Program Standard 16: Assessment of Candidate Performance

Prior to recommending each candidate for a teaching credential, one or more persons responsible for the program shall determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of Teaching Performance Expectations (TPEs) as they apply to the subjects and specialties authorized by the credential. During the program, candidates are guided and coached on their performance in relation to the TPEs using formative processes. Verification of candidate performance is provided by at least one supervising teacher and one institutional supervisor trained to assess the TPEs. At least one assessor shall hold authorization in the candidate’s credential area. An individual development plan will be written before the candidate exits the Preliminary Credential Preparation Program and will include recommendations for further study during the candidate’s Induction Program.  

Program Standard 16 Component:

Courses in which the component is addressed:

one or more persons responsible for the program shall determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of Teaching Performance Expectations (TPEs) as they apply to the subjects and specialties authorized by the credential.

SPED 171; 172; 175; 176

candidates are guided and coached on their performance in relation to the TPEs using formative processes

SPED 171; 172; 175; 176

Verification of candidate performance is provided by at least one supervising teacher and one institutional supervisor trained to assess the TPEs. At least one assessor shall hold authorization in the candidate’s credential area

SPED 171; 172; 175; 176

Development of Individual Induction Plan

SPED 175/176

All candidates are supervised in two semesters of highly structured fieldwork that are taken concurrently with core methods courses specific to each credential (EHD 178; SPED 171 and 175 for Mild-Moderate; SPED 172 and 176 for Moderate-Severe). In both credentials, a University Supervisor visits, observes and meets with the candidate throughout the semester and evaluates candidate performance on a range of Teaching Performance Expectations and requirements specific to each credential. Candidate performance is determined from observation, portfolio review, and midterm/final evaluations.  A Master Teacher/Cooperating Teacher from the school in which the candidate is teaching during these clinical fieldwork placements also evaluates the candidate utilizing the university’s evaluation tools. They determine on the basis of thoroughly documented evidence, that each candidate has demonstrated a satisfactory performance on the full range of Teaching Performance Expectations (TPEs) as they apply to the subjects and specialties authorized by the credential. Often, both assessors hold the authorization in the candidate’s credential area; but at least one assessor shall hold authorization in the candidate’s credential area. Portfolio components, including signature course assignments, midterm and final evaluation forms, and observation forms, etc., practicum packets linked above.

Each graduate completes with his/her supervisor an Individual Induction Plan during SPED 175/176: Final Practicum in Special Education. More specifically, the graduating candidate and his/her supervisor identify two to three professional growth goals based on the California Standard for the Teaching Profession on which to focus the initial phase of his/her Induction Program. This form is completed and signed at the final evaluation meeting in final practicum and available for the graduate to present upon request to the hiring district.

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