Early Childhood Education CalFTPA Faculty Policies and Resources

Candidate Video Recordings

If a candidate permits an authorized faculty member to access his or her video recording, the faculty member must treat the video recording as a confidential assessment record.

All feedback must conform to the policies and guidelines for Early Childhood Education CalFTPA Acceptable Support below.

Faculty members may not

• store/upload a candidate's video to a non-secure, shared system
• display a candidate's video publicly on a non-secured platform (e.g., through personal websites, or through public websites such as YouTube, or Facebook); or
• share any candidate's video with any other individual, educator preparation program, or entity unless permission is granted by the candidate, and is within the parameters of the signed consent forms obtained by the candidate for all individuals featured in a video.

This document outlines policies and guidelines for supporting candidates during their completion of the Early Childhood Education CalFTPA. These guidelines apply to all support providers including faculty, supervisors, cooperating teachers, mentor teachers, peers, and others who may provide assistance (e.g., a tutor). Consistent with research on student learning, programs are encouraged to help candidates examine expectations for performance evaluated by the Early Childhood Education CalFTPA in meaningful ways, and discuss how they will demonstrate their performance in relation to those expectations. Since the Early Childhood Education CalFTPA is to be embedded within an educator preparation program, it is expected that candidates will engage in professional conversations with support providers about teaching and learning associated with the outcomes assessed by the Early Childhood Education CalFTPA. Support providers are encouraged to review the language, structure, and progression of a candidate's submission against the Early Childhood Education CalFTPA rubrics, and to provide formative feedback and guidance to the candidate as part of the preparation program experience. Below are examples of acceptable forms of support that may be provided to candidates completing the Early Childhood Education CalFTPA.

These activities constitute required forms of support for candidates within the TPA process:

• providing candidates with access to Early Childhood Education CalFTPA Performance Assessment Guides and other explanatory materials about the Early Childhood Education CalFTPA and expectations for candidate performance on the assessment
• explaining Early Childhood Education CalFTPA cycles and rubrics, and guiding discussions about them
• engaging candidates in formative experiences aligned with the Early Childhood Education CalFTPA (e.g., assignments on the plan, teach, reflect, apply sequence; assessing student work)

These activities constitute acceptable, but not required forms of support for candidates within the TPA process:

• providing and discussing support documents such as Early Childhood Education CalFTPA Acceptable Support
• examining lessons or examples of effective teaching using Early Childhood Education CalFTPA rubrics or support documents
• referring candidates to a writing workshop or center for assistance in improving writing for course assignments, as long as the assistance is not in the form of direct editing of submission materials
• recommending and/or providing specific assistance to address areas in which the candidate has demonstrated a weakness (e.g., reflective writing, using knowledge of students to plan instruction, differentiating instruction)
• explaining scoring rubrics by using them in formative exercises or assignments
• linking content and experiences from the preparation program to the Early Childhood Education Teaching Performance Expectations as measured by the Early Childhood Education CalFTPA cycles and rubrics
• providing a schedule/timeline for completion of Early Childhood Education CalFTPA cycles
• co-planning an instructional segment with a peer or cooperating teacher, while ensuring that the evidence submitted for the Early Childhood Education CalFTPA represents the original work of the candidate(s)
• answering common questions about the Early Childhood Education CalFTPA in a group setting
• providing access to translations of instructional materials in languages other than English
• paraphrasing or answering questions about the content of an instructional cycle, rubric, direction, or support documents
• probing candidates to self-assess their draft responses or video recordings without providing direct edits to responses, or providing specific answers to Early Childhood Education CalFTPA prompts
• providing references to relevant articles or sections of a text to address questions about effective instructional strategies
• assisting candidates in understanding how to use the electronic platform for accessing materials and uploading submissions
• arranging technical assistance for video-recorded portions of the Early Childhood Education CalFTPA

Although there may be many opportunities for support providers to encourage a candidate's deeper understanding and demonstration of pedagogy, other supports are not acceptable within the Early Childhood Education CalFTPA process. These will undermine the use of the assessment as a determinant of a candidate's status with respect to the California Teaching Performance Expectations and also, as an indicator of preparation program quality and effectiveness. Below are examples of unacceptable forms of support that should not be provided to candidates completing the Early Childhood Education CalFTPA.

These activities constitute unacceptable forms of support for candidates within the TPA process:

• providing a candidate with the content or answer in response to an Early Childhood Education CalFTPA prompt
• editing a candidate's response prior to submission
• offering critique of a candidate's draft responses prior to submission for official scoring that provides specific, alternative responses
• telling candidates which video clips or work samples to select for submission
• uploading candidate responses (written video-recorded) on public access social media websites, or uploading them to the scoring platform for the candidate

• Early Childhood Education CalFTPA Cycle 1 assessment materials
• Early Childhood Education CalFTPA Cycle 2 assessment materials
• Early Childhood Education CalFTPA Cycle 3 assessment materials

Faculty should review the Early Childhood Education CalFTPA Preparation Materials web page on this website for information provided to candidates including:

• Tips for managing their video files
• Instructions for using the ePortfolio registration and submission systems
• California state standards, frameworks, and guidelines
• Additional community resources