As teacher candidates, we are acquiring knowledge and skills to understand and begin to apply the Teacher Performance Expectations. We utilize the TPEs because they also align with how districts will assess us and our readiness when we apply for a teaching position. After we receive our first teaching assignment, we will be required to clear our credentials. Guess what? The TPEs come into play again! Induction programs (for clearing our credentials) will evaluate our strengths and growth areas as new teachers. In this course and future courses, the TPE assignments will get us prepared and thus help us begin our own individual growth plan as we become a teacher. The goal is to be able to articulate and talk about our teaching practice using the academic language found in the TPEs, and our coursework will support this mission!
Download
TPE Evidence for Observations PDF CTC TPE Handbook of Multiple and Single Subject Credential Program Standards Understanding How to Unpack Standards
Considerations
As we internally reflect on our assets/strengths and areas of growth, remember we are considering ALL students, not just the students whom we easily connect with but also the students who we may need to learn more about to engage them (cognitively and/or emotionally). It is natural that we build relationships with those whom we have experiences or backgrounds that are similar; it is sometimes more difficult to engage with others whom we have differences with (religion, socioeconomic, gender, ethnicity, race).
Differentiation
Throughout this program, we will differentiate between Interns & Student Teachers in various assignments and activities. We will also differentiate between multiple and single-subject credential programs. The goal is to connect our own lived experiences, knowledge, and our credential area to all aspects of our learning. If we felt an assignment or activity did not differentiate, we were to share this with the Course Lead so adjustments could be made.
Intern Teacher
As Intern Teachers, we will complete this reflective practice activity of the Teacher Performance Expectations taking into consideration our current classroom of students. If we do not have a classroom yet, we were to view this assignment through the lens of a student teacher.
Student Teacher
As Student Teachers who do not currently have a classroom, we were to reflect using our personal assets/strength areas (what comes naturally to us, and draw from past experiences) and what areas we will need to engage in professional activities for growth.
TPE 2.1
Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Student teacher: Consider your ability to engage others based on your knowledge of what you know about them. From the examples of evidence, select which ones you feel come natural to you.
Intern: Consider your ability to engage and support ALL your students. Reflect on your relationships with your students and select from the examples of evidence which ones you feel are your assets/strengths.
Examples of Evidence of TPE 2.1
- Collaborative strategies: set rules for conflicts, how to communicate positively, give choices
- Establish ground rules for respect: talk about speech, physical interaction, and peers responding positively and supportively.
Identify 3 Areas of Growth and an Action you will take
Directions: Identify 3 areas of growth with an action you will take to improve this area.
- Area of Growth: Active Listening and Communication
- Actions: Promote active listening skills in the classroom with activities and exercises. For instance, after group discussions or presentations, ask students to provide feedback to their peers, emphasizing how well their ideas were understood. Students should ask clarifying questions to demonstrate active engagement—additionally, praise students for communicating and listening well during group projects.
- Area of Growth: Conflict Resolution and Cooperation
- Actions: Provide guidance on handling disagreements respectfully and help students understand that conflicts are a natural part of collaboration. Set up a class agreement to resolve conflicts and foster a supportive environment where differences are valued and respected. When faced with challenges, encourage students to brainstorm solutions and reach a consensus.
- Area of Growth: Inclusivity and Empathy
- Actions: Ensure the curriculum includes diversity, inclusion, and empathy lessons. Make sure students understand the importance of respecting and appreciating individual differences by using age-appropriate materials. Promote a classroom culture that celebrates diversity and doesn’t tolerate bullying or discrimination. Give students a safe and respectful space to share their opinions. Provide opportunities for students to engage in activities that foster empathy, like community service projects and teamwork exercises.
TPE 2.2
Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.
Examples of Evidence of TPE 2.2
- End-of-week exit ticket regarding likes/dislikes, highlights/challenges
- Pair share, collaborative learning
- Physical environment to encourage peer-to-peer interaction
- High-frequency praise, prompts, cues
- Establishing ground rules for acceptance, diversity
- Use of videos
- Peer editing, pair up/peer tutoring
Current Assets and Strengths
Student Teacher and Intern Teacher:
Consider your ability to communicate in an effort to build relationships, share expectations, and progress.
Describe: What methods of communication do you currently have strengths in?
Oral and written.
Growth
Describe the communication tools you need to investigate and practice using?
- Pair Share, Collaborative Learning: Using pair share, students can share their thoughts and ideas with a partner before sharing them with the whole class. In addition to promoting active engagement, it gives students a chance to voice their opinions. On the other hand, collaborative learning involves students working together in groups. In addition to building teamwork and communication skills, it helps with problem-solving.
- High-Frequency Praise, Prompts, Cues: Positive reinforcement, prompts, and cues keep the learning environment positive and focused. While praise reinforces positive behavior and motivates students, prompts, and cues gently guide them toward desired outcomes.
- Establishing Ground Rules for Acceptance and Diversity: Promoting positive communication and respect in the classroom requires a classroom culture that celebrates acceptance and diversity. Setting clear expectations for behavior and interactions helps set ground rules for acceptance.
TPE 2.3
Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Examples of Evidence of TPE 2.3
- Makes accommodations for individual classroom seating as well as group needs
- Models ways in which students perceive they are authentically valued within the school community
- Assures the environment is one where students feel safe to take risks and be creative
- Includes learning profiles, learning styles, multiple intelligences, modalities, strengths, interests and vocational goals in everyday routines
- Learns and implements methods in which students understand their learning preferences and areas in which to stretch
- Asks student to self-assess, self-monitor and develop study skills
- Includes authentic examples of students’ subject-specific knowledge and skills in background knowledge proficiencies
- Plans flexible groups based upon assessment of student strengths, needs, interests, or readiness
- Develops student autonomy through choice and self-assessment
- Recognizes students’ contributions and achievements
- Models fairness and respect
- Values students’ ideas and responses
- Models constructive ways to agree and disagree
- Provides opportunities for all students to participate in activities and discussions
- Responds consistently to inappropriate behavior
- Offers all students the opportunities to engage in tasks that are equally interesting, important, and engaging
- Expects all students to demonstrate continuous growth
- Presents tasks that require genuine collaboration to achieve shared understanding
- Provides support for students who are not succeeding, including ELs and/or those who are struggling
- Extends the curriculum by connecting to students’ interests and learning profiles
Identify 3 Areas of Growth and an Action you will take
Directions: Identify 3 areas of growth with an action you will take to improve this area.
- Area of Growth: Fostering a Safe and Creative Learning Environment
- Actions: Create a classroom culture where taking risks and being creative is valued. Encourage open conversations about embracing challenges and learning from mistakes. Encourage creativity with brainstorming sessions, art projects, and problem-solving activities. To build confidence and motivation, celebrate students’ efforts and creativity. Providing positive and constructive feedback ensures students feel supported in their creative endeavors.
- Area of Growth: Developing Metacognitive Skills
- Actions: Metacognitive strategies can help students understand their learning preferences and areas for improvement. Introduce students to self-reflection, goal-setting, and self-assessment techniques. Encourage students to analyze their strengths and weaknesses. Encourage students to set personal learning goals and track their progress. Gain insights into each student’s learning profile using tools like learning inventories and interest surveys.
- Areas of Growth: Differentiated Instruction and Task Design
- Action: Make tasks and assignments that cater to different learning styles and interests. Offer different learning materials, resources, and activities based on student’s preferences and abilities. Give students a choice in assignments to keep them engaged. Engage students in project-based learning or real-world applications of knowledge. Refine and adjust instructional approaches based on the impact of differentiated tasks on student learning.
TPE 2.4
Know how to access resources to support students, including those who have experienced trauma, homelessness, foster care, incarceration, and/or are medically fragile.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Examples of Evidence of TPE 2.4
- Consult with colleagues, counselors, and administrators regarding school support, resources, policies, and procedures.
- Collaborate with colleagues and engage in professional development opportunities.
- Find out what resources are available such as after-school support systems and students being bullied.
Identify 3 Areas of Growth and an Action you will take
Directions: Identify 3 areas of growth with an action you will take to improve this area.
- Area of Growth: Building Strong Support Systems
- Actions: Get in touch with colleagues, school counselors, and administrators on a regular basis. Talk about students’ needs, academic progress, and any challenges they face through meetings or email. Consult with school counselors about available tutoring, counseling, or special education services. Become familiar with school policies and procedures to handle issues more effectively. Create a cohesive support system for students by working with school staff.
- Area of Growth: Continuous Professional Growth
- Actions: Participate in collaborative planning sessions with fellow teachers to share best practices, discuss instructional strategies, and align curriculum. Stay up to date on educational trends and research by attending regular professional development opportunities, workshops, and seminars. Identify areas for improvement and set professional goals based on feedback from colleagues and administrators.
- Area of Growth: Addressing Student Well-being and Bullying Prevention
- Actions: Create a safe, inclusive classroom environment where students feel comfortable talking about their worries. Listen to students’ experiences and challenges and encourage open communication. Get to know the resources available to students, like after-school tutoring, mentoring programs, and counseling services. Incorporate anti-bullying initiatives in the classroom and promote kindness and empathy. Develop strategies for preventing and dealing with bullying with school counselors and administrators. Ensure students know how to report bullying and act as soon as possible.
TPE 2.5
Maintain high expectations for learning with appropriate support for the full range of students in the classroom.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Examples of Evidence of TPE 2.5
- Expectations posted; explicitly stated
- Norms, rubric
- Behavioral system: point system, verbal warnings, contracts, etc.
- Character Counts: specific behaviors
Identify 3 Areas of Growth and an Action you will take
Directions: Identify 3 areas of growth with an action you will take to improve this area.
- Area of Growth: Establishing Clear Classroom Norms and Expectations
- Actions: Co-create classroom norms and expectations with students. Create a class discussion about what makes a good learning environment. Outline these norms and expectations with a rubric or checklist. Remind students of these norms regularly, giving examples of demonstrating them. Encourage students to take responsibility for their actions and hold themselves accountable.
- Area of Growth: Implementing an Effective Behavioral Management System
- Actions: Create a behavior system with clear consequences and rewards for students. Create a point system that tracks positive behavior and recognizes students. In the case of inappropriate behavior, use verbal warnings as an initial reminder, then behavior contracts that outline expectations and consequences. Enforce the behavioral system consistently and ensure it’s fair and equitable—reward students for adhering to behavioral expectations.
- Area of Growth: Fostering a Positive Character Education Program
- Actions: Implement a character education program focusing on respect, responsibility, empathy, and integrity. Describe each value and why it’s important in the classroom. Show examples of these values in real-life situations through activities or discussions. Encourage students to show these behaviors through role-playing. Give out class awards or acknowledgments to students who exemplify positive character traits.
TPE 2.6
Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.
Directions: Self-evaluate by highlighting the elements of the TPE in:
Italic if you are not familiar with the TPE
Underline if you are moderately confident with the TPE
Bold if you are very confident with the TPE
Examples of Evidence of TPE 2.6
- Posts classroom objectives and learning goals
- Addresses content standards
- Involves students in the development of classroom procedures and routines
- Provides seamless transitions from one activity to next
- Provides adequate time based on knowledge of students’ development to complete learning activities
- Gives support based on knowledge of student’s physical, social, cognitive, and emotional development
- Develops daily schedules to maximize learning
- Adapts routines, procedures, and norms to ensure the success of all students
- Models fairness and respect
- Respect and is aware of cultural diversity and learning abilities in the makeup of the class.
- Responds to inappropriate behavior consistently
- Maintains routine
- Provides class outlines/syllabus
- Newsletters
- Class meetings
- Timely feedback given
Identify 3 Areas of Growth and an Action you will take
Directions: Identify 3 areas of growth with an action you will take to improve this area.
- Area of Growth: Enhancing Alignment with Content Standards
- Actions: Review the grade level and subject area curriculum and content standards. Examine the curriculum for gaps or areas that need to be aligned. Using the content standards, create a curriculum map or pacing guide that outlines the sequence of topics and learning objectives. Plan lessons and materials that are directly connected to the standards. Assess students’ progress regularly and adjust instruction accordingly to meet content standards.
- Area of Growth: Fostering Ownership and Responsibility in Students
- Actions: Discuss and develop classroom procedures and routines at the beginning of the school year. Allow students to share their ideas on how the class should run and what rules should be in place. Ensure that procedures are clear, respectful, and conducive to positive learning. Assist students in taking ownership of these procedures and routines by reminding them of their input and responsibilities.
- Area of Growth: Streamlining Classroom Transitions
- Actions: Plan and practice smooth transitions between activities to minimize disruptions. Make a visual schedule or use timers to help students anticipate upcoming activities. Ensure students know when it’s time to switch tasks by giving them clear signals. Make sure students participate in transitioning by tidying up their materials and moving on quickly. Evaluate transitions regularly and adjust as needed to ensure they’re seamless and productive.
Assignment Grade: 17.5/18
