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CTC works on framework for identifying prep programs with low TPA pass rates
February 23, 2026
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The February meeting of the California Commission on Teacher Credentialing was attended by ACSA CTC Liaison Doug Gephart, who filed the following report.
Senate Bill 1263 requires the CTC to report the number of teacher preparation programs with low Teaching Performance Assessment (TPA) pass rates and to assist those programs in using evidence-based strategies to support candidates in passing the assessment, with such instructional supports provided at no cost to candidates. This statutory direction reflects the Legislature’s intent that the commission move beyond general monitoring of TPA outcomes by establishing a clear, statewide process for identifying low TPA pass rates and for ensuring that preparation programs engage in structured, evidence-based continuous improvement.
The commission, on the recommendation of staff, approved the following recommendations:
  • Reviewed and provided direction on the proposed TPA Pass Rate Identification Framework, including the proposed measures, performance bands, and annual identification and continuous improvement cycle.
  • Directed staff to return to the commission with a refined plan, in the form of draft regulations, for further commission consideration and/or adoption.
  • Staff will synthesize commissioners’ direction and input from the field and return to the commission with a refined plan in the form of draft regulations for further consideration and/or adoption.
Supplementary and Subject Matter Authorizations The CTC approved amendments to align requirements across all authorizations to recent statutory changes and updated requirements for arts to reflect culturally relevant coursework aligned with current frameworks. Amendments also included updates to coursework requirements for visual arts and dance related authorizations for cultural relevancy. Additions: Art/Introductory Art Studio Practice, Visual Cultural/Art History, Artistic Process, Dance/Introductory Dance Technique, History, and Theory.
Annual reports to the Legislature 2021 Computer Science Supplementary Authorization Incentive Grant Program: For the 2021-22 fiscal year, the Legislature allocated $15 million to the Computer Science Grant to support credentialed teachers in obtaining a supplementary authorization in computer science. As of July 2025, 17 local education agencies have been awarded grants totaling $2,563,700. LEA grantees utilize grant funds to cover tuition, fees, books, and/or release time for participating teachers.
2022 Reading and Literacy Supplementary Authorization Incentive Grant Program: For the 2022-23 fiscal year, the Legislature approved the sum of $15 million for the 2022 Reading and Literacy Supplementary Authorization Incentive Grant Program. Prior legislation authorized $2,500 one-time grant awards per participant, with a local match requirement equal to 100 percent of the grant award, to support credentialed teachers in adding a Reading and Literacy Added Authorization or a Reading and Literacy Leadership Specialist credential.
2023 Diverse Education Leaders Pipeline Initiative Program: In May 2024, the commission awarded nearly $10 million to 10 LEAs, representing a mix of school districts, county offices of education, and charter schools supporting 367 administrator candidates across three cohorts (2024- 25, 2025-26, and 2026-27). During the 2024-25 fiscal year, a total of 104 administrator candidates participated in the first cohort, with eight completers earning a Preliminary Administrative Services Credential by June 2025. The purpose of the program is to increase diversity among public school administrators.
Revised Performance Assessment Design Standards The commission approved the following changes to Performance Assessment Design Standards, which set specifications for what a Teaching Performance Assessment (TPA) must include:
Culturally responsive pedagogy: TPA tasks require candidates to demonstrate culturally responsive teaching practices and asset-based instruction. Candidates are required to analyze student data to design aligned learning opportunities that will address the needs of diverse learners.
Streamlined assessment structure: The TPA is restructured to reduce duplication, include real-world scenarios, and break submissions into smaller parts. Rubrics and instructions are integrated into the TPA platform to reduce confusion.
Flexible assessment design: TPA design aligns with Universal Design for Learning principles to allow for authentic evidence collection. Candidates may submit work in multiple formats and incorporate coursework to reflect varied teaching contexts.
Rubric-aligned feedback: Scorers provide specific, asset-based feedback aligned with the rubric that highlights criteria met and not met. Scorer calibration includes deepening understanding of content, context, and practices.