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    CPAST Pilot: Data Reporting Requirements

    4/30/2025 12:38:15 PM

    Originally published March 21, 2025; updated May 1, 2025 to reflect additional programs approved in April 2025.

    In the fall of 2024, the Board granted approval for discretionary variance requests from multiple teacher preparation providers to use the Candidate Preservice Assessment of Student Teaching (CPAST) in place of the edTPA as a teacher performance assessment for initial licensure programs with the condition that preparation providers meet reporting requirements. To date, the following teacher preparation providers have been granted approval to use the CPAST in place of the edTPA:

    • Augsburg University (approved April 2025)
    • Bemidji State University  
    • Bethany Lutheran College   
    • Bethel University 
    • College of St. Benedict and St. John’s University  
    • College of St. Scholastica
    • Concordia College Moorhead  
    • Concordia University St. Paul
    • Crown College (Approved April 2025)   
    • Gustavus Adolphus College
    • Hamline University (Approved April 2025)  
    • Martin Luther College (Approved April 2025)
    • Metropolitan State University
    • Minnesota State University Mankato  
    • Minnesota State University Moorhead 
    • St. Cloud State University
    • Saint Mary's University of Minnesota
    • St. Olaf College  
    • Southwest MN State University  
    • University of Minnesota Morris   
    • University of Northwestern (Approved April 2025)
    • University of St. Thomas
    • Walden University
    • Winona State University

    As part of these Board actions, PELSB set the following definitions: 

    • Task = Planning for instruction and assessment (4 rubrics – A, B, C, D), Instructional Delivery (5 rubrics – E, F, G, H, I), Assessment and Analysis of Teaching (4 rubrics – J, K, L, M), Dispositions (8 rubrics – N, O, P, Q, R, S, T, U)
    • Pass rate = average score of 2 within a Task and no “0” scores within that task (if a candidate has an average score of 2 within a task and one “0” score within that task, that would be a “not pass”)

    Reporting Requirements 

    As outlined in a collaborative effort between PELSB and participating teacher preparation providers, the reporting requirements for participating units will be as follows: 

    Report Timing Content
    Data Summary Report Annually, starting as soon as Spring 2026 (for TPPs using the CPAST in Spring 2025)

    Unit average score by task

    Unit pass rate by task
    Unit Report Self-Studys Submit in self-study or self-study addendum when scheduled

    Rubric A and Rubric C data for Standard 2(3)

    Rubric D for Unit 2(5)

    Rubric H for 2(8)
    Unit Report on Continuous Improvement 8705.1500-MN Rules Part Submit as scheduled

    Include identification of unit (and program) strengths and areas of improvement, including by not limited to C(2) data and analysis of candidate scores in teacher performance assessments:

    • What trends are there with zero scores as a unit and within programs?
    • What strengths/areas of improvement are noted as it pertains to aggregated or disaggregated data?
    • Report program pass rate by task and program average score by task
    • Include analysis of data - what does this data mean (or not mean) in the context of other (non-CPAST) data points?
    PERCA Submit as scheduled

    Submit CPAST data with average final scores and pass rates by program. Depending on your submission timeline, you may submit edTPA and CPAST data.

    Note: Stay tuned for additional information and possible Board action (negating this data submission).
    End of pilot data by rubric Due July 1, 2027

    Midterm and final average scores, unit data and disaggregated data by program:

    • Include up to 3 years of data (may be less depending on timing of implementation)
    Unit and program pass rates
    • For program data, programs with mostly shared requirements may be combined (for example, all science programs or all special education programs)

    CPAST Tips from Teacher Preparation Providers

    • Use look-fors document to support candidates

    • Consider using pre-CPAST instrument

    • Consider how your programs will create final scoring for candidates in two different placements (who score higher in one placement than the other)

    • Collaborate across teacher preparation providers to develop cooperating teacher training videos

    Notes

    • Pass rates were established, because MN Statutes 122A.091 requires PELSB to collect and report on this data.
    • Teacher preparation programs are not required to use candidate scores/pass status for completion/recommendation requirements.
    • Teacher preparation programs must ensure its completion requirements are met.
    • For initial licensure programs, teacher preparation providers must require completion of the edTPA or with a variance, the CPAST.
    • Some programs may choose to require both the edTPA and CPAST, but with an approved variance, a program amy require the CPAST only.
    • The intent of CPAST data is for program accountability and continuous program improvement.

    If preparation providers wish to seek a discretionary variance to use the CPAST instead of the edTPA and join this pilot, please contact michelle.sandler@state.mn.us. Additionally, programs will need to reach out to Ohio State University and sign an MOU with them.

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