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  • California Teaching Performance Expectations (TPEs)
    5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom 6 Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to teacher interactions by communicating classroom routines, procedures, and norms to students and families
  • California Teaching Performance Expectations
    The Teaching Performance Expectations (TPEs) comprise the body of knowledge, skills, and abilities that beginning general education teachers have the opportunity to learn in approved teacher preparation programs in California
  • Performance Assessment - California
    Performance Assessment for California Educators The competence and performance of teachers and administrators is a key factor influencing the effectiveness of elementary and secondary education In California, candidates for teaching and administrative credentials must pass a performance assessment before they can be recommended for a credential For Teacher Candidates As mandated by
  • Teaching Performance Assessment Design Standards - California
    The sponsor* of a teaching performance assessment seeking approval for use in California (model sponsor) designs a Teaching Performance Assessment (TPA) in which complex pedagogical assessment tasks, authentic to the practice of teaching, are aligned with key aspects of all major domains of California's Teaching Performance Expectations (TPEs
  • Preconditions and Standards - California
    The California Teaching Performance Expectations are standards that describe expected candidate performance at the level of a beginning teacher Teacher preparation programs use the TPEs as organizing concepts within preparation coursework, fieldwork, and assessments
  • Bilingual Authorization Program Standards and BTPEs
    The program helps candidates make connections between the universal teaching performance expectations and the BTPEs, so candidates understand how these two sets of related competencies are reflected in both preparation and instructional practice with bilingual TK-12 students in California public schools
  • California Early Childhood Education Teaching and Administrator . . .
    The ECE Teaching Performance Expectations (ECE-TPEs) represent the body of knowledge, skills, and abilities that beginning California Early Childhood practitioners in their respective job roles should have the opportunity to learn and practice in preparation programs in California
  • Bilingual Teacher Preparation Programs Roll Out Revised . . . - California
    California bilingual teacher preparation programs are in their first academic year of implementing the revised Bilingual Authorization Program Standards and new Bilingual Teaching Performance Expectations (BTPEs) The updated standards and BTPEs are based on work completed by an expert panel of education professionals and adopted by the Commission in 2021 They support the goals of the
  • Administrative Services and APA - California
    The performance expectations are assessed through a combination of the California Administrator Performance Assessment (CalAPA) and coursework fieldwork assignments Passage of the California Administrator Performance Assessment (CalAPA) is now a mandatory requirement of the Preliminary Administrative Services Credential program
  • Bilingual Standards Crosswalk 2023
    Following the December 2021 adoption of the revised bilingual authorization program standards and bilingual teaching performance expectations (BTPEs), the California Commission on Teacher Credentialing (Commission) and the California Association for Bilingual Teacher Education (CABTE) collaborated in the development of this crosswalk tool as an instrument to promote reflection within bilingual





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