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| Preface | |
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| Introduction: Research on Teacher Performance Assessment and PACT | |
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| How California Teacher Assessment Reform Began | |
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| Research on the PACT Model of Teacher Performance Assessment | |
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| How PACT Addresses Research Gaps | |
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| How PACT Addresses Assessment Gaps | |
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| How PACT Addresses Other Assessment Issues | |
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| Research on PACT as a Valid, Reliable Instrument of Teacher Performance | |
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| Assessment | |
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| What Sets PACT APart from Other Assessments | |
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| Piloting PACT | |
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| Testing the Validity of PACT | |
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| How Experts Responded to Initial PACT Research | |
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| Summary | |
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| Defining PACT | |
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| How PACT Was Developed | |
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| Origins of the PACT Teaching Event | |
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| Selecting the Teaching Event as the PACT Centerpiece | |
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| Construction and Scoring of the PACT Teaching Event | |
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| What PACT Measures | |
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| How PACT Data Are Used | |
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| Research that Supports the PACT Design | |
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| Embedded Signature Assessments (ESAs) in PACT | |
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| Differences Between Embedded Signature Assessments (ESAs) and | |
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| Regular Classroom Assignments | |
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| Examples of Embedded Signature Assessments (ESAs) | |
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| California's Alternate TPAs | |
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| The CalTPA (California Teacher Performance Assessment) | |
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| How the CalTPA Became Required by State Law | |
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| New Program Standards and the TPA | |
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| How PACT and CalTPA Differ | |
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| California Teacher Preparation Programs That Do Not Use PACT | |
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| How Multiple Subject (Elementary) and Single Subject (Secondary) Differ in | |
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| PACT | |
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| The TPEs (Teaching Performance Expectations) | |
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| A Quick Overview of the TPEs | |
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| How the California TPEs Were Developed | |
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| Institutions Outside California Currently Using PACT | |
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| PACT and Special Education | |
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| PACT and Bilingual Education | |
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| How PACT Aligns with State Standards and Teacher Preparation Programs | |
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| No Child Left Behind and PACT | |
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| Additional Requirements for Teacher Licensure in California | |
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| Summary | |
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| The PACT Teaching Event | |
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| Five Required Tasks of the Teaching Event | |
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| A Quick Overview of the Five Tasks in the Teaching Event | |
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| A Quick Overview of the Teaching Event Requirements Aligned to the | |
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| Teaching Performance Expectations (TPEs) | |
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| More Information on Academic Language | |
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| Subjects Available for PACT Teaching Events in Multiple Subject | |
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| (Elementary) and Single Subject (Secondary) | |
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| Purpose of the Teaching Event Handbooks | |
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| Formats for Submitting the Teaching Event | |
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| Samples of Completed Teaching Events | |
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| Support Provided to Teacher Candidates in Completing the Teaching Event | |
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| Unacceptable Support in Completing the Teaching Event | |
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| The Unified Learning Segment in PACT Teaching Event | |
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| Submitting the Unified Learning Segment | |
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| How the Unified Learning Segment Prompts Vary by Subject and Grade Level | |
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| Video Clip Requirements for the PACT Instruction Task | |
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| Videotaping Support for Candidates | |
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| Confidentiality of Videotaped Classroom Students | |
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| Differences in Video Clips Among Subjects and Grade Levels | |
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| Uploading a Lesson Plan to an Electronic/Digital Platform | |
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| The PACT Teaching Event and Electronic Portfolio Management Systems | |
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| Evaluation and Scoring of the PACT Teaching Event | |
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| Candidates Who Do Not Pass the Teaching Event | |
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| Summary | |
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| Understanding Academic Language | |
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| The Role of Academic Language in the PACT Teaching Event | |
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| Challenges in Teaching Academic Language | |
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| Examples of Academic Language vs. Simplified Language | |
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| How Experts Define and Describe Academic Language | |
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| Why Students Struggle with Academic Language | |
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| Academic Language Strategies for Candidates in the PACT Teaching Event | |
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| Questions about Academic Language Candidates Must Address | |
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| Examples of Candidate Responses to Academic Language in the Teaching Event | |
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| Brief Analysis of Vignettes | |
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| Assisting Candidates with Academic Language | |
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| Summary | |
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| Scoring the PACT Teaching Event | |
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| The 12 Areas of the PACT Rubric | |
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| Using the 12 Items of the PACT Scoring Form in Multiple and Single Subjects | |
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| Remediation Opportunities for Candidates Who Do Not Pass PACT | |
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| Appeals Procedure for Candidates Who Do Not Pass the Teaching Event | |
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| Training PACT Scorers | |
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| Defining Levels 1-4 on the PACT Teaching Event Scoring Form | |
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| The Big Ideas Behind the Rubric | |
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| Additional Information in the Scoring Form | |
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| Numerical Scores and Commentary in the Scoring Form | |
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| Examples of Candidates' Scores Level 1-4 from the Teaching Event | |
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| Brief Analysis of Vignettes | |
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| The Role of Bias in Scoring the Teaching Event | |
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| Acquiring the PACT Teaching Event Scoring Form | |
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| Research Basis for the PACT Scoring Form | |
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| Summary | |
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| Next Steps | |
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| Additional Issues for Further Study | |
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| Summary | |
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| The Big Ideas Behind the Rubrics | |