshop 2: teach & access; workshop 3: reflect; workshop 4: apply; and workshop 5 for actual submission through the digital platform. These workshops will provide feedback on content from peers and the instructor. The final workshop will guide the technical aspects of submission and is at least 2 weeks after the fourth workshop on application so that students have time to make any revisions based on instructor and peer feedback. 

5B: Candidate Preparation and Support 

In preparation for the TPA, courses throughout the program engage candidates in activities of recording themselves teaching/interacting, reflecting on their work, providing and implementing constructive feedback, and incorporating changes to meet student needs. This reflective process of the TPA is therefore embedded in projects throughout the ECSE program. 

The instructors of the student teaching seminars  (EDUT 6208 and EDUT 6209) will guide candidates through the multiple expectations and provide appropriate guidance as detailed by the CTC. The program guide for the TPA offers specific information about registering for, completing, and submitting the TPA and will be required reading within the seminar class. 

5C: Assessor Qualifications, Training, and Scoring Reliability

Due to the low incidence nature of ECSE, the program director will contact community members, such district-employed, supervisors, and members of the Advisory Board, to identify people duly qualified to serve as a TPA assessor.

Continue to Program Standard 6: Induction Individual Development Plan

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