1. To: Elaha Bahadori
103480609
CC: Credential Office
Michael D. Eisner College of Education
From: Dr. David Kretschmer, PACT Coordinator
Completion Date: December 24, 2013
This letter is to verify that you have successfully completed the Teacher Performance
Assessment (TPA) as required by the California Commission on Teacher Credentialing (CCTC).
This TPA serves as an exit requirement for the California State University Northridge Multiple
Subject Credential Program and consists of the Performance Assessment for California Teachers
(PACT) version of the TPA which includes a Literacy Teaching Event and Content Assessment
Tasks in Math, Science and Social Studies.
Below are your scores on the PACT Teaching Event. Each score is an average of the scores from
each part of the event: Planning, Instruction, Assessment, Reflection, and Academic Language.
It’s important that you understand how your score compares in relation to other teacher
candidates across the state of California to help you put your score in perspective.
Most candidates in California score an average of 2-3 on each part of the PACT teaching event.
Scores of 2 or 3 are considered good scores. A score of 4 is exemplary and is difficult for a
beginning teacher to attain. An average score of 1 on any section indicates a candidate’s need to
make significant improvements in that area during Induction in the first 2-3 years of teaching.
The Academic Language part of PACT has been the most difficult for teacher candidates. Scores
of 1 or 2 are typical for this part of the teaching event, and again indicate a potential focus of
attention during Induction.
Your Average Score for Each Section of the Teaching Event:
Task: Score: TPEs Addressed:
Planning: 4.0 (TPEs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12)
Instruction: 4.0 (TPEs 1, 2, 3, 4, 5, 6, 7, 10, 11)
Assessment: 4.0 (TPEs 2, 3, 4, 5, 13)

2. Reflection: 3.5 (TPEs 7, 8, 13)
Academic Language: 3.5 (Included in all parts above)
The scorer of your Teaching Event also commented:
The candidate showed strength in the ability tap on different students learning styles and it
helped her gain their attention. She was able to include music, literature, interactions, and other
activities that motivated and engaged students. Theory and research were integrated effectively
throughout the lessons. The candidate reflected well on how changes in instruction would
improve student academic language learning.
Best wishes to you in your teaching!